Category: EDUCATION

  • On The Danger Of Popular Ideas In Education –

    On The Danger Of Popular Ideas In Education –

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    by Terrell Heick

    More than once, I’ve seen Bloom’s Taxonomy called a ‘fad.’

    This can be lumped in with Charlotte Danielson’s DOK framework and Learning Styles, eLearning, Blended Learning, MOOCs, Common Core academic standards, and a few dozen other practices, ideas, and programs–each as a fad. Something that, for a while, is ‘popular.’

    And sometimes, this is true.

    Oxford defines a fad as “A short-term obsession with a style, product, idea, or concept. Fads are characterized by high adoption (expressed in either increased sales or publicity or word of mouth) and equally fast disappearance and obsolescence.”

    This description would fit many practices, ideas, and programs in most industries. In the last decade or so, education has seen iPads and apps rise and fall in their adoption, with BYOD not far behind. Maker education, digital citizenship, eBook/eBook devices, and ‘mobile learning’ have each, to their degree, gained and lost traction again in their widespread application in formal education.

    Part of this is because education, at its best, changes in parallel with ‘the real world.’ As technology changes, for example, anyone or ‘thing’ that uses that technology is forced to change with it. As electric cars become more common and internal combustion engines become less common, ‘gas’ stations must change in parallel or risk being displaced.

    Put another way, it would be odd if things didn’t fall out of favor with its users. That it happens quickly isn’t always a bad thing.

    Or even generally a bad thing.

    There is a difference between iPads and gas stations, though. iPads rose and fell in popularity in the ‘real world’ and education alike, the latter in many ways caused by the former. In contrast, gas stations are merely being displaced rather than losing their appeal to the public.

    So ‘losing traction,’ for many things, make sense.

    But there is also the issue of what appears to be a ‘good idea’ quickly falling out of favor when that idea is embedded in the infrastructure that adopted it in the first place. This costs time, money, and the intellectual and psychological investment of educators, students, and parents alike.

    Take teachers, for example. Teachers are already overworked, undervalued, undermined, and undersupported. To expect–and force–them to change over and over again is, as with most professions, reasonable. But this is not small task with new programs and priorities that require significant changes in curriculum, assessment, and instruction.

    And this seems to be one source of educators’ frustration.

    When measuring success, effectiveness, and performance in education, what are we measuring exactly?

    What Works In Education?

    In What Works In Education And How Do We Know? I wondered about the terms of success in a human-centered industry (an unfortunate oxymoron), asking, “When measuring success, effectiveness, and performance in education, what are we measuring exactly?”

    Regarding letter grades, I said, “Grades are an interesting mix of understanding and compliance—if you more or less ‘get’ the material, work hard to decipher the procedural mumbo-jumbo of most lessons, read well enough, and actually turn in all of your work, you’re likely to get ‘good grades.’ Do the work and show the teacher you care, and you’re in a decent place in most classrooms.”

    In Stop Saying Learning Styles Don’t Work, I tried to get at that idea, offering that “Somehow, the idea that when we decide that this student learns best ‘by listening’ and this student learns best ‘while doing jumping jacks’ has come to define learning styles.”

    And finally, in Why Some Teachers Are Against Technology (which is obviously years old, now), I took a swipe at the idea of ‘fads,’ noting, “Every few years someone in education has a bright idea that, for whatever reason, doesn’t light things up the way it might’ve…Some observant educators have noticed this trend, and so preach patience and fidelity when integrating critically necessary new thinking—even when, like scripted curriculum or test-based accountability, that thinking is flawed. This gives us an interesting ecosystem of both pursuing and resisting new ideas.”

    But what if what later turned out to be a fad was ‘good’–useful in some way–and didn’t stop being good when it disappeared?

    “It makes sense to be skeptical of change, especially in an industry with such a mixed history of evolving itself. Every few years, someone in education has a bright idea that, for whatever reason, doesn’t light things up the way it might’ve. This has a few net negative effects, among them a kind of permanent momentum where change comes and change goes. We get used to failure.’

    Thoughts

    Here are a few of what I hope are hopefully logical/true statements:

    I. Any new program, priority, or effort in education costs attention, money, and the one thing teachers already have too little of–time.

    II. This makes teachers skeptical and seemingly pessimistic about ‘new things.’

    III. Skeptical and pessimistic teachers aren’t ‘happy’ teachers.

    IV. Teachers being ‘not happy’ is, for obvious reasons, problematic.

    V. Among these problems is an increased resistance to new ideas and a pre-tensioned willingness (eagerness?) to move on to the next idea.

    VII. That is, there can become a tendency to label ‘things’ as good or bad, right or wrong, research-based or not research-based, student-centered or not student-centered, and so on. This binary thinking isn’t helpful to teachers or, more importantly, students.

    VIII. Further, being ‘disproven’ and being ‘not useful’ are not the same. On what terms, for example, has the thing disproven? And so we think of ideas as ‘fads.’

    IX. Sometimes, they are bad ideas and are indeed eventually ‘debunked.’

    X. But this can create a reflex to move on–to abandon useful ideas in some wrong-headed effort to be perceived as new or modern even ‘innovative.’

    Conclusion

    It just might be that education has more than enough new ideas and not enough affection and patience to refine and rethink and reapply them with creativity and passion.

    Maybe.

    But how can Bloom’s Taxonomy–or any taxonomy–be thought of as ‘old news’? iPads, Chromebooks, learning styles, or even more recent trending concepts like project-based learning, are all based on thinking that is worth of a collective and ongoing contemplation or we start over and over and over again.

    While ridding what we do and how we do it of dogma and bad thinking is necessary as self-criticism to refine our practice as educators, pessimism is something entirely different. Necessities create possibilities and possibilities become ideas and ideas become potential and potential becomes ‘policy’ and eventually you look up and the once good idea has become something else entirely.

    A fad.

    And so, over and over again, every few years we feel like we have to reinvent the wheel or have the wheel reinvented for us.

    And that’s an exhausting place to be.

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  • What Are The Grade Levels By Age? –

    What Are The Grade Levels By Age? –

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    by TeachThought Staff

    For a growing child, grade level seems to have very little use.

    For a child functioning as or in the role of a ‘student,’ it can be vaguely useful to schools to place students and stratify them in what is expected to be similar ability levels, ages, and in the best case, maturity, and social skills.

    The History Of Age-Based Grade Levels In The United States

    The history of age-based grade levels in the United States can be traced back to the early 19th century when the American education system was formalized and standardized. Before this, education was often provided in one-room schoolhouses, and students of various ages and abilities were taught together. However, as the country began to urbanize and industrialize, there was a growing need for a more structured and organized education system.

    Horace Mann, often called the “father of American public education,” played a significant role in shaping the age-based grade-level system. In the mid-19th century, he advocated for establishing graded schools, where students would be grouped by age and academic ability into specific grade levels.

    This system aimed to provide a more uniform and efficient education, ensuring that students progressed through a standardized curriculum at a pace that was deemed appropriate for their age. Over time, this model became the foundation of the modern American education system, with students advancing from kindergarten through 12th grade based on age, typically starting kindergarten around age 5 and completing high school by the age of 18.

    Today, the age-based grade level system remains the standard in the United States. However, there has been ongoing debate and reform efforts to address issues of educational equity, individualized learning, and the recognition of diverse student needs and abilities within this framework.

    See also The Pros And Cons Of Using Grade Levels In School

    Note that the following answer to ‘What are the grade levels in Elementary, Middle, and High School?” depends on where you live. What grade should a 10-year-old be in? How old should a 1st-grader be?

    In many countries, the labeling is altogether different. In the UK, for example, ‘grades’ might be called ‘years’ as in Year 1, Year 2, and so on. So, the following list of ages by grade levels is based on the United States but should roughly apply to the formal education system for most countries.

    It also depends on what age the student actually enters kindergarten, where their birthday falls in relation to the school calendar, and if they’ve failed a grade or been ‘held back’ or skipped forward in grade levels.

    Within that context, here are–in most cases–the ages by grade level.

    What are the grade levels by age?

    What Are The Grade Levels By Age?

    Pre-School

    Pre-K2: 2

    Pre-K3: 3

    Pre-K4: 4

    Elementary School Grade Levels By Age

    Kindergarten: 5

    1st-Grade: 6

    2nd-Grade: 7

    3rd-Grade: 8

    4th-Grade: 9

    5th-Grade: 10

    Middle School Grade Levels By Age

    6th-Grade: 11

    7th-Grade: 12

    8th-Grade: 13

    See also Commonly Misspelled Words

    High School Grade Levels By Age

    9th-Grade: 14

    10th-Grade: 15

    11th-Grade: 16

    12-Grade: 17-18

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  • What Is Cognitive Constructivism? –

    What Is Cognitive Constructivism? –

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    Learning theory isn’t generally high on the list of practicing teachers.

    For starters, teachers are busy poring over the classic–or emerging–learning theories that can inform their teaching on a day-to-day basis. Secondly, much of K-12 pedagogy in the United States is subject to the constraints of academic standards, district pacing guides, curriculum maps, etc.

    Accordingly, learning theory is more commonly studied in college than in teacher professional development sessions or at home after grading papers.

    So let’s take a dive and see what there is to learn about the learning theory.

    Summary

    It suggests that learning occurs through the assimilation of new information into existing cognitive structures (schemas) and the accommodation of these structures to incorporate new knowledge. Educators can apply constructivist principles by engaging students in hands-on activities, encouraging inquiry-based learning, and providing opportunities for collaborative problem-solving.

    Details And Facts About Cognitive Constructivism

    What Is Cognitive Constructivism

    Active Learning 

    Cognitive constructivism emphasizes that learners actively construct their understanding of the world through experiences rather than passively receiving information. Learners are viewed as active participants in the learning process who constantly engage with their environment, assimilating new information into existing cognitive structures and accommodating these structures to accommodate new knowledge.

    Cognitive Constructivism

    Cognitive Constructivism is closely associated with the work of Swiss psychologist Jean Piaget. Piaget proposed a theory of cognitive development that outlined stages through which children progress as they construct their understanding of the world. These stages include the sensorimotor, preoperational, concrete, and formal operational stages, each characterized by distinct cognitive abilities and ways of thinking.

    Schemas and Assimilation/Accommodation 

    Central to cognitive constructivism is schemas, which are mental frameworks or structures that individuals use to organize and interpret information. 

    According to Piaget, learning involves assimilating new information into existing schemas and accommodating these schemas to incorporate new knowledge. This process of assimilation and accommodation enables learners to adapt their understanding of the world as they encounter new experiences.

    Constructivist Pedagogy

    Cognitive constructivism has implications for teaching and learning practices. Constructivist pedagogy emphasizes hands-on, experiential learning activities that actively engage students in constructing their understanding of concepts. 

    Teachers facilitate learning by posing open-ended questions, encouraging exploration and inquiry, and providing opportunities for students to collaborate with peers. Additionally, educators scaffold learning by providing appropriate support and guidance to help students progress through the zone of proximal development (ZPD), where they can achieve tasks with assistance they could not accomplish independently.

    Related: Behaviorism, Communal Constructivism, Social Learning Theory, Zone of Proximal Development, Vygotzksy’s Sociocultural Learning Theory, Feedback Loops In Learning, Gradual Release of Responsibility, Cognitive Load Theory

    Tips For Teaching With The Communal Constructivism Theory In The Classroom

    To integrate cognitive constructivism theory into their classrooms, teachers can implement the following strategies:

    For starters, create opportunities for active learning experiences. Encourage students to engage in hands-on activities, problem-solving tasks, and inquiry-based projects that allow them to construct their understanding of concepts. Provide materials and resources that support exploration and experimentation, fostering a learning environment where students are actively involved in constructing knowledge through firsthand experiences.

    Teachers in the classroom can foster a supportive and collaborative learning environment. Encourage peer interactions and collaborative problem-solving activities where students can learn from one another through discussion, debate, and shared exploration. Facilitate group work and cooperative learning tasks that promote social interaction and collaboration, providing opportunities for students to construct meaning together and learn from diverse perspectives.

    Also, by providing scaffolding and guidance to support students’ learning, central tenels of the learning theory can be implemented in even the busiest of classrooms. Teachers can recognize the zone of proximal development (ZPD) and provide appropriate levels of support to help students progress from their current level of understanding to more advanced levels. Offer structured prompts, cues, and guidance as needed, gradually reducing support as students become more independent learners.

    Scaffold learning experiences that build on students’ prior knowledge and skills, helping them develop a deeper understanding of concepts through guided practice and feedback.

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  • The Journey To A Bachelor Of Science In Nursing In The Online Fast Lane –

    The Journey To A Bachelor Of Science In Nursing In The Online Fast Lane –

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    contributed by James Brazen

    Imagine: A state-of-the-art educational path that leads to a fulfilling career in nursing, streamlined through the power of the internet.

    This is what an online accelerated BSN program embodies. The allure of diving into the fundamentals of nursing and emerging ready to provide top-notch patient care, all while sitting at a computer in the comfort of your own home, has shaped a new path for aspiring nurses. With a cleverly structured setup, these programs are tailored to those hungry for learning but strapped for time.

    Understanding the structure of an accelerated BSN program

    Accelerated BSN programs are designed for learners looking to make a beeline for a nursing career. But don’t be fooled by the term ‘accelerated’ – the content remains thorough and robust, just like traditional programs; the difference lies in the pace and delivery. Courses are packed into shorter terms, with some prerequisites that can pave the way to quicker graduation. What’s remarkable is how the necessity of a clinical hands-on experience is integrated into an online format, ensuring the practical skills needed are not just learned but also applied.

    The perks of pursuing nursing credentials online

    In a world where digital convenience is king, the appeal of earning nursing credentials online becomes clear. Flexibility stands out as a prime advantage, allowing students to blend learning into their existing schedules. Whether you’re changing diapers, putting in night shifts, or caring for a parent, the ability to log in and learn when it suits you is a game-changer. And let’s not forget the saved commuting time and costs! It’s the perfect solution for those who need a study schedule as flexible as a yoga instructor.

    Time management tips for balancing studies and personal commitments

    Getting through an online accelerated BSN program isn’t just a sprint; it’s also a marathon of managing time wisely. It’s about ensuring your studies don’t accidentally play second fiddle to your latest Netflix binge. Tips? Craft a solid study plan, set weekly goals, and remember to take breaks to avoid burnout. Staying organized is key. Imagine juggling eggs; you want to keep them all in the air without cracking under the pressure. And always keep an eye on the prize – the valuable nursing career waiting for you.

    Nurturing careers at the click of a button: the digital transformation of nursing education

    The shift to online learning platforms has turned nursing education on its head – in the best way possible. Modern technology isn’t just about flashy simulations; it’s about accessibility and customized learning experiences. Through innovative software, students tackle real-world scenarios digitally, sharpening critical thinking skills crucial for healthcare professionals. There are countless stories of students who have flourished in this format, overcoming geographical constraints and personal hurdles to achieve their nursing dreams.

    The backbone of any quality online nursing program is its technological toolkit. Interactive video lectures, real-time discussions with instructors, and peer collaboration through virtual classrooms replicate the richness of on-campus courses. Then, there are the virtual labs and simulation tools that bridge the gap between theory and practice. These tech perks don’t just make studying engaging; they are vital in keeping the material digestible and the learning curve just right.

    Interacting with peers and mentors in an online ecosystem

    You might think that studying online means missing out on camaraderie and support from classmates and tutors. Think again! Thanks to the marvels of modern communication apps and forums, the student community spirit is as vibrant as ever. It’s a world where study buddies and mentors are just a message away, providing that much-needed motivation and advice. This dynamic support system proves invaluable, especially when coursework feels like climbing a mountain.

    Juggling family, work, and education: strategies for success

    The silent heroes of online BSN programs are undoubtedly the multitaskers, who manage the delicate dance of family, work, and studies. Communication is their secret weapon – keeping everyone in the loop to help balance responsibilities. They maximize productivity by using pockets of time effectively – say, reading a chapter while waiting for the kids during soccer practice. And family members often play a supportive role, contributing to this educational undertaking with understanding and encouragement.

    Growing opportunities post-graduation

    After the graduation cap has landed, the world of opportunities swings its doors wide open for online BSN graduates. Healthcare is a field that’s not just growing; it’s thirsting for qualified professionals. With a newly minted degree, nurses often find doors opening for roles with greater responsibilities, specialization options, and accordingly, better pay.

    It’s not just a job that awaits but a rewarding career that makes a tangible difference every day. And that’s a goal worth logging in for.

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  • Learning Math? 25 Of The Best Math Resources

    Learning Math? 25 Of The Best Math Resources

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    best math resources

    by TeachThought Staff

    What are the best math resources? 

    Because of the skill-based nature of mathematics in general, math resources pair especially well with digital tools like apps and websites. On these kinds of platforms, accounts can be created, progress can be visualized, mastery can be documented, complexity can be adjusted to individual needs, and achievements can even be given as a kind of motivation mechanic.

    Year to year, the best math resources tend to stay the same, with large platforms like the Kahn Academy being supplemented by well-designed apps like Quizlet and Math Agent. (Many of these are covered in our best math apps for kids.)

    But each year, a handful of new math apps, websites, and other resources emerge to be useful for elementary school, middle school, high school, homeschooling, and college-prep practice. Below, we’ve gathered 25 of the best math resources–a mix of established and all-new tools to support the building of math skills and the grasp of important mathematical concepts.

    Math Resources For Elementary School Students

    Wolfram Alpha

    Renowned for its computational power, Wolfram Alpha is a go-to tool for students needing instant solutions, step-by-step explanations, and interactive visualizations across various mathematical domains, including calculus, linear algebra, and statistics.

    Coursera

    Partnering with universities worldwide, Coursera offers many math courses delivered by esteemed professors, covering diverse topics like mathematical modeling, graph theory, and differential equations, with self-paced and instructor-led learning options.

    MIT OpenCourseWare

    Providing free access to lecture notes, assignments, and exams from actual MIT courses, MIT OpenCourseWare is an invaluable resource for students seeking in-depth understanding and rigorous study materials in discrete mathematics, probability, and mathematical logic.

    Paul’s Online Math Notes

    Created by Professor Paul Dawkins, this website offers clear and concise explanations, extensive examples, and practice problems, covering topics ranging from pre-algebra to advanced calculus. It is an excellent supplementary resource for students seeking additional clarity.

    Desmos

    Known for its interactive graphing calculator, Desmos offers a user-friendly platform for visualizing mathematical concepts, exploring functions, and creating dynamic graphs, suitable for students at various levels of mathematical proficiency.

    Art of Problem Solving (AoPS)

    Focused on developing problem-solving skills and mathematical creativity, AoPS provides online courses, textbooks, and a vibrant community where students can engage in challenging problems, competitions, and discussions, fostering a deep appreciation for mathematics beyond the classroom curriculum.

    Mental Math Cards Challenge

    Mental Math is a great way to begin to teach elementary students basic arithmetic skills.

    BrainPOP Jr.

    Developer Description: The K-3 math movies teach educational topics like time, money, number sense, geometry, measurement, addition, subtraction, and fractions.

    Moose Math

    Moose Math teaches basic counting, addition, subtraction, sorting, geometry, and more.

    Prodigy

    Prodigy is a game-based math app, it takes kids through an adventure while teaching basic math skills.

    IXL

    IXL provides personalized learning, along with a real-time math diagnostic test. The diagnostic designs a recommendations list based around areas you struggle.

    SplashLearn

    SplashLearn is a game-based math app that offers over 350 math skills with an adaptive learning path for each child.

    Khan Academy Kids

    Khan Academy Kids is a free-to-use app designed to teach beginner academics to children ages two to seven.

    CK-12

    CK-12 provides a library of free online textbooks, videos, exercises, flashcards, and real-world applications for over 5000 concepts.

    Buzzmath

    Buzzmath is a subscription-based math app offering over 7,000 math skills from grades K-12.

    ABC Mouse

    ABC Mouse is a subscription-based app that teaches basic academic skills through fun activities.

    Dragonbox

    Dragonbox is a game-based app that teaches basic algebra to children five and up.

    Space Pig Math

    Space Pig Math is a game-based math app that teaches times tables up to 12×12.

    Math Resources For Middle And High School Students 

    Mathway

    Mathway is a free algebra calculator with step-by-step explanations.

    Kahoot!

    Kahoot! is a game-based learning platform that offers math classes taught by on-board educators.

    Brilliant

    Brilliant teaches STEM skills with fun and challenging interactive explorations.

    Symbolab

    Symbolab is a math equation calculator for algebra, trigonometry, and calculus problems.

    Quizlet

    Quizlet is a free-to-use app with community-created flashcards for all academic studies.

    Microsoft Math Solver – HW app

    Developer Description: Online math solver with free step by step solutions to algebra, calculus, and other math problems. 

    ACT Prep: Practice, Prep, Flashcards

    ACT Prep offers free ACT preparation with flashcards, and ACT practice test.

    Khan Academy SAT

    Khan Academy SAT provides exclusive access and advice to build a personalized practice program for anyone, anywhere.

    Socratic by Google

    Developer Description: Using text and speech recognition, the app surfaces the most relevant learning resources for you.

    Photomath

    Developer Description: A mobile application which utilizes a phone’s camera to recognize mathematical equations, and to display the step-by-step solution onscreen.

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  • The Pedagogy Of John Dewey: A Summary

    The Pedagogy Of John Dewey: A Summary

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    by TeachThought Staff

    What did John Dewey believe about education?

    What were his views on experiential and interactive learning and their role in teaching and learning?

    As always, there’s a lot to understand. John Dewey (1859–1952) developed extraordinarily influential educational and social theories that had a lasting influence on psychology, pedagogy, and political philosophy, among other fields. Stanford University explained that because Dewey “typically took a genealogical approach that couched his own view within the larger history of philosophy, one may also find a fully developed metaphilosophy in his work.”

    One way to think of his ideas, then, is unifying and comprehensive, gathering otherwise distinct fields and bringing them together in service of the concept of teaching children how to live better in the present rather than speculatively preparing them for a future we can’t predict.

    See also 15 Self-Guided Reading Responses For Non-Fiction Texts

    Major Works By John Dewey

    My Pedagogic Creed (1897)

    The Primary-Education Fetich (1898)

    The School and Society The Child and the Curriculum Democracy and Education Schools of Tomorrow (1915)

    Experience and Education (1938)

    See also John Dewey Quotes About Education, Teaching, And Learning

    What Did John Dewey Believe About Teaching And Learning?

    What was the pedagogy of John Dewey? Put briefly, Dewey believed that learning was socially constructed, and that brain-based pedagogy (not his words) should place children, rather than curriculum and institutions, at its center. Effective learning required students to use previous (and prevailing) experiences to create new meaning–that is, to ‘learn.’

    Most of Dewey’s work is characterized by his views on education itself, including its role in citizenship and democracy. But in terms of pedagogy, he is largely known for his emphasis on experiential learning, social learning, and a basic Constructivist approach to pedagogy, not to mention consistent support for the idea of self-knowledge, inquiry-based learning, and even self-directed learning, saying, “To prepare him for the future life means to give him command of himself” and considered education to be a “process of living and not a preparation for future living.”

    Further, his philosophy on pedagogy would align strongly with the gradual release of responsibility model that while still in need of a ‘more knowledgeable other’ (the teacher) would create learning experiences designed to result in the autonomy and self-efficacy of a student as they master content.

    What Dewey believed about ‘pedagogy’ depends on what parts of his work you want to unpack, but broadly speaking, he was a constructivist who pushed for a ‘human’ education experience that leveraged communal constructivism and the role of inquiry and curiosity in the active participation of a student in their own education.

    Further, his social constructivist theories pre-date those of Jean Piaget and Lev Vygotsky (who are arguably more well-known for these ideas), and he lamented even around the turn of the century the problems with ‘traditional’ approaches to pedagogy that focused on institutional curriculum, instructional practices, and assessment patterns.

    Wikipedia’s entry on Dewey provides a succinct overview of his work: “Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.”

    “He argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences, thus deepening the connection with this new knowledge. In order to rectify this dilemma, Dewey advocated for an educational structure that strikes a balance between delivering knowledge while also taking into account the interests and experiences of the student. He notes that “the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction” (Dewey, 1902, p. 16). It is through this reasoning that Dewey became one of the most famous proponents of hands-on learning or experiential education….”

    Education is a social process. According to the creed, it should not be used for the purposes of preparation for living in the future. Dewey said, “I believe that education, therefore, is a process of living and not a preparation for future living.” We can build a child’s self-esteem in not only the classroom but in all aspects of his or her life.”

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  • What Role Does Empathy Play In Learning?

    What Role Does Empathy Play In Learning?

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    What Role Does Empathy Play in Education?

    by Terry Heick

    So much talk about empathy in education recently. Why? What’s the big idea?

    The role of empathy in learning has to do with the flow of both information and creativity. A dialogic interaction with the world around us requires us to understand ourselves by understanding the needs and conditions of those around us. It also requires extended critical thinking and encourages us to take collective measurements rather than those singular, forcing us into an intellectual interdependence that catalyzes other subtle but powerful tools of learning.

    See also Teaching Empathy In The Classroom: A Quick-Guide

    If successful it should, by design, result in personal and social change through a combination of self-direction, reflection, and collaboration with ideas and the people who have them. This brings us to empathy.

    The role of empathy in learning involves a dialogic interaction with the world around us. This emphasizes knowledge demands–what we need to know. It also encourages us to take collective measurements rather than those singular, forcing us into an intellectual interdependence that catalyzes other subtle but powerful tools of learning.

    But where does it come from? What causes it? What are the authentic sources of empathy in a classroom?

    See Also 30 Of The Best Books To Teach Children Empathy

    Empathy Source: Analysis of ‘Other’

    Whether by close academic examination, more personal ‘evaluation,’ or some kind of analysis that’s in-between, ‘other’ lays the groundwork for empathy.

    The act of an infant reaching out for your face as you hold, or making eye contact with someone during a conference, or even reading literature all are framed by empathy–or suffer tremendously without it. There is a moment when one ‘thing’ recognizes another, followed by some momentary burst of analysis. Who is this person? Are they a threat, an opportunity, or neither? What do I need from them, and them from me? What social contracts or etiquette are at work here that I need to be aware of and honor?

    Literary study is probably the most iconic case for empathy in a traditional learning environment. A novel requires the reader to see the world through one (or more) of the character’s eyes–to understand their motives and draw close to their worldview so that can have a fictional-but-still-parallel experience.

    Empathy Source: Your interactions with them

    This is a powerful opportunity to model empathy. Reinforcement of desired behaviors. Socratic discussion. Grading writing. Evaluating projects. Missing homework. Behavior problems. All of the dozens of interactions you have with students on a daily basis are opportunities for them to see what empathy looks like. 

    This doesn’t mean they necessarily will, in turn, use it with others, but there’s no chance at all for that to happen if they don’t even know what they’re looking for. Your empathy with them may be the only empathy they’ve ever seen.

    Empathy Source: Their interactions with one another

    Another opportunity to see empathy in action is in working with one another—quick elbow-partner activities, group projects, peer response, group discussions, and more. Sharing sentence stems that promote empathetic dialogue can be helpful to students—like training wheels so they know where to start.

    “I can tell you’ve…that must have…” as in, “I can tell you’ve worked hard on this writing. That must’ve taken self-determination, and even some courage.”

    Empathy Source: How Content Is Framed

    How content is framed is another opportunity for empathy. For example, using essential questions that require, reward, and promote empathy can turn a unit into a study on what other people think, why they think it, and what they feel?

    Grant Wiggins often referred to “What’s wrong with Holden Caufield?” from The Catcher In The Rye as a powerful essential question, one that requires students to examine another person in an alien context, make deep inferences based on a schema that is (obviously) personal, and then—hopefully—empathize with a fictional character, not as a quick writing prompt or ‘higher-level question,’ but a 6-week study.

    Studying fiction—or studying fiction well is an exercise in empathy as well. Studying history without empathy is like turning our shared human legacy, full of wonderful nuance and narrative and scandal and hope—into a dry, chronologically-based FAQ. Which sucks.

    Empathy Source: Where Learning Goals Come From

    The relationship between learning goals and empathy may not be clear, but what we choose to study and why we choose to study it are—ideally—primarily human pursuits. When these are handled outside of the classroom, e.g., in the form of curriculum standards, scopes-and-sequences, maps, units, power standards, and the lessons that promote their study, this places the institution immediately at odds with the student and sterilizes the learning experience.

    When students are able to look to other schools, other classrooms, their own lives, or even non-academic ‘fields’ to see how experts and passionate creatives identify, value, and improve their own knowledge and skills, it can help to tilt the learning experience to something emotionally immediate and relevant and authentic—fertile ground for empathy.

    Empathy Source: Transfer Of Knowledge

    What do we do with what we know? What happens when I try to take what I learned here, and use it there? What are my thinking habits? What are the chances I’ll make this transfer unprompted, now and in the future?

    These questions surrounding students’ transfer of knowledge can all benefit from empathy, and promote its growth. Understanding is a problematic word, but let’s consider for a moment two kinds of understanding—that which is demonstrated within the context of a lesson or unit, and that which is able to leave this fragile academic bubble and can survive on its own outside of it. (Or better yet, be useful in that outside world.) This kind of movement isn’t simple, or necessarily natural when they are learning content and goals are all academic.

    In The Courage To Think Critically, I was theorized as much:

    “To think critically about something is to claim to first circle its meaning entirely—to walk all the way around it so that you understand it in a way that’s uniquely you. That’s not academic vomit but fully human. After circling the meaning of whatever you’re thinking critically about—navigation necessarily done with bravado and purpose—you then analyze the thing.

    See its parts, its form, its function, and its context. After this kind of survey and analysis, you can come to evaluate it–bring to bear your own distinctive cognition on the thing so that you can point out flaws, underscore bias, emphasize merit—to get inside the mind of the author, designer, creator, or clockmaker and critique his work.”

    Empathy Source: Movement Within & Across Learning Taxonomies

    Another example? Understanding by Design’s ‘6 Facets of Understanding.’ Note the progression:

    6 Facets of Understanding–Peaking With Empathy & Self-Knowledge

    “Facet 1: Explain

    Provide thorough and justifiable accounts of phenomena, facts, and data.

    Facet 2: Interpret

    Examples: Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models.

    Facet 2: Apply

    Examples: Effectively use and adapt what they know in diverse contexts.

    Facet 4: Have perspective

    Examples: See and hear points of view through critical eyes and ears; see the big picture.

    Facet 5: Empathize

    Examples: Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience.

    Facet 6: Have self-knowledge

    Examples: Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.”

    The movement in the 6 Facets here is from outward patterns to inward patterns. Explaining, interpretation, and application are, in large part, outward. The facets then tend inward—perspective, empathize, and self-knowledge. The lesson here–or one lesson of many–is that understanding is a deeply personal process. It is a matter of knowledge, but also identity, perspective, and empathy.

    Why Is Teaching Empathy Important?

    The role of empathy in learning is significant because it helps students to understand and connect with the material they are learning. Empathy allows students to step into someone else’s shoes and see the world from their perspective. This can be helpful in subjects like history, where it is beneficial for students to understand the motivations behind historical events. Additionally, empathy can help students to connect with people from different cultures and backgrounds, which can be valuable in a global society.

    In order to learn effectively, students must be able to understand and feel what it is like to be in another person’s shoes. This is where empathy comes in. Empathy allows students to see the world from another person’s perspective and develop compassion for others. It is a vital component of social-emotional learning and can help students build relationships, communicate better, and resolve conflicts.

    Conclusion

    Our TeachThought Learning Taxonomy includes domains of ‘Self,’ ‘Interdependence,’ ‘Function,’ and ‘Abstraction,’ implying the human, emotional, and connected nature of learning. Learning is about experimenting through, playing with, and otherwise coming to internalize new information and perspective. Knowledge-holding is only one part of ‘knowing.’

    Empathy provides not only provides a common ground between people–and a human tone–but also an authentic need to know what we know and use that knowledge to improve the interactions we value the most.

    Adapted image attribution flickr user flickeringbrad; The Opportunities For Empathy In The Classroom

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  • Project-Based Learning In The 21st Century: 8 Needs

    Project-Based Learning In The 21st Century: 8 Needs

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    project-based learning in the 21st century

    by Terry Heick

    We recently offered a definition of project-based learning and looked at keys to designing Project-Based Learning.

    We also have looked at the difference between ‘doing projects’ and project-based learning, various project-based learning resources, project-based learning apps, and offered ways for using an iPad in Project-Based Learning.

    And have shared some practical ideas for better teaching through project-based learning as well.

    What might be missing from these posts, however, are simply the characteristics of project-based learning in the 21st-century. What does it look like? What might be evidence that it’s happening consistently? What needs to be built into every project–or the design of the required curriculum–so that students can shift from a mere ‘project’ to a thoroughly modern learning experience that runs parallel with the connected world they live in?

    We tend to think of project-based learning as focused on research, planning problem-solving, authenticity, and inquiry. Further, collaboration, resourcefulness, and networking matter too–dozens of characteristics ‘fit’ into project-based learning. Its popularity comes from, among other characteristics, its general flexibility as a curriculum framework. You can do, teach, assess, and connect almost anything within the context of a well-designed project.

    But what if we had to settle on a handful (or two) of itemized characteristics for modern, connected, possibly place-based, and often digital project-based learning? Well, then the following might be useful.

    8 Needs For Project-Based Learning In The 21st-Century

    1. Connectedness

    Or connectivity. Interdependence–however you want to phrase it. The idea is, what does this project connect to? A community? A hope? An app? An existing project already in place? A social challenge? Some kind of conflict? Something downright unsolvable?

    Through connectedness, students can then identify a proper scale to work within. (In fact, ‘Scale’ could well be an item of its own.)

    2. Meaning

    ‘Meaning’ is always first personal, and then academic (if it becomes academic). This kind of meaning requires authentic audiences, purposes, and collaboration set in real, intimate communities that share history, space, and meaning with learners.

    3. Diversity

    Diversity of purpose, scale, audience, digital media, potential resources, existing models, related projects, and so on require first analysis of these kinds of diversities on the part of the project manager–that is, the student.

    This can also be a matter of differentiation–less diversity and inherent complexity for students struggling with certain strands of project-based learning as a kind of set of training wheels until they get their balance. And when they do? Add it right back in.

    4. Research

    This one’s not sexy or compelling–this is a big part of the ‘work’ of any project.

    Researching the history of an issue or problem. Understanding the subtleties of given demographic data. Analyzing the credibility of information. Seeing how technology can serve or distract you (or rather, them) from the meat of the issue. This kind of knowledge helps you turn a problem into an opportunity.

    5. A Necessity For Creativity And Critical Thinking

    Among other themes, the 21st-century is about niches, innovation, and scale–seeing an opportunity, and designing something that works on a given–and clear–scale.

    Too often, however, creativity is encouraged without being required. Points are given and a column is added to the rubric and teachers ask for it explicitly but designing a project–or helping students design their own project–that fails without creativity is another thing altogether.

    Lateral thinking, outside-the-box thinking, and taking the best from existing models are all part of 21st-century learning.

    6. Pivot Points

    Perhaps the most modern of characteristics is the ability to be agile–to pivot as circumstances, data, and needs change. The world changes quickly, and the ability to adapt is an extraordinary sign of strength. Pivoting to a new digital media, audience, programming language, timeframe, purpose, or other parameter is crucial for 21st-century survival.

    If a student is designing a kit that helps test water quality for third-world communities but instead finds instead a way to use Google Maps to help certain communities share water cleaning technology instead. This is a pivot and is how creativity works.

    Building an app to help people find restaurants, but find out people use it more to set up lunch dates with friends? Pivot.

    Trying to build an art museum, and find an incredible source of collectible books instead? Pivot.

    When students can ‘pivot’ within the development of a project, it shows they’re able to see both the micro details and the macro context–which is a pretty remarkable assessment in and of itself.

    7. Socialization

    This is ideally accomplished through an authentic purpose and audience, but there’s more to it than that.

    See also Using Authentic Audience In Project-Based Learning

    The socialization of thinking by connecting, collaborating, publishing, and socially curating (see more on that below). Ideally, this would be done in multiple media forms and in multiple languages if possible. The English and Angle-centric image of education–and of edtech especially–is rapidly coming to a close.

    Not all aspects of all projects need to be socialized, but for the sake of transparency and shared journeys in education, choosing something to share, socialize, and perhaps even collaborate on in the future can be powerful.

    8. Elegant Curation

    Crude curation is saving an email, favoriting a tweet, or pinning randomly to a board no one reads that students will never reference again in the future for anything.

    Elegant curation is about saving a ‘thing’ while honoring the thing itself. Showcasing it without losing its meaning or fullness. Somehow capturing both that which is being saved and its context as well–and doing so in a way that makes it accessible to yourself and others as technology continues to change.

    8 Needs For Project-Based Learning In The 21st Century

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  • 18 Inconvenient Truths About Assessment Of Learning

    18 Inconvenient Truths About Assessment Of Learning

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    Inconvenient Truths About Assessment Of Learning

    by Terry Heick

    I. In terms of pedagogy, the primary purpose of an assessment is to provide data to revise planned instruction. It should provide an obvious answer to the question, “So? So what? What now?

    II. It’s an extraordinary amount of work to design precise and personalized assessments that illuminate pathways forward for individual students–likely too much for one teacher to do so consistently for every student. This requires rethinking of learning models, or encourages corner-cutting. (Or worse, teacher burnout.)

    III. Literacy (reading and writing ability) can obscure content knowledge. Further, language development, lexical knowledge (VL), and listening ability are all related to mathematical and reading ability (Flanagan 2006). This can mean that it’s often easier to assess something other than an academic standard than it is knowledge of the standard itself. It may not tell you what you want it to, but it’s telling you something.

    See also 12 Of Our Favorite Articles About Assessment

    IV. Student self-assessment is tricky but a key matter of understanding. According to Ross & Rolheiser, “Students who are taught self-evaluation skills are more likely to persist on difficult tasks, be more confident about their ability, and take greater responsibility for their work.” (Ross & Rolheiser 2001)

    V. Assessments of learning can sometimes obscure more than they reveal. If the assessment is precisely aligned to a given standard, and that standard isn’t properly understood by both the teacher and assessment designer, and there isn’t a common language between students, teacher, assessment designer, and curriculum developers about content and its implications, there is significant “noise” in data that can mislead those wishing to use the data, and disrupt any effort towards data-based instruction.

    VI. Teachers often see understanding or achievement or career and college-readiness; students often see grades and performance (e.g., a lack or abundance of failure) (Atkinson 1964).

    VII. Self-evaluation and self-grading are different. ‘Self-evaluation’ does not mean that the students determine the grades for their assignments and courses instead of the teacher. Here, self-evaluation refers to the understanding and application of explicit criteria to one’s own work and behavior for the purpose of judging if one has met specified goals (Andrade 2006).

    VIII. If the assessment is not married to curriculum and learning models, it’s just another assignment. That is, if the data gleaned from the assessment isn’t used immediately to substantively revise planned instruction, it’s at best practice, and at worst, extra work for the teacher and student. If assessment, curriculum, and learning models don’t ‘talk’ to one another, there is slack in the chain.

    See also Assessment Trends In Education: A Shift To Assessment For Learning

    IX. As with rigor, ‘high’ is a relative term. High expectations–if personalized and attainable–can promote persistence in students (Brophy 2004). Overly simple assessments to boost ‘confidence’ are temporary. The psychology of assessment is as critical as the pedagogy and content implications.

    X. Designing assessment that has diverse measures of success that ‘speak’ to the student is critical to meaningful assessment. Students are often motivated to avoid failure rather than achieve success (Atkinson 1964).

    XI. In a perfect world, we’d ask not “How you do on the test,” but “How’d the test do on you?” That is, we’d ask how accurately the test illuminated exactly what we do and don’t understand rather than smile or frown at our ‘performance.’ Put another way, it can be argued that an equally important function of an assessment is to identify what a student does understand. If it doesn’t, the test failed, not the student.

    XII. The classroom isn’t ‘the real world.’ It’s easy to say invoke ‘the real world’ when discussing grading and assessments (e.g., “If a law school student doesn’t study for the Bar and fail, they don’t get to become lawyers. The same applied to you in this classroom, as I am preparing you for the real world.”) Children (in part) practicing to become adults is different than the high-stakes game of actually being an adult. The classroom should be a place where students come to understand the ‘real world’ without feeling its sting.

    When students fail at school, the lesson they learn may not be what we hope.

    XIII. Most teachers worth their salt can already guess the range of student performance they can expect before they even give the assessment. Therefore, it makes sense to design curriculum and instruction to adjust to student performance on-the-fly without Herculean effort by the teacher. If you don’t have a plan for the assessment data before you give the assessment, you’re already behind.

    XIV. Every assessment is flawed. (Nothing is perfect.) That means that the more frequent, student-centered, and ‘non-threatening’ the assessment is (here are some examples of non-threatening assessments) the better. It’s tempting to overvalue each assessment as some kind of measuring stick of human potential. At best, it’s an imperfect snapshot–and that’s okay. We just need to make sure teachers and students and parents are all aware and respond to results accordingly.

    XV. As a teacher, it’s tempting to take assessment results personal; it’s not. The less personal you take the assessment, the more analytical you’ll allow yourself to be.

    XVI. Confirmation bias within assessment is easy to fall for–looking for data to support what you already suspect. Force yourself to see it the other way. Consider what the data says about what you’re teaching and how students are learning rather than looking too broadly (e.g., saying ‘they’ are ‘doing well’) or looking for data to support ideas you already have.

    XVII. Assessment doesn’t have to mean ‘test.’ All student work has a world of ‘data’ to offer. How much you gain depends on what you’re looking for. (Admittedly, this truth isn’t really inconvenient at all.)

    XVIII. Technology can help make data collection simpler and more effective but that’s not automatically true. In fact, if not used properly, technology can even make things worse by providing too much data about the wrong things (making it almost unusable to teachers).

    The Inconvenient Truth About Assessment

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