By Rita Platt What is your philosophy of education? This was the question that the professor asked us in my second year of my teacher education undergraduate program. Philosophy of education? I had no idea. In fact it wasn’t until [...]
Think of it this way: perhaps you have a study hall or homeroom in your schedule–a time when students are free to plan, organize or catch up on work. Most likely, during this time, students are free to do things [...]
An Annotation by Bobbie Dunn This book is an excellent resource on brain research and how it fits in with our students. Though the book is 10 years old, each chapter provides helpful information on different categories. There are chapters [...]
An Annotation by Bobbie Dunn This article gave an example of brain-based teaching strategies for each letter in the phrase, BRAIN BASED. It elaborated on the: Brain’s time clock, Repetition, Active learning, Images, Novelty, Be colorful, Automatic learning, Social brain, [...]
An Annotation by Bobbie Dunn This article explained how the teen brain is more like a child’s than an adult’s, which is contrary to popular belief. It then elaborated on which parts of the brain are still changing and why [...]
Before I was introduced to wikis in April 2008, I never would have envisioned how much my teaching could use these new technologies. More importantly, my students could not be more ready to take their education to a new level that I sincerely hope will better connect them to the world and prepare them to participate in a digital world. The time is now, and while students have been hungry for this opportunity, the reinforcing research is thorough enough to justify using wikis,blogs, podcasts, Flickr, Moodle, and online writing technologies that I feel can significantly improve students’ writing, and perhaps more importantly, prepare them for digital citizenship. This series, based on action research I collected while studying for my M.Ed, explores the impact digital technology can have on how our students learn, and how we, as educators, can leverage that impact for the good of our students.
I had accepted a job as a 7th grade language arts teacher, and I was ecstatic to have a job where I could share my love for reading. However, I had no idea how to best teach these early adolescents who everyone seemed to be scared of. This lead me to the action research project I undertook for my Master’s Degree: brain based differentiation. This series of articles outlines what I learned.
I had accepted a job as a 7th grade language arts teacher, and I was ecstatic to have a job where I could share my love for reading. However, I had no idea how to best teach these early adolescents who everyone seemed to be scared of. This lead me to the action research project I undertook for my Master’s Degree: brain based differentiation. This series of articles outlines what I learned.
I had accepted a job as a 7th grade language arts teacher, and I was ecstatic to have a job where I could share my love for reading. However, I had no idea how to best teach these early adolescents who everyone seemed to be scared of. This lead me to the action research project I undertook for my Master’s Degree: brain based differentiation. This series of articles outlines what I learned.
I had accepted a job as a 7th grade language arts teacher, and I was ecstatic to have a job where I could share my love for reading. However, I had no idea how to best teach these early adolescents who everyone seemed to be scared of. This lead me to the action research project I undertook for my Master’s Degree: brain based differentiation. This series of articles outlines what I learned.
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