10 Online Tools That will Make Your Students Better Researchers By @anttooley · TeacherCast Educational Broadcasting NetworkbyAntonio Tooley
Writing a research paper does not actually take long at all. Your students can do a 10-page paper in one day if they really knuckle down and get going. The most annoying things about this academic assignment are at the beginning and the end of the process: the research and the bibliography.
An idea that is beginning to gain a lot of favour in educational circles at the moment is the notion of fixed versus growth mindsets, and how they might relate to students and learning. Based on the work of Stanford University psychologist, Carol Dweck, the idea of mindset is related to our understanding of where ability comes from.
Over the summer, teachers reflect on the year and often redesign and perfect their teaching strategies and plans. In essence, they get back to the basics of what they believe is the best way to inspire learning in their students — in other words, they revisit and refine their philosophy of education.
It’s time to redefine what it means to teach. Students already learn much differently than they did a decade ago, but educators have been slow to adapt, causing a rift between instructor and pupil that manifests itself in sliding test scores, retention rates, and educational quality in general.
What does it mean to be a great teacher? Of course credentials, knowledge, critical thinking, and all other faculties of intelligence are important. However, a great teacher should be much more than credentials, experience and intelligence. What lies in the heart of a great teacher?
In today’s learning landscape, there are many forms of learning. There are instructor-led courses, eLearning (electronic learning) and the recent concepts of mLearning (mobile learning) and learning reinforcement. eLearning and mLearning are sometimes used in the same sentence but they are fundamentally different ways of learning.
When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behavior (i.e. behavioral engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, 2014).
It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints.