MSM 353: The “Myth” Adventures of Teaching with Styles! FREE eBOOKS!!! (That’ll get their attention!)
Jokes You Can Use:
Q: Should I have a baby after 35?
A: No, 35 children is enough.
Q: I’m two months pregnant now. When will my baby move?
A: With any luck, right after he finishes college.
Q: What is the most reliable method to determine a baby’s sex?
What does a skeleton order at a restaurant?
Why should a skeleton drink 10 glasses of milk a day?
It’s good for the bones.
Why don’t skeletons like parties?
They have no body to dance with.
Have the students share the superstitions that they know about. Create a variety of wild superstitions to compare with ones from around the world.
A Stanford dean on adult skills every 18-year-old should have
Create a Treasure Hunt
Have the kids create it.
Millionaire creator of ‘Hamilton’: Waiting until age 28 to open a credit card was a mistake
Looking back, “there is so much I wish I knew about money when I was first starting out my adult life, but in particular, the importance of building good credit,” Miranda says.
Middle School Science Minute
Just for Dave . . . and you too.
Essential Substance – Water
I was recently reading the February, 2017 issue of “Science Scope,” a magazine written for middle school science teachers, published by the National Science Teachers Association.
In this issue, I read the the Editor’s Desk article, “The Essential Substance.” It was written by Patty McGinnis, Editor of Science Scope. The article describes how water is a precious resource.
From the Twitterverse:
Struggling to keep your students engaged? Try these 7 Tools That Make Interactive Content Creation Easy. #edtech
What a great kinesthetic way to teach fractions http://buff.ly/2nlZrDG
Looking for a fun way to review concepts? Your students will love this fish bowl review game! http://buff.ly/2mB0xwH
Serious Play Conference: Game Design Thinking for Leaders, Teachers http://seriousplayconf.com
#mschat every Thursday at 8:00 pm Eastern Standard Time. And as Troy says, “The Twitter never stops!”
Teachers must ditch ‘neuromyth’ of learning styles, say scientists
Teaching children according to their individual “learning style” does not achieve better results and should be ditched by schools in favour of evidence-based practice, according to leading scientists.
They say it is ineffective, a waste of resources and potentially even damaging as it can lead to a fixed approach that could impair pupils’ potential to apply or adapt themselves to different ways of learning.
School leaders say the enthusiasm for learning styles in schools has faded, but research in 2012 among teachers in the UK and Netherlands found that 80% believed individuals learned better when they received information in their preferred learning style.
“Teachers need to be armed with up-to-date evidence of what has been shown to be effective so that schools are not wasting time or money on unsubstantiated practices that do not help students,” the letter says. “It is hard to establish the cost to the education system of using learning styles. Some schools have it as part of their teaching ethos whereas others bring in external consultants or send teachers on training courses.
Four neuromyths that are still prevalent in schools – debunked
Many “neuromyths” are rampant in our classrooms, and research suggests that people are often seduced by neuroscientific explanations, even if these are not accurate or even relevant. Research also shows that explanations accompanied by images of the brain also persuade people to believe in their validity, however random the illustration.
- Learning styles
- You only use 10% of your brain
- Right brain v left brain
- Playing brain games makes you smarter
You Probably Believe Some Learning Myths: Take Our Quiz To Find Out
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For more than a decade, standardized-test scores have been the dominant metric for measuring what public-school students know and are able to do.
…there’s one option that may have been overlooked: the ubiquitous school lunch.
Test score data from some 9,700 elementary, middle, and high schools found that contracting with a healthy meal vendor correlated with increased student performance by between .03 and .04 standard deviations—a statistically significant improvement for economically disadvantaged and non-disadvantaged students, Anderson said, adding that the size of the effect “is not huge … but it is notable.”
…that correlated with a rise of 0.1 standard deviations in the student’s test score. To put that statistic into perspective, healthier meals could raise student achievement by about 4 percentile points on average.
Random Thoughts . . .