Since 1997, the first Children and Technology Committee of the US American Library Association has maintained a list of Web sites for children that should be on the list of to-be-visited-locations-on-the-Web for readers of Teach Effectively. Here’s a snippet about the content:
The Web is a lot like a flea market: there’s a vast selection of sites to choose from but not a lot of order to it. Some sites are offered by reputable “dealers” and some from individuals who want to show off their personal favorite items. Sometimes it’s hard to tell what’s a hidden treasure, what’s worth taking a look at, and what’s a waste of time.
It’s not hard to find sites if you use a search engine like Google, or a subject directory like Yahoo (or Yahooligans for kids). But how can you tell if a site you find is worthwhile? Continue reading ‘ALA sites for kids’
Sandra Tsing Loh, who may be familiar as a commentator on the US National Public Radio (among other venues), reports that some wit and persistence can make a difference in public schools. Although I’d followed her comments for other reasons, I was pleasantly surprised that she was presenting a fresh and thoughtful analysis of contemporary educational issues in multiple fora.
“Tales out of School” (from the Atlantic Monthly) in which she compares her own street-level activism to the utopian visions of J. Kozol;
“Ask a Magnet Yenta,” which helps parents in Southern California learn about magnet schools; or
My colleague Dan Willingham produced a brief video explaining why basing instruction on learning styles is bologna. Here it is:
Here’s the YouTube link for Dan Willingham on Learning Styles and here’s a link to Dan’s Web site where one can learn plenty of useful things. Also, see the extended discussion on D-Ed Reckoning.
Two organizations interested in improving the quality of education in the US have joined together to solicit support for their efforts. The organizations—Great Schools, and ED in 08—created a quiz that challenges parents to take a quiz about their knowledge of math or science (or both) and compare their results to those of students in the US and other countries. They’re using it to promote their agenda that they dub “Strong American Schools.” The image at the right opens a pop-up window from Ed in 08 for you to take the quiz.
Links for the sponsors: Great Schools (“the parent’s guide to K-12 Education”; interesting that they used the singular possesive) and Ed in 08.
The Division for Learning Disabilities (DLD) of the Council for Exceptional Children holds a conference annually in late October or early November. This year it is in Philadelphia (PA, US) and it features a batch of presentations that promise to be helpful to teachers, coaches, and administrators interested in learning how to implement evidence-based instructional practices.
Check the agenda for the next Fall Conference 24 and 25 October 2008 and then register! Learn about DLD’s “Bridging the Gap Between Research and Practice” and learn how you can participate in this outstanding professional development opportunity.
Please note that I am connected with DLD (long-time member, former president, currently executive director and co-editor of the Web site), but I’d be pushing this conference even if I wasn’t affiliated with it.
For folks who are thinking about teaching students how to study for tests: Under the headline “Step Away From the Highlighter,” JJ Hermes published a brief article on the topic.
Does this sound familiar? Final exams start soon, and the pile of notes, highlighted textbooks and old exams has turned into a mountain.
To help students get through this intense study period, we asked experts to provide tips based on the latest research on memory and learning.
The two experts, one of whom is my colleague Dan Willingham, offer some good recommendations. Here is a list (see the article for explanations):
The worst way to study is simply to read over notes
Stop indiscriminately highlighting everything you think is important
Alternate subjects until two days before the first test
My colleague Dan Willingham has posted a marvelous video that’s an introduction to thinking about neuroscience and education. Under the title “Brain-based Education: Fad or Breakthrough,” he illustrates important elements about what are reasoned extrapolations from cognitive neuroscience to education and what are not.
Update (18 May 2008): It’s heartening to see that other sites are pointing to Dan’s video. Here’s a preliminary list (please add others via the comments):
Don Hirsch published an editorial in Education Week that tells it true. We need, he argues, to place a greater emphasis on what and how we teach during children’s early school years. Of course, he champions his recommendation for adopting a clear curriculum during the early years, too. But, the big idea is that the primary and elementary grades are very important if students are to be able to excel in high school and college. Continue reading ‘Hirsch hits homer’
Teach Effectively provides news and commentary about evidence-based instructional practices. We focus on educational methods that have proven track records; that focus allows us to spend time lampooning some pop-ed fads, whims, and bologna-based innovations.
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