Critical thinking is a disruptive cognitive process that explores alternative ways of thinking about something with the purpose of uncovering silent and untold meanings. Critical thinkers do not settle with the obvious and the taken for granted. They always delve into the deep layers of meaning and engage in profound intellectual altercations to formulate a better and holistic understanding.
5 Levels Of Student Engagement: A Continuum For Teaching by Terry Heick Years ago, I worked with a school in Kentucky that had adopted Phil Shlechty’s “Working on the Work” framework. The idea behind Shlechty’s framework is, in short, to focus on the work that students do, and the systems that produce that work.
The guideline that I followed while designing this framework for curricula was to keep it as simple as possible. Previous iterations of this framework had vast amounts of complexity in order to “perfectly” deal with the vast amount of information that comes with lifelong learning.
I write a lot about teachers and teaching. This is motivated by two things: One, I’m passionate about education, and two, I’m worried about education. Lately I’ve been writing a lot more about the latter. Here’s what’s happening: Good teachers are leaving. States won’t fix the reasons why teachers are leaving.
Families and communities have a tremendous role to play in improving educational and reading outcomes for children around the globe.
Finding research that definitively proves that the use of computers/technology makes a difference in learning has been difficult, primarily due to the many variables that exist when it comes to how students master content. However, there is one powerful study that proves that technology should be used by students at the lower grades.
Our students live in an online world. They’re emotionally and physically attached to their devices and many of their relationships exist within technology. As educators, there are many ways that we have had to adapt to this changing landscape of communication within our teaching, and when I look around my institution, I think we’re doing a remarkable job at keeping up with the rapid pace of change.
During formative years, it’s important to extend students’ learning beyond just typical academics. Social and emotional learning (SEL) helps students develop emotional intelligence and create long-lasting impact outside of the classroom. It’s a phrase thrown around a lot these days. But what does it mean?
One persistent challenge for educational policymakers and planners related to the potential use of informational and communication technologies (ICTs) in remote, low income communities around the world is that most products, services, usage models, expertise, and research related to ICT use in education come from high-income contexts and environments.