Showing posts with tag motivating students Show all posts >
An increase in the incidence of autism is changing the landscape of our classrooms and challenging our knowledge of how best to educate all students. Fortunately, recent technology is providing some ways to help - a cast of characters including robot teachers and video games is helping unravel the mystery of how best to reach students with autism.
At the most basic level, autism is defined as a childhood-onset developmental disorder. Deficits can include social reciprocity, communication, over-focused interests, and repetitive behaviors, and can occur at differing levels of severity. The social reciprocity and communication challenges lay the foundation for what can become a challenging school environment for some.
Some schools have started using tech tools in creative ways to break down the communication barriers with students with autism. In Birmingham, England, a program in which students with autism learn from robot teachers has shown promise. The instructors and researchers believe the robot teachers are less threatening than human teachers—possibly due to the robots’ lack of emotion and much smaller size. Whatever the reason, students are showing a desire to connect with the robots, and once that connection has been developed, learning in different forms can begin to take place.
Video Game Technology
The use of video games with autistic learners is also gaining traction, reaching students on their own terms via a fun and familiar technology. Researchers have found that video games create an environment that is less threatening than the real world—much like robots—and one that is more predictable, allowing the students to feel more at ease. As a result, breakthroughs can sometimes be made more quickly with video games, as in the case of a student who finally moved his arms up and down together while playing XBOX—after a therapist had worked with him on the movement for months without success.
Video games enable the delivery of educational content—from math and language arts instruction to behavioral modeling and physical coordination exercises—while keeping students engaged, a combination that can be harder to achieve with more traditional methods of instruction.
The Way Forward
These two applications of technology in the classroom are paving the way for additional research into how our education systems can better interact with students on the autism spectrum. Robots and video games are most definitely not the full answer, but if they give us a glimpse into a solution, then they are a great start.
There are a lot of questions still to explore, but like a mystery novel with an unknown ending, we must follow the clues and solve the riddles to open our eyes.
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As a parent, are you unsure about how much help to give your children on homework assignments and special projects? Do you sometimes feel "darned if you do and darned if you don't"? If you don't help your child enough, does she get poor grades? If you do help, is the teacher critical?
If you answered yes to any of these questions, you may feel stuck in "the parent trap." We all want our children to be independent learners, but getting them there can be difficult—especially if you have a struggling learner or a child with a diagnosed learning disability. Here are some suggestions that might help.
Avoid blame. Make it a game.
It’s hard for people to self-motivate to work hard in areas where they struggle, and children are no exception. If you feel you are always badgering your child to get his work done, try turning homework into something fun by scheduling 'game breaks' every half hour or so. Set a timer for a short interval, and as long as he has worked consistently before the timer goes off, do a few minutes of something fun together—a race outside, quick game of "go fish," a short video game, etc. Elementary age children love playing games with a parent, so game breaks can be a great motivator.
Build rewards on assignment boards.
Post a whiteboard in the kitchen or another common area of your home. Each day after school, help your child write a to-do list of assignments for that night as well as for any projects with due dates. Then work with your child to determine a reasonable reward for completion. A reward might be watching a special TV show, calling or texting a friend, or a healthy before bedtime snack.
Rewarding your child for doing homework independently builds important life skills like self-control and stick-to-itiveness. Especially when children struggle with school, rewarding something your child can control (like how long they worked on an assignment by themselves) builds confidence and increases motivation better than punishing bad grades or rewarding good grades.
The 80%-20% rule builds success in school.
Brain scientists have found that when a task is 20% challenging it promotes brain plasticity (positive brain changes). So, to maximize your child’s learning potential, encourage her to do all assignments by herself first, assuring her that you will be there to help once she has completed as much as she can on her own.
You will be the checker: finding mistakes or missing pieces and then helping her with those. If she is accustomed to you providing more help, it may take a few weeks for her to work on her own. If so, set a smaller goal (half of each assignment alone, or a designated number of problems, for example) for a week or so. Try to get to the point where you help with no more than 20% of any assignment.
Strive for drive.
Remember, by making your child's independence in schoolwork your goal—instead of grades or other measures of achievement—you are not only improving your child's motivation and ability to please you, but you also are building self-sufficiency, a trait that will lead to success in many aspects of life.
Not everyone can get top grades in school, but everyone can learn to be a self-starter. Getting out of the parent trap will not only make your life easier it will foster important life skills in your child. In adult life, the ability to self-motivate is where the real dividends of a good education are paid out.
If you have already tried these suggestions or you feel your child cannot realistically reach 80% independence, consider consulting a professional. Your child might have a specific learning issue that can be significantly improved with appropriate neuroscience-based interventions.
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As an educator I spend a considerable amount of time providing advice to parents whose children are finding it difficult to be inspired with reading! Parents will describe their child as “struggling,” “disinterested,” or ”anxious” about reading and are searching for ways to instill the love of reading, when it is such a tedious task for their child.
It’s really quite simple: Children who do not read well will not be inspired to read, or to practice reading more. So, how do we get our reluctant readers to find reading fun?
As the director of a school that specializes in working with students with reading disorders—and a parent of a youngster who was diagnosed with dyslexia in 3rd grade—I see this issue from both sides. Some suggestions that I share with our parents (and that I used with my own son) can create a safe haven for reading for the emerging reader, gifted reader, or a student who needs more direct instruction to improve reading skills.
The Practice of Reading Skills
Keep the work of developing reading skills separate from pleasure reading. Students who require reinforcement in their decoding or vocabulary should practice those tasks for a short time (15-20 minutes) several times per week. Use some of these ideas to make the reading fun!
Reading for Pleasure
Children who are behind in their reading abilities, such as decoding, vocabulary, or comprehension, may not always select independent reading material that “matches” their age and grade. In fact, many children who struggle with the mechanics of reading may be interested in topics that are way above their independent reading level. To meet their intellectual interests and instill the “habit” of reading for pleasure, consider these ideas:
Above all, BE PATIENT and ENCOURAGING with your child as they develop independent reading habits. The “art” of reading is quite complex. Some children will require more support, individualized instruction, and continued practice, and may benefit from the services of a reading specialist. Your positive influence, patience, and support can make your child feel safe to take the “risk” of reading new words or selecting more challenging material. Celebrate the small steps, and keep positive so your child will become more confident!
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After 17 years as a teacher and 8 as a researcher in education, I have become increasingly aware of a “gravitational force” pulling me to instruct with little attention to the most ambitious goal a teacher, parent, or administrator can aspire to—inciting curiosity. I say ‘incite’ because it seems counter-culture to do so. My goals here are to illustrate briefly this force and to provide one simple way we can begin to counteract its pull.
When I discuss the matter with colleagues, I see that we all feel the same way. Few of us seem to know why we’re teaching what we’re teaching, how to get students to be interested in it or what to do about it. After years of thinking about this, I’ve come to understand that confusion is often a precursor to learning.
Communication of ideas is a central part of learning. Language matters – especially in mathematics. So far, I’ve said nothing new. However, let’s examine a way in which typical instruction attempts to provide language for students. Even the very attempt to provide language for students can be misguided and can be seen as the source of many learning difficulties. I will attempt to illustrate with an example.
Consider a typical lesson from middle school pre-algebra classes—this is a scenario that plays out across grade levels and content areas. I have chosen this example to illustrate how a common, well-intended teaching practice (pre-teaching vocabulary) can squelch curiosity, contribute to anxiety in the learner, and ultimately turn students into what I call “Do-Monsters.” (Even if you feel anxious reading this and start to break out in math hives, I encourage you to persist!)
Teacher: Today we are going to learn about: like terms, monomials, binomials, trinomials, and ultimately polynomials. Please take out your notebook and write these terms down together with the definitions I will show you. (Definitions are copied…)
Teacher: Now I will show you an example of a polynomial. Please identify two like terms in this example. Example 1: 2x – 3 + x
Take a moment to remember a similar occasion in your learning experience (if you can): your lack of curiosity or need to think critically, and the aimless feeling of the activity. Remember the worksheet with 25 mindless problems you worked on for the rest of that class?
The situation I am referring to is, generally, one in which the topic is foreign to the students and the teacher. The reason for discussing the vocabulary (or even the concept) is that there is an impending test, a social contract that a teacher must cover the book, or a belief that knowing the vocabulary is crucial for critical thinking to begin. Learning vocabulary out of context becomes the purpose of the lesson rather than asking how these words can help us solve problems or think critically.
Questions, Problems, and Meaning
Consider an alternative. Instead of giving students meaningless terms upfront (pre-teaching vocabulary) so they can think about a question, why not give them the question first and deal with vocabulary within a context? I have found that the most meaningful lessons are those in which a student has something worth discussing; one in which there is a problem to solve. The problem with this is that the kinds of questions I have been trained to ask and those primarily found in textbooks are not really central to the topic I teach. They make language acquisition the end—instead of the means to an end.
I have also come to believe that imagination is a necessary ingredient in learning. Once it’s in play we can ask different kinds of questions that leverage existing language to create a need for new language. We might ask questions like, “Do we all imagine the same things happening in this situation? How do you see it? How do our images differ? How are they the same? What would happen next? Can we play out the scenario? What if we changed the situation?”
When a context is present, there is a chance that I can play! Playing is good. Unfortunately, in our desire to ease students’ frustrations/suffering in the learning process we (teachers/parents/administrators) often seek to give them the words they need before they need them, creating a situation in which students don’t know what to do with what has been given to them. We expect a child to wait patiently with a word for the right time to spring into action and use it.
So, what might a lesson look like in which we try to put students in a problematic situation before introducing the vocabulary necessary to describe the phenomena we want students to reason about? Consider a potential revision to the previous scenario in which the goal of the lesson was to teach students about: like terms, monomials, binomials, trinomials, and ultimately polynomials. Changing the goal from language acquisition to critical thinking might play out like this.
The Birth of Puzzlement
Teacher: I’m thinking of a number…so that 3 less than twice my number plus my number again equals 15. What number am I thinking of?
Did you find yourself trying to answer the question? Maybe you did and maybe you didn’t. The point is that students have a starting point to imagine what could happen. A debate could break out about what that number is and students could talk to each other. The situation could be changed enough to make them think again until they are comfortable with the phenomenon – searching for an unknown number that satisfies the given condition.
Eventually, when the situation gets complicated enough, we might need the terms: like terms, monomials, binomials, trinomials, and ultimately polynomials. We know we are at that point when students see the need to refer to 3 less than twice my number as one entity instead of two. What would we call that thing? It is incumbent on us as teachers to bring students to this point through a careful selection of tasks. There is no algorithm other than asking the question, “How can I puzzle my students the right amount today?”
One argument to continue pre-teaching vocabulary is that a student (a second language learner in particular) might not know what a word means and might not have a sense of the question at hand. In that case, isn’t it better to pre-teach vocabulary?
There are no hard and fast rules. Sometimes yes, but usually no. In fact, I have come to see that puzzlement goes hand in hand with confusion in the beginning and that this is a sign that learning can occur. It represents the possibility that something can be learned and this is what excites me most about teaching. I WANT students to raise questions about words they don’t understand and begin to ask questions about them spontaneously. I WANT students to play out the scenario under their own interpretations—whatever those interpretations are. I WANT debate.
Unfortunately, too often we see no possibility of debate because we spend far too much time focusing on the wrong lessons. The irony about language acquisition is that it happens best as we use the language we have, not when we are taught words out of context. To really learn a term, we must first have something to talk about that requires the new word itself. In short, here is where we lose our way. To quote a colleague, “We are so fearful we won’t cover the material, that we fail to uncover something meaningful.”
It’s exciting when a child learns to read—combining letters and sounds to form words for the first time until they’re stringing those words together to create sentences. But what happens when a child goes from “getting by” in the early grades to struggling in adolescence when cognitive demand increases along with the difficulty of required texts?
How Adolescent Learning is Different
There are important differences between childhood and adolescent brain function, and developmentally appropriate regression in abilities such as impulse control can affect adolescent learning.
Dr. Martha Burns’ webinar “Reading and the Adolescent Brain: What Works?” provides research-based insights for busy educators interested in the science of adolescent learning. Tune in and discover…
Understanding what’s happening in the adolescent brain can give you the tools to educate your students, support them in their struggles, and provide the help they need to get back on track academically.
Why Reading Interventions Fail
One reason that many reading interventions may not work for the adolescent learner is that they fail to provide the cognitive skills and oral reading practice required for reading fluency. Research shows that using the Fast ForWord program has been correlated with positive neurological changes in the brain corresponding to the cognitive skills that underlie reading.
By incorporating the use of the Fast ForWord program to build cognitive skills and the Reading Assistant program to ensure sufficient reading practice, you can help your adolescent students jumpstart their reading progress instead of remaining stagnant. Dr. Burns takes you on a detailed tour of how these programs strengthen cognitive skills, fluency and comprehension; reinforce learning; and shorten the time it takes to achieve significant milestones in achievement.
Changing the Future
Advanced literacy skills are needed not only in order to succeed in college but also to obtain and hold future jobs. When a teen is struggling in the present, it becomes more difficult for them to see a bright future, often causing them to erect a protective wall against learning and life. Informed educators can help transform these struggles into victory.
In early elementary school, Louise was described as a sweet but somewhat passive child. She was an average student who never made trouble so her teachers did not worry about her, but at the same time she was rarely chosen for special duties or called on in class. When Louise's parents asked about her somewhat mediocre progress in school (given that her siblings were all excellent students), the school principal, Mr. Henry tried to reassure them that she was a bright little girl but would never get an ulcer worrying about school achievement; she just was not an "active learner". Often children like Louise are described as underachievers.
But for Louise, that description of her began to change in the third grade under Mr. Stevens. He was a teacher that some parents hoped their children could avoid because he was a stickler for neatness, organization, planning, paying attention and punctuality. He referred to himself as "Hurricane Stevens" for his proclivity, without warning, to check students' desks randomly for disarray or to confiscate items that might distract a student from getting work done. One day Louise succumbed to his watchful eye during class when she was admiring a yo-yo she had won during lunch recess. With one fell swoop the yo-yo became part of Mr. Stevens' "cyclone stash" of toys and comic books - all to be returned each Friday with a wry smile and gentle warning that sometimes objects get lost in cyclones. “Class time is your job," Mr. Stevens extolled her, "you can think about recess during recess, during class you need to focus on learning."
Mr. Stevens also had a memory game he called "fun facts", starting each day with a list of new history or science facts, vocabulary words, or current events details. They were always relevant to one of the class lessons, and during the day more information about the facts would be part of the daily lessons. Students were told to pay close attention to the list and knew they would need to apply the facts in a later lesson, but were not permitted to write anything down. Sometime during each day, never predictably, Mr. Stevens would quiz the class on a few of the morning's facts and how they applied to that day's lesson. At random and without warning (in case a student surreptitiously jotted a few notes somewhere) students were asked a question about one or more of the facts. The first student called on who answered correctly got to wear a prized star pin the entire day.
In September, Mr. Stevens began with five facts each morning. By October, none of the students missed any of the questions when called on so Mr. Stevens increased the list by one each month and the application of the facts became less predictable. When the list became longer and the application more subtle, Mr. Stevens would ask students how they were able to remember. Students told of using different strategies. One student said that since she was not allowed to write the facts down, she just pictured what they looked like if she did write them! Then she could recognize them if she saw them later or could read them back to herself in her mind. Another boy said when there were names, he tried to imagine how they looked. When he learned later about what they did in history he could see them doing it. Like most of the children, Louise figured out her own strategies to help remember the facts and tried to predict how they might apply to class or what kind of questions he might ask. She found herself listening carefully throughout the day for more information. And like most of the students in the class, she couldn't wait to be called on -- later in the year, she too won the star pin every time she was selected to answer one of Mr. Stevens' questions.
Mr. Stevens understood that children need to take an active role in the learning process. Some children are natural students; they focus easily on content, can stick to one task, and retain information without effort. Those students achieve easily so they are a joy to teach. But to other children like Louise the "how" of learning does not come naturally. Their mind wanders or they are easily distracted in class. They don't realize that they may need to "try to remember" information. They might seem lazy because they have trouble sticking with a task when it is repetitive or boring. Mr. Stevens understood that in addition to teaching information, he could also teach students how to learn. Louise and the other students learned to focus on relevant details in class, plan for how they were going to hold on to information during the day, and predict how they might apply to the lessons. After a year with Mr. Stevens, his students were not just better at reading, math, and writing, they were active learners.
Teaching approaches like those of Mr. Stevens may be thought of as emphasizing the process of learning as much as the content. His goal was not just that students acquire information but also apply it. In that regard he was years ahead of his time. The Common Core State Standards, that a majority of states have now adopted, emphasize application of knowledge. Key points of the Common Core State Standards for reading, for example, mandate that through reading students not only "build knowledge" but also "gain insights, explore possibilities, and broaden their perspective*." To that end, Roger Schank at Northwestern University, author of "Teaching Minds" argues persuasively that there are twelve cognitive processes which underlie learning, including prediction and analytic processes like planning or judgment.
The problem of course is that today's teachers have been increasingly evaluated on their students' mastery of the curriculum, which might be considered the "what of teaching". With Common Core State Standards and educational research now emphasizing the learning process as well as mastery of content, teachers find gaps in the curriculum. Many state standards do include critical thinking skills like application of knowledge and drawing inferences. But, most state curriculum standards do not include underlying learning processes like teaching students how to attend better to relevant information, stick with a task to completion, or develop retention strategies.
Fortunately, neuroscience has been grappling with the learning process issues like focused attention, perseverance and memory enhancement for over a decade. As a result of neuroscience research, breakthrough technologies like the Fast ForWord brain fitness and reading products are now available to supplement classroom instruction through curriculum-based attentional and memory training. By supplementing classroom tasks with these types of technologies, teachers don't have to devote as much planning and instructional time to the kinds of activities "Hurricane Stevens" employed.
Breakthrough technologies are also available to free up classroom time so that teachers can focus instruction on Common Core State Standards like those for speaking and listening which "expect students [to] grow their vocabularies through a mix of conversations, direct instruction, and reading*." With technologies like Reading Assistant, for example, students independently read aloud to a computer which corrects their errors through speech recognition software, provides vocabulary definitions on request, and quizzes for application of information at the same time as measuring reading fluency. These kinds of technologies in the classroom enable teachers to do what they love, impart content as well as encourage their students to think about how the content applies to other information they have learned and their daily lives. The Common Core State Standards can be a welcome contribution to classroom education with breakthrough technologies that enhance students' capacity to learn.
And by the way, with Mr. Stevens' help you might have expected that Louise eventually became a prodigious student and teacher herself. Perhaps you can guess who she was. (HINT: My full name is Martha Louise Stoner Burns - the teacher and principal's names were changed though.)
For further reading:
So it is only October and the buzz and excitement of starting a new school year has already fizzled. Life is a little boring, the holidays seem too far away, you are more tired than usual, and you are having a little trouble getting enthusiastic about your job or your children’s upcoming book reports and science projects, or whatever. What’s going on? Of course you know, burn-out.
What exactly is burn-out? Does it come from working too hard, not being appreciated? Perhaps, but from the standpoint of the brain, burn-out occurs when motivation declines. The human brain is designed to keep motivation levels high for activities we need to survive, those that are very rewarding, and those that involve novelty. Hence we are usually very motivated to escape a dangerous situation, eat chocolate cake and watch a new movie we just purchased. We tend to associate reward and novelty with play and leisure – video games, a golf or tennis match, watching a new TV show or a sports event, playing a new board game, or visiting a new vacation spot – even though we might work very hard at those activities. Rarely do you hear avid golfers complain about golf burnout. But you also rarely hear CEOs talk about being burned out. They may retire to relieve the stress of their job or spend more time with their family, but rarely do they complain about their workload or burnout. Why not? Because the excitement of a new round of golf and the reward that might come from winning or achieving a greater profit margin motivates the golfer and the CEO. However, when your daily life becomes repetitive, unexciting or non-rewarding, motivation decreases. Burn-out is really the symptom of a brain that has lost its motivation. And motivation declines when two important aspects of life are missing – earned reward and novelty.
So, what can you do about burn-out? The answer actually comes from neuroscience research. Whether your burn-out is associated with a job in or out of the home, the solution is not to work less and play more (because poverty is not very rewarding). Rather, the solution is to turn work into play. And the way to do that is to imbue your day with novelty and challenges where there is an expectation of reward.
Reward thyself: If your work is not very rewarding or your boss is not good at showing appreciation, one important key to avoiding burnout is to build in self rewards for a job well done. Each morning, next to your to-do list, make a “reward when completed list”.
Keep it new: If a job largely involves repetitive routines, try to come up with something new to add.
Delay gratification: Make your work schedule its own reward by scheduling your most boring task first each day and your favorite task last so all day you are looking forward to the activity you enjoy the most.
Finally, build in healthy brain-building activities to your week. A happy brain is a brain that is thinking, creating, planning, solving, and learning new things. Schedule activities outside of work that make you feel good about yourself and keep your mind sharp:
To learn more about the brain, view our free recorded webinar!
The Internet provides a wealth of resources for teachers to use to facilitate student engagement. One of the most versatile is using Twitter in schools. Contrary to popular belief, Twitter is a lot more than celebrities plugging their latest projects. Here are just some of the uses Twitter can have as an educational tool:
Do some research and find subject matter experts that your students would be interested in hearing from. In political science, that might be @WhiteHouse. In physics, that might be @neiltyson, the noted astrophysicist. When you start following these experts, don’t be afraid to reach out with direct messages. You would be surprised at who will respond, especially to school children. These people are happy to know you’re using Twitter in the classroom.
Some of the best journalism during the Arab Spring was coming from citizen journalists on the ground, using Twitter and other social networks to get their message out. They would organize their tweets using hashtags, those words or phrases that start with “#” that are now ubiquitous with any major event. Do a hashtag search on the topic you’re covering in class to see who else is talking about it and what they have to say.
A backchannel uses Twitter to post targeted messages to a group, like a class. These messages are then displayed for everyone to follow using an LCD projector. There are a lot of websites out there that can help you start a backchannel, but the easiest way is to simply establish your own hashtag. Your students have their cell phones readily available during your class, so having them participate in a “backchannel” conversation during another learning activity, like a presentation or film, is a great way for them to be productive with their devices. It’s also a fun way to encourage participation by learners who might be reluctant to speak up in class.
A lot of a student’s learning happens outside the classroom, whether you use the flipped classroom approach or simply assign outside reading to your students. A great way to gauge their understanding of the assigned task is to have them directly tweet you with their questions or an answer to a question you give them during class time. As we all know, students have a tendency to forget things between home and school, so this is a great way for them to interact with the information (and with you) without having to remember their thoughts. Just make sure to follow your district’s policies on interacting with students via social media.
For further reading:
Today, we live in a world dominated by technology. Our interactions with the world and with one another are mediated by computers, tablets and smart phones. The answer to practically any question you might have, at any moment, is a few keystrokes and fractions of a second away. In the same way that print changed how humans perceive information, now technology has once again flipped the world on its head.
Preparing students for today’s world demands that education be delivered in a vastly different manner than what we see today in U.S. schools. In this world where information creation and discovery are taking place faster than we can bring that information to our classrooms, true 21st century learning must involve more than information literacy alone. Certainly, the traditional “3 Rs” – a shorthand way to talk about traditional content areas like reading, writing and arithmetic – play a core role in the 21st century classroom. (For the sake of argument, let’s have the 3 Rs include other traditional content domains like social studies and history.) But in this new world, those “content domains” become avenues for imparting a whole array of 21st century skills – skills that will allow students to function, learn and adapt throughout life in this post-modern world.
The Partnership for 21st Century Skills (P21), one of a number of organizations advocating for a revamped educational system, says that for our young people to be able to compete in the global economy, they need more than the 3 Rs; a new “4 Cs” are also required: Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation.
Similarly, the National Research Council of the National Academies of Science in Washington DC breaks the same idea down into three areas (2012):
In the same way that handwriting is a skill that crosses every domain, likewise our students need these essential 21st Century skills if they are to be successful.
P21 has taken the lead to construct and advocate for the adoption of a complete framework for teaching 21st century skills that has become a touchstone among education leaders nationwide. This framework offers an expansive vision that brings core subject knowledge together with creativity, collaboration, critical thinking and communication skills; life and career skills; and information, media and technology skills. (2011)
While they are not in the majority, many districts and schools – public as well as private – have taken the lead and implemented 21st Century teaching and learning. What do these settings really look like?
According to 21st Century Schools, such settings “will be laced with a project-based curriculum for life aimed at engaging students in addressing real-world problems, issues important to humanity, and questions that matter.” (2012) When true 21st Century learning is taking place:
When we can look at a school and see these things happing in sync, we can be confident that the students are getting the great education they’ll need in the future. Creating 21st Century classrooms, schools and districts is no small order, but it is being done across the nation.
If you are one of those forward-thinking people who is reading this and saying, “It sounds amazing, but it’s just too much to undertake given our resources,” think again. If you are an educator, what one small change could you make that might transform the student experience?
Might you try grouping students more often for more team-based learning? Or embed the teaching of a math skill within the hands-on study of pond ecology? Or study an aspect of Chinese culture by setting up a virtual student exchange connecting students with their counterparts in Asia via Skype?
Once we begin to consider the possibilities of the 21st Century classroom, our schools become more than just places for preparing students for the next level of education. They become places where we truly prepare students for lifelong success and personal fulfillment.
And as educators, isn’t that our real goal?
I remember being in the fifth grade in Upstate New York where the Winter Olympic Games were about to be held in Lake Placid, NY. How exciting that they would be so close! I got the opportunity to go on a field trip to Lake Placid in order to participate in a small part of this monumental event. I will never forget that moment!
So while watching the opening ceremonies of the Olympics, I wondered how educators could apply watching the Olympics to the classrooms? How could my teacher back in 1980 have incorporated our visit into her classroom? How can we ignite the excitement of learning?
For those of you heading back to school this week, here are a few ideas to get your students excited about being back in school.
Using the Summer Olympics as a learning tool can help engage your students in writing and reading while nurturing their interest in sports and exploring cultures around the world. Help your students explore the possibilities today!
For further reading:
Categories: Reading & Learning