Thinking Routines In Your Class

Routines are a set of repeated patterns of action that can be integrated and used in a variety of contexts. In a classroom context, routines are patterned in such a way to manage and facilitate the accomplishments of specific purposes or tasks. Most important among the routines established in the classroom are the thinking routines which help promote students thinking.

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Science of Study

The study of the mind has intrigued generations of researchers from the scientific community.Bu not until the last two decades of the 20th century that cognitive science made some formidable breakthroughs in areas related to the   understanding of how the human brain process information and deals with the everyday learning. Some examples of the insights uncovered through rigorous cognitive studies are included in this wonderful visual entitled "The Science of Study".

The Science of Study takes an inside look at how our brains function when assimilating information and explores the different relations between our study and sleep habits   and our brain productivity. Here are a few of the interesting ideas covered in this visual:

• Multiple experiments have shown that staying up late can often be counterproductive. A Harvard study found fatigue negatively affects the cortex, which stores information in the brain.
• Cramming often prove effective in the very short time, but those gains tend to vanish as time passes. We perform better when study sessions are spaced out over longer periods of time rather than packed into one sitting.
• Our brain has over 90.000 miles of fibers which allow us to process information in fractions of seconds.

    source : http://www.besteducationdegrees.com/the-science-of-study/

Post source : http://www.educatorstechnology.com/2014/05/the-anatomy-of-study-great-visual.html

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Lifelong Learning Skills

Since the incarnation of web2.0 technologies, the world witnessed transformative change in the way human knowledge is stored and shared. Web-based tools provide innovative ways to address day-to-day activities in everyday life and most importantly in education. Current educational technology specifically enables communication that facilitates collaborative discussion, exchange of opinions and critical thinking. 

With this new knowledge Age emerges the need for a redefinition of the essential learning skills , 'the mastering of which will help ensure students' success in the future job market '. In a great journal article entitled "Toward Learning Societies and The Global Challenges for Learning with ICT " Bernie Trilling featured  the 7Cs that underly the 21st century lifelong learning skills. These7Cs are derived from a number of contemporary efforts to define the essential skills needed for a society’s future workforce.

While I share with you a snapshot of these 7Cs I also highly recommend that you read Trilling article for more insightful discussion about the concept of learning societies

Table taken from "Toward Learning Societies and The Global Challenges for Learning with ICT " By Bernie Trilling.

Post Source : http://www.educatorstechnology.com/2014/05/the-7cs-of-21st-century-lifelong.html

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What Do Americans Really Think About U.S. Education?

By Katie Lepi

There’s always chatter about how schools in the US are failing or succeeding. About how test scores are too low compared to other students around the globe. About how standardized testingis right or wrong, good or bad for our students. About how schooling (or unschooling) should really work. But what we talk about less often is how we feel about individual subjects that are taught in school. 

The handy infographic below takes a look at how Americans rate the importance and usefulness of certain school subjects in their current lives. It ranks the subjects from most to least useful, then breaks down the answers by education level and gender. Did algebra really ever help you? Or science?Keep reading to learn more.

Evaluating School Subjects

Which subject has been most valuable in your life?

• Math – (34%)
• English/Literature/Reading (21% – down 3% since 2002)
• Science – (12% – up from 4% in 2002)
• History – (8%)
• Business/Finance/Accounting – (4%)
• Geography and Psychology  - (3%)
• Economics,  Art/Music/Theater, and ‘other’- (2%)
• Foreign Languages/Language Arts, Home Economics, Theology/Religion, and all – (1%)
• The expressed value of Math declines with each additional level of schooling
• Conversely, English and Science’s perceived value increased with additional schooling
• Men tend to value math more than women
• Women value English and psychology more than men

Post Source : http://www.edudemic.com/americans-us-education-review/

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