What Do You Do With A Student? by Terry Heick Say you’ve got some students. Two or 122. Doesn’t matter–they’re there. What should you do with them? Oh, lots. There is a lot to consider. First, you have to see them. Really see them for who they are, where they are. Not as test results, pending adults,…
From content to thought, linear learning to spiral learning, and grading to micrograding, here are possible characteristics of an innovative classroom.
Students may attempt to disguise their plagiarism by using complex vocabulary or terminology inconsistent with their usual writing ability.
The writing process is a sequence of strategies to plan, write, and ultimately publish a polished, accurate, well-organized piece of writing.
Direct instruction is the explicit teaching of objectives while project-based learning is more passive, ongoing, and self-directed.
Tools to help students publish their writing must be matched with a writing assignment designed for publishing while keeping students safe.
While ‘being cool’ isn’t necessary for effective pedagogy, there is an undeniable performative component to teaching.
Effective use of technology can reduce teacher workload, enable new instructional strategies, and improve student performance.
‘Gender’-grounded’ interactions can create lasting effects in other areas of their lives, at times limiting student self-image and perception of opportunities.
It’s not merely the closed-mindedness of fixed belief that can hold students back: it’s also the convenience of habit, the laziness of stereotyped thinking.
Students need access to lower-level information to then use in higher-level thinking that requires them to synthesize disparate perspectives.
Increasingly, books aren’t thought of as entertainment or even as ways to learn; they are thought of in terms of their form: as books.