Recently found … 01/30/2013

    • Flipping yielded dramatic results after just a year, including a 33 percent drop in the freshman failure rate and a 66 percent drop in the number of disciplinary incidents from the year before, Green said. Graduation, attendance and test scores all went up. Parent complaints dropped from 200 to seven.
    • Green attributed the improvements to an approach that engages students more in their classes.
  • Important concept for teachers … that emphasizes student engagement and a shift from teacher-centered to student-centered classrooms.

    tags: Student engagement

    • technology-driven teaching method known as “flipped learning” because it flips the time-honored model of classroom lecture and exercises for homework — the lecture becomes homework and class time is for practice.
    • Flipped learning apparently is catching on in schools across the nation as a younger, more tech-savvy generation of teachers is moving into classrooms.
    • teachers make eight- to 10-minute videos of their lessons using laptops, often simply filming the whiteboard as the teacher makes notations and recording their voice as they explain the concept.
    • Class time is then devoted to practical applications of the lesson — often more creative exercises designed to engage students and deepen their understanding.
    • “It’s a student-focused classroom where the responsibility for learning has flipped from me to the students.”
  • Insightful article on the effects of high school … a must read for all educators (especially secondary level).

    tags: educational reform high school school

    • New science on its corrosive, traumatizing effects.
    • It’s also abundantly, poignantly clear that during puberty, kids have absolutely no clue how to assess character or read the behavior of others.
    • The result, unfortunately, is a paradox: Though adolescents may want nothing more than to be able to define themselves, they discover that high school is one of the hardest places to do it.
    • if humans really do feel things most intensely during adolescence, and if, at this same developmental moment, they also happen to be working out an identity for the first time—“sometimes morbidly, often curiously, preoccupied with what they appear to be in the eyes of others as compared with what they feel they are,” as the psychoanalyst Erik Erikson wrote—then it seems safe to say this: Most American high schools are almost sadistically unhealthy places to send adolescents.
    • one of the reasons that high schools may produce such peculiar value systems is precisely because the people there have little in common, except their ages. “These are people in a large box without any clear, predetermined way of sorting out status,” says Robert Faris, a sociologist at UC Davis who’s spent a lot of time studying high-school aggression. “There’s no natural connection between them.” Such a situation, in his view, is likely to reward aggression. Absent established hierarchies and power structures (apart from the privileges that naturally accrue from being an upperclassman), kids create them on their own, and what determines those hierarchies is often the crudest common-­denominator stuff—looks, nice clothes, prowess in sports—­rather than the subtleties of personality.
    • It turns out that just before adolescence, the prefrontal cortex—the part of the brain that governs our ability to reason, grasp abstractions, control impulses, and self-­reflect—undergoes a huge flurry of activity, giving young adults the intellectual capacity to form an identity, to develop the notion of a self. Any cultural stimuli we are exposed to during puberty can, therefore, make more of an impression, because we’re now perceiving them discerningly and metacognitively as things to sweep into our self-concepts or reject (I am the kind of person who likes the Allman Brothers). “During times when your identity is in transition,” says Steinberg, “it’s possible you store memories better than you do in times of stability.”
    • At the same time, the prefrontal cortex has not yet finished developing in adolescents. It’s still adding myelin, the fatty white substance that speeds up and improves neural connections, and until those connections are consolidated—which most researchers now believe is sometime in our mid-­twenties—the more primitive, emotional parts of the brain (known collectively as the limbic system) have a more significant influence. This explains why adolescents are such notoriously poor models of self-­regulation, and why they’re so much more dramatic—“more Kirk than Spock

Posted from Diigo. The rest of my favorite links are here.

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