“This is how learning should be,” she said. “It should be active, it should be engaging. It should use a variety of modalities. That’s how we all learn.” Education Week: Schools Integrate Dance Into Core Academics
The average rate for transcription was 33 words per minute, and only 19 words per minute for composition. In the same study, when the group was divided into groups: “fast”40 wpm “moderate”35 wpm “slow”23 wpm Words per minute – Wikipedia, the free encyclopedia
Many of us out there know that project-based learning (PBL) inspires students to understand core content knowledge more deeply and gain key skills for success in college and career.
Experimental Study of BIE Project-Based Economics Units
Finkelstein, N., Hanson, T., Huang, C.-W., Hirschman, B., and Huang, M. (2010).
A study, conducted by WestEd’s Regional Educational Laboratory West (REL West), addresses the following key research questions:
Does PBE increase student content learning, motivation to learn economics, and problem-solving skills?
Does PBE increase teacher knowledge in economics and teacher interest in teaching economics?
This federally funded experimental study examined the combined impact of a one-week summer professional development institute and the use of the BIE Project-Based Economics curriculum on the economic knowledge of approximately 7,000 twelfth grade students taught by 76 teachers in 66 high schools. Student outcomes that were studied included scores on the standardized Test of Economic Literacy (TEL), scores on performance assessments of student conceptual understanding. Teacher outcomes included confidence in teaching economics and satisfaction with teaching materials.
Both high school students and their teachers benefit:
Students outscored their peers in the control group who received the more typical textbook- and lecture-driven approach.
Students also scored higher on measures of problem-solving skills and their application to real-world economic challenges
Teachers scored higher in satisfaction with teaching material and methods than those in the control group.
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When you set out on your journey to Ithaca,
pray that the road is long,
full of adventure, full of knowledge.
The Lestrygonians and the Cyclops,
the angry Poseidon — do not fear them:
You will never find such as these on your path,
if your thoughts remain lofty, if a fine
emotion touches your spirit and your body.
The Lestrygonians and the Cyclops,
the fierce Poseidon you will never encounter,
if you do not carry them within your soul,
if your soul does not set them up before you.
Pray that the road is long.
That the summer mornings are many, when,
with such pleasure, with such joy
you will enter ports seen for the first time;
stop at Phoenician markets,
and purchase fine merchandise,
mother-of-pearl and coral, amber and ebony,
and sensual perfumes of all kinds,
as many sensual perfumes as you can;
visit many Egyptian cities,
to learn and learn from scholars.
Always keep Ithaca in your mind.
To arrive there is your ultimate goal.
But do not hurry the voyage at all.
It is better to let it last for many years;
and to anchor at the island when you are old,
rich with all you have gained on the way,
not expecting that Ithaca will offer you riches.
Ithaca has given you the beautiful voyage.
Without her you would have never set out on the road.
She has nothing more to give you.
And if you find her poor, Ithaca has not deceived you.
Wise as you have become, with so much experience,
you must already have understood what Ithacas mean.
Converts their classroom/life to Web 2.0. Bookmarks socially. Constantly reads RSS feeds from relevant blogs. Blogs and tweets about their experiences. Regularly, attends professional development conferences to further their knowledge. Embraces social networking to create a PLN for exchanging ideas.
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment.