The Three Dimensions of Student Achievement

This post is by Ron Berger, chief academic officer of Expeditionary Learning.

When a student is finished with school and moves into adult life, she will be judged not by her ability to perform on a test of basic skills, but by the quality of her work and character. This holds true regardless of what career or life role she chooses. Quality work and character are the keys to a successful life. So why are they not the primary focus of schools?

You may argue that schools do focus on these things. But consider this: to get passing grades, students must behave (at least much of the time) and turn in acceptable work (at least much of the time). This is a far cry from instilling in students an ethic of excellence for who they are and what they do. It is almost hard to imagine a lower bar.

Quality work and character have almost nothing to do with how students, teachers, and schools are judged in America. When is the last time you read a headline about a school being “high-achieving” that described the actual quality of work students produced or the quality of their actions? A “high-achieving” student or school means one thing today: good scores on basic skills tests in math and reading.

It’s not that basic skills in reading and math don’t matter. Of course they do. But success in this small realm is just a starting place. If students miss the opportunity to develop high standards for the complex skills they will need in life while they are still in school, how will they develop them?

Read the full article here…

Abeerdeen University: The LOCIT process, critical incidents and learning moments

LOCIT-Diagram1

 

The LOCIT process is an inclusive approach involving teachers and their learners in constructing a shared understanding of successful learning.  The principles of the LOCIT process (Lesson Observation and Critical Incident Technique, Coyle and Wiesemes: 2008) start with an analysis of ‘lived though’ lessons by both learners and teachers, using ‘playback’ reflection and critical incident technique (CIT). For Tripp (1993:8) critical incidents are

…not ‘things’ which exist independently of an observer and are awaiting discovery like gold nuggets or desert islands, but like all data [..] are created. Incidents happen, but critical incidents are created by the way we look at a situation […..] an interpretation of the significance of an event. To take something as a critical incident is a value judgement we make, and the basis of that judgement is the significance we attach to the meaning of the incident.

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What would you like to learn today? Building a center for research into Self-Organized Learning

What would you like to learn today? Building a center for research into Self-Organized Learning

TED Blog

Students at a School in the Cloud lab in India investigate a big question on their own in a SOLE. At the newly-opened SOLE Center at Newcastle University, academics from many disciplines will  conduct research on this type of learning. Photo: School in the Cloud Students at a School in the Cloud lab in India investigate a big question on their own in a SOLE. At the newly-opened SOLE Central at Newcastle University, research will be conducted on this type of learning. Photo: School in the Cloud

Picture a classroom teacher without a lesson plan — a teacher who instead asks students an open-ended question to explore: Can animals think? Did dinosaurs exist? What is a soul?

With the opening of Newcastle University’s SOLE Central on Monday, this vision is coming to life, in a research center where the concept can be tweaked and improved as it rolls out to the wider world.

SOLE Central is the first global hub for research into self-organized learning environments (SOLEs) – the style of learning championed by TED Prize winner Sugata Mitra. In his 2013 prize-winning wish, Mitra offered up a vision of education that combines the resources of…

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Learning through Landscapes: Basic Need

The Basic Need for School Places challenge is one that is currently affecting a large number of schools across England and has the potential to affect school across the UK. For those schools that already have restricted space, the practicalities of taking on more pupils becomes an even harder and more complex one.

At LTL we are particularly concerned that many schools will feel that the only option they have is to place additional permanent or temporary classroom buildings onto their school play grounds or playing fields. This solution, whilst alleviating the capacity issue, means that many children are left with little or no space in which to learn and play outdoors.

With the help of our patron and supporter Sir David Attenborough we are looking to help schools find innovative solutions without reducing the footprint of the school’s outside spaces.

We have created guidance and support documents to help all those affected by these issues.

 

Video: Action research – School Matters series

Three case studies reveal the growing use of action research, a process where teachers assess teaching and learning to improve both teacher and student learning, in this whole-school video for primary and secondary teachers.

Each of these case studies highlights the way in which action research projects can work within a school and provides a valuable insight into the problems that various schools have faced.

St George’s Primary School in Birmingham started an action research project due to the high level of newly arrived children at the school. Their research led to the development of a welcome pack that gave children a defined focus for action.

At Colmore Infant and Nursery School in south Birimingham, reading at KS1 had been identified as a development priority for teachers. Their research project led to the introduction of a succesful bookmark scheme that encouraged more reading at home.

At Douay Martyrs School in Middlesex, head of Year 11 Simon Cheale is engaged in action research as part of his school-based MA in education. His research is centred on a motivational scheme for improving boys’ performance at GCSE level.

http://www.teachersmedia.co.uk/videos/action-research – free login required to view

Think Like an Engineer

Think Like an Engineer: Use Systematic Thinking to Solve Everyday Challenges & Unlock the
Inherent Values in The23181200m
by Mushtak Al-Atabi

Engineers conceive, design, implement, and operate (CDIO). ‘Think Like an Engineer’ presents CDIO and systematic thinking as a way to achieve the human potential. It explores how we think, feel and learn, and uses the latest brain research findings to help us unlock value and have a balanced life. The practical, easy to follow exercises given in the book can be used by individuals to improve their thinking and learning and by educators to empower their students to thrive for success.

Link to Amazon