12 Things Kids Want From Their Teachers

Today while browsing Google Plus I cam across a posting that grabbed my attention. Titled 'Students share characteristics of their favourite teachers' and written for Edudemic by Bill Powers the post detailed a survey he had conducted with his students to explore '12 things kids want from their teachers'. It turns out the conversation was started by Angela Maiers who asked her students 'What did they want from their teachers?'

This has led to a number of teachers doing the same and sharing the results with the world through Blogs and Social Media. The results make interesting reading and the brave amongst us might like to do the same with our class.

It does make you think, we often set goals with our students and discuss ways they can achieve success. Less often do we engage students in a discussion about what we can do better and yet by not asking the question we ignore the opinions of those with possibly the best view of and most experience with the modern school system.

Read Bill Powers Edudemic Post
Read Reed Gillespie's Blog Article - What Students Want From Their Teachers
Read Angela Maiers Blog Article - 12 Things Kids Want From Their Teachers

Should I teach problem-, project- or inquiry-based learning?

Should I teach problem-, project- or inquiry-based learning?

By Lauren Davis

Lately, there have been a bunch of buzzwords floating around the education world that all seem to mean the same thing. You’ve probably heard them: problem-based learning, project-based learning and inquiry-based learning. Is there a difference? How will you know which one to do in your classroom?

First, let’s start with what they have in common. All of these methods place an emphasis on teaching process, not just content. They require students to make discoveries for authentic audiences and purposes. Using these methods will help you meet the Common Core State Standards, which are all about helping students become independent thinkers who can gather information on their own and use knowledge for real-world tasks.

So you know you want to try one of these teaching methods, but how do you decide which one? Here’s a cheat sheet to understanding the subtle differences and deciding which one is right for you.

Project-based learning

  • Definition: Students create a written, oral, visual or multimedia project with an authentic audience and purpose. Project-based learning is usually done in English, social studies or foreign-language class.
  • Example: Teacher Heather Wolpert-Gawron’s ELA students wanted to fix the broken bell at their school. They developed a thesis, organized a petition, wrote letters and prepared an oral statement that was read to the principal.
  • Teaching Tip: Make sure your project doesn’t just have students regurgitate knowledge. For example, don’t have students make a map that displays information from a textbook. Have students discover their own findings for their projects.
  • For More Info: Edutopia’s Project-Based Learning Professional Development Guide includes a variety of student examples.

Problem-based learning

  • Definition: Students investigate and solve a real-world problem. To do so, students must identify what they already know and what they need to learn, and then they find and apply knowledge. Problem-based learning often takes place in math and science class. It doesn’t necessarily include a project at the end so it doesn’t always take as long as project-based learning.
  • Example: Nancy Sulla, author of “Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom,” gives this science example: Researchers are conflicted on whether we can use certain types of bacteria to clean up radioactive pollution in water. Have students use the scientific method, evaluate data on bacteria, and decide how one bacteria or a combination of them would work effectively as microscopic radioactive pollution eaters.
  • Teaching Tip: Make sure you choose a problem that is open-ended and has no one right answer.
  • For More Info: This site from the University of Delaware offers a variety of problems from which teachers can choose.

Inquiry-based learning

  • Definition: Students explore a question in-depth and ask further questions to gather knowledge. This method is often done in science but can be done in any subject area. The term “inquiry” has been around for years; some people say that problem-based learning is just the new term for the same thing.
  • Example: Teacher Winnifred Bolinsky used inquiry-based learning to help students understand the physics principle of inertia.
  • Teaching Tip: Give students a variety of ways to gather knowledge — not just on the computer but through hands-on learning.
  • For More Info: Examples and video clips of inquiry-based learning can be found on Thirteen’s Edonline site

How are you doing these types of learning experiences in your classroom? Leave a comment for colleagues to read and discuss.

What Motivates Us?

Dan Pink's book Drive has many ideas that resonate well in education. A large section of the book focuses on how goals work in the age of creative, thought-based tasks which you may find interesting. if you have not read the book, RSA Animate who do very clever things with videos have done a great job summarising the book in a ten minute video (see below).

Pink also talks about positive feedback having an enhancing effect on intrinsic motivation with written feedback going even further, something we have recently talked about again in the Junior School as a goal for us all. 

3 Powerful Ways to do a Better Job

Here are three possible ways you can improve your work - and your workplace - this year:

1. Know what you’re doing before you worry about how you’ll do it.

We jump to thoughts of implementation so often in our work, and that tendency creates several problems. We may not know exactly what we’re implementing, why we’re implementing it or how much is possible. By skipping ahead to the details, we begin work that may not make sense—and we unnecessarily constrain ourselves. This year, be mindful about each idea you’re pursuing and determine its larger purpose before running forward with activities. It’s not about what you’re doing but why you’re doing it.

2. Spend at least 15 minutes a day in deliberate thought about something bigger than your to-do list.

This is critical. I believe in mornings - but for some people, it works best to do this exercise at the end of the day to prepare for the next morning. What larger purpose defines you right now? One year from now, what will you be glad you did tomorrow? Ten years from now? What are the big things that need to happen to advance those aspirations? I believe the sum of our efforts each year reflects the rigor we apply to these larger questions. Take a few minutes each day to ask them. You may not have every answer, but you’ll make smarter choices along the way - and let the little crap go more easily. For me, five minutes at the start of my workday plus nightly blogging are tools I use in trying to step out of everyday to-do lists and think about what ideas matter most each day. What tools can you put into place to schedule reflection?

3. Think about what unites your colleagues rather than what’s in it for you.

The best workplaces in the world have something in common: Colleagues embrace a collective vision, and they’d do anything for each other. I’d always prefer to be in that kind of culture than a dog-eat-dog slugfest because it’s better for me and better for my organization. Try to set a course toward that kind of camaraderie. Define what you all want to do together. Along the way, share credit. Recognise the achievements of others. Sacrifice something selfish if it yields a greater good. If you are a manager, you have the chance to transform the experience of those who report to you. Seize it with a spirit of selflessness. In the end, it’s the fastest way to achievement - and happiness - for everyone.

Katya Andersen

COO and CSO at Network for Good

Collaborative Classrooms

What's ideal when it comes to collaboration in our classrooms? Here's one coveted scenario: several children gathered at a table engaged in a high-level task, discussing, possibly debating an issue, making shared decisions, and designing a product that demonstrates all this deeper learning.

As teachers, we'd love to see this right out the gate, but this sort of sophisticated teamwork takes . . .

Read the full article from Edutopia to learn more

Shared by Ari Guha

Pocket - Formerly Read It Later

So often when browsing the web you come across a great article that you don't have the time to read then and there. Other times the page is so distracting that it is not easy to read. For some people reading long form documents is something they prefer to do on a tablet device either and iPad or a similar device running Windows or Android.

Pocket is the answer to all these situations. Install the browser add on and use this to 'Pocket' any site you want to read later. Install the free app on your mobile device/tablet and link this to your pocket account to access the sites you have pocketed.

Pocket allows you to choose between an easy to read version of the site or the option of viewing the full site.

For students this could be a great option for research. They can develop a workflow where they skim read a site, evaluate its relevance and reliability and if they feel it is worth reading in detail they Pocket it to read and reference later.

Visit the Pocket Website to get started

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Teach the art of Searching

It is often said that the downside of a free and open web is the challenge it presents to find reliable sources with the information you need. As teachers we need to show our students how to Search, to provide them with skills and strategies so the search engine does the heavy lifting for them.

Google recognises this and has provided a site for teachers that includes teaching resources, tips, daily challenges and live training all aimed at maximising the quality of the results returned for any search.

Read a review by Ed Tech

Visit Google Search Education

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Action Research

Action Research can play an important role in improving the results we achieve through our teaching. It encourages us to focus meaningfully on what we do and to seek measures of our success. As a deliberate process it is well worth engaging with but if it is to be done right some planning and knowledge of the process is important.

The links below guide educators through the process and are worth reading before beginning an action research project.

Drawn to Science Education - Action Research Pages

The NSW Department of Education and Training offers the following guide for Action Research

DET - Action Research Guide

Image Courtesy of NSW DET

Popcorn Maker - Annotate Web Video

Popcorn Maker makes it easy to enhance, remix and share web video. Use your web browser to combine video and audio with content from the rest of the web — from text, links and maps to pictures and live feeds.

The web is full of educational video and the trend towards flipping the classroom is expanding, but how can you be sure your students are picking up on the key messages. Wouldn't it be nice to be able to comment on what is being watched or even add further details to it.

Popcorn Maker allows you to do this and by linking your additions to the web you can create a video lesson backed by any web based resource. Popcorn Maker is powered by Mozilla, is free and works with all major online video sources including TedTalks, Youtube and Vimeo.

https://popcorn.webmaker.org/

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Realtime Board

Realtime Board is a new service that provides users with a Whiteboard like page for sharing ideas, and collaborating on projects. It is highly visual and allows you to place comments  pictures, diagrams, documents, or notes onto an expanding board and then share this with team members. When you are ready you can use Realtime Board to create a presentation of the ideas controlling what your audience sees in a manner not unlike Prezi.

Realtime Board integrates with Google Drive providing easy access to your documents and allowing you to edit them with ease.

Realtime Board should work nicely in a classroom setting allowing students to collaborate ona project from anywhere and having the results available to all over the internet or via the Smartboard. It is presently in a Beta version and is free.

http://realtimeboard.com/