Educators with background knowledge and understanding of the neuroscience of learning will be the leaders who translate this coming research to transform their classrooms. Dr Judy Willis states that myths such as the left brain/right brain or the Learning style myth are not always scientifically valid. Read more from here.
The topic of homework definitely causes debate between educators around the globe and sometimes conflict between parents and their children. Homework in John Hattie's research has an effect size of 0.29. The debate is not whether we should give it or not but making sure that homework reinforces the learning. Check out these top ten tips from the teacher toolkit to remind you to set homework that is based on quality not quantity here.
As we head into the end of second week of 2015 as inspired and passionate as ever, this article reminds us of why we can quickly lose that spark. The visible learning research has as one of it's strands inspired and passionate teachers with a focus on mindframes. This will help you develop ways of thinking in order to maximise the impact on student acheivement. Read more here.
Empowering and involving school leaders is an essential part of teaching, enabling teachers to create a new dynamic which engages teachers and students together as a learning group. Gayle Allen examines four activities that shift classes out of hierarchical structure and into a creative, dynamic team. Read more here.
If the word 'punishment' pops up in your behaviour management terminology, you could be doing more harm than good, according to education guru Dr. Bill Rogers. Read more here.
This story reminds us of how we need to keep students part of the process so they are active participants in their learning. One such teacher reworked her thinking about writing so that the students were taking more responsibility and ownership of the writing process. Peer review is also a critical component that allows students to become more involved in the learning process by giving each other feedback on their writing.