Nobel Prize winning physicist and Stanford professor Carl Wieman is a proponent of active learning in the college classroom and believes it could "revolutionize" learning. He views his role as a teacher to be a “cognitive coach” rather than a “sage on the stage.”
But when it comes to teaching, Prof. Wieman thinks the problem of how to teach more effectively is something that can be “solved.” Not me. I believe that teaching is a fundamentally human process, far too complex and changeable for it to ever be solved.
Philip Sadler, professor and director of the Science Education department at Harvard, believes that successful science learning starts with understanding student misconceptions.
If you don't understand the flaws in students' reasoning, you're not going to be able to dislodge their misconceptions and replace them with the correct concepts. Teachers who find their kids' ideas fascinating are just better teachers than teachers who find the subject matter fascinating.
Experts say the more exposure a teacher has in a classroom before going it alone, the better. According to a report, 71 percent of graduates from teacher residency programs are still teaching after five years; In the U.S., studies have found that 17-46 percent of new teachers stop teaching within five years.
While traditional preparation programs provide semesters of classes on teaching-specific topics, residency programs like Urban Teachers teach those topics while residents are working in classrooms. Can teacher residency programs lead to better-prepared, life-long teachers?
Research shows that teaching kids things like perseverance and self-control can improve their health, academic achievement, and happiness in life. From Singapore and China to Britain, policymakers and educators are investing more time and money in scientific research on character.
The debate is no longer about whether character matters, but which traits—grit, open mindedness, optimism—matter the most and how to effectively teach those. Grades aren't everything.
After living without it for most of the school year, here is a reflection on teaching without that time-honoured symbol of power: The Teacher's Desk. Losing my desk has helped me get back to the real reason why we are all at school in the first place: to teach, inspire and learn.
The first insight that I have realized from teaching without a “pedestal” is that ultimately the true authority of the “teacher” never really changes. Moreover, not having my own “home base” creates a space where every student gets help, not just the ones who take the agency to get up and come to the big oak holy grail of the classroom.
While all teachers are familiar with the huge importance of face-to-face sharing for lesson ideas and teaching tips, and many in digitally connected contexts are growing aware of the value of sites like Pinterest and TeachersPayTeachers, far too few are comfortable sharing and publishing digitally.
But sharing is foundational to learning as well as teaching. As educators, we should aspire to make generous digital sharing of our lessons and our student work an important part of our school culture. Generous digital sharing, both inside and outside the classroom, should be come a “norm” of learning for us as well as our students.
In a new book, UCLA’s Alexander Astin argues that too many faculty members "have come to value merely being smart more than developing smartness." Mr. Astin believes that if colleges were instead to be judged on what they added to each student’s talents and capacities, then applicants at every level of academic preparation might be equally valued.
Bots can be used to empower educators and free up time for more personalized, individualized learning. Most of all, there is enormous opportunity to use bots to support learners in online or hybrid learning spaces.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2016.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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