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Retrieval practice, CBE, and what we value regarding student learning

We believe in thanking our sources! This post was sourced from the following blog/website: http://feedproxy.google.com/~r/dangerouslyirrelevant/~3/aKdQ9Hn4svY/retrieval-practice-cbe-and-what-we-value-regarding-student-learning.html

The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!

Powerful TeachingA number of educators across the country are finding great value in ‘learning science’ books such as Powerful Teaching: Unleash the Science of Learning. In Powerful Teaching, the authors focus on the potential of:

  • Retrieval practice – “pulling information out of students’ heads (e.g., quizzes and flashcards), rather than cramming information into students’ heads (e.g., lectures)” (p. 4);
  • Spaced practice – “spreading lessons and retrieval opportunities out over time” (p. 4);
  • Interleaving – “mixing up closely-related topics and encouraging discrimination” (e.g., “when students practice addition, subtraction, multiplication, and division problems all mixed up, rather than one type of problem at a time;” p. 5); and
  • Feedback – “providing [students] the opportunity to know what they know, and know what they don’t know” (p. 5).

There’s nothing inherently wrong with retrieval practice, spaced practice, and interleaving. These educational practices can be powerful tools for information retrieval. But we also have to ask ourselves the tougher question of ‘Retrieval practice, spaced practice, and interleaving OF WHAT?’ Is the information worth knowing and spending time on in the first place? For instance, in the retrieval practice challenge grid below [intentionally anonymized], many of us could argue that most of the things being ‘retrieved’ to allegedly enhance student ‘learning’ aren’t really worth learning at all, much less remembering later.

Retrieval Practice Challenge Grid

On another educational front, many advocates of competency-based education (CBE) are working diligently to create ‘high reliability’ school structures. This work often involves extremely sophisticated proficiency scaling of desired learning outcomes, student leveling diagnostics, and individualized instruction and student interventions. Here is an example third grade mathematics proficiency scale [intentionally anonymized]:

3rd grade math proficiency scale

And, once again, we have to ask ourselves the tougher question of ‘Proficiency scaling and student leveling ON WHAT?

In Future Wise: Educating Our Children for a Changing World, David Perkins noted that “the achievement gap is much more concerned with mastering content than with providing lifeworthy content. . . . The achievement gap is all about doing the same thing better… [In contrast,] the relevance gap asks us to reconsider deeply what schools teach in the first place” (pp. 30-31). Accordingly, a couple of questions that we might ask ourselves as educators include:

  • In our learning science and competency-based educational work, are the desired student outcomes that we’re emphasizing just low-level content or are they lifeworthy content? 
  • If we’re going to ask our students to ‘retrieve’ and ‘interleave’ their learning weeks and even months later, can it at least be knowledge and skills that are worth remembering?

There are at least two potential dangers as schools and educators move in these ‘high reliability’ directions:

  • Schools will continue to reinforce, strengthen, and reinscribe their typical emphases on standardized, low-level learning at the expense of more lifeworthy knowledge and skills, particularly for traditionally-marginalized students.
  • By doing so, schools will continue to reduce kids to proficiency scales, score reports, and individualized, dehumanized, numerical widgets in mechanistic, technocratic educational systems. Rather than being agents of their own learning and active, hands-on meaning-makers, students are passive recipients of processes and outcomes that are imposed on them in the name of ‘reliability.’

Both of these practices contribute to students’ learning apathy, boredom, disengagement, perceived lack of relevance in what they’re learning, and dropout rates (both physically and mentally).

Even Daniel Willingham, who, as a cognitive psychologist, is a tremendous advocate for brain-based learning and background factual knowledge, asked in Why Don’t Students Like School?, “When is it appropriate to ask students to memorize something before it has much meaning? Probably not often…” (p. 64). Willingham also reiterated that “We remember much better if something has meaning” (p. 33) and that “Repetition is good for learning but terrible for motivation” (p. 1). In other words, we have to focus on creating learning experiences that are meaningful to students, not just in a school-y ‘you need to know this for the test’ sense or in a ‘do this or you will be punished academically or behaviorally’ sense but rather in a ‘you need to know this for life’ sense. We know that most students – even successful ones – are really struggling to find meaning in most of the learning tasks that we put before them.

Willingham also stated:

Students can’t learn everything, so what should they know? Cognitive science leads to the rather obvious conclusion that students must learn the concepts that come up again and again – the unifying ideas of each discipline [emphasis added]. Some educational thinkers have suggested that a limited number of ideas should be taught in great depth, beginning in the early grades and carrying through the curriculum for years as different topics are taken up and viewed through the lens of one or more of these ideas. From the cognitive perspective, that makes sense [emphasis added]. (p. 37)

Are our school systems focusing on big important concepts or just trivia and minutiae as they engage in learning science and competency-based educational practices?

Some may wonder if it is even possible to engage in learning science and competency-based educational practices for so-called ‘deeper learning.’ The authors of Powerful Teaching do say that “these strategies apply for … critical thinking” (p. 5). However, the vast majority of the examples that they use in the book pertain to students remembering something that they read earlier, answering exam questions, taking notes, engaging in mini-quizzes, regurgitating back what they heard from a teacher, and similar, extraordinarily traditional educational practices. Higher-level thinking examples and discussions of real world thinking, application, and problem-solving are scarce in the book (as they are in our larger, societal-level conversations about ‘learning loss’ during the pandemic). The language that the authors use in the book to introduce their key concepts also emphasizes lower-level learning (e.g., practicing math problems, quizzes, flashcards, teacher lectures, and so on).

Of course students need to have factual knowledge and procedural fluency. But those aren’t enough in today’s global, innovation society (and arguably never were). Some of our lower-level student learning outcomes are important and many are less so, particularly when viewed through the lens of ‘lifeworthy content.’ But how we get there is always up for negotiation. Learning modality matters A LOT. It would be really easy to shove kids in front of a bunch of worksheets or homework packets or transmission-regurgitation / individualized-progression / box-checking software systems and say that students are achieving ‘mastery’ of supposedly ‘important’ knowledge and skills. We can see the allure of that for a large number of school leaders or policymakers. Be cognizant of that seduction, because it’s a student soul-sucking idea that’s been floating around in education for many, many decades. And vendors will be quite happy to take your money and sell this to you.

As I said in a recent keynote, I absolutely adore the idea of ‘high-reliability schools.’ But we need to make sure that our definition of ‘high reliability’ includes deeper learning opportunities and outcomes, not just the low-level learning that we’ve traditionally spent most of our time on in P-12 schools. One last time: students aren’t going to recall and regurgitate their way into 21st century life success.

I know that deeper learning networks like Big Picture Learning, New Tech Network, and High Tech High are trying to figure out what ‘high reliability’ looks like in the deeper learning context, as are the schools featured in our recent book, Leadership for Deeper Learning. The work that these students and educators are doing is incredibly complex and even more inspiring. It’s relatively easy to come up with pedagogical and data systems that help students recall and regurgitate a little better. It’s much more difficult to create educational systems that develop successful, problem-solving humans. I would encourage all of us to think pretty deeply about this: not just about how to make existing technocratic systems even more technocratic, but about what it means to be educated and successful over the next few decades. 

Your thoughts? How are you reconciling learning science and competency-based educational principles with deeper learning?

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SplashLearn Courses Are Live K-5 Math And Reading Classes

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The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!

SplashLearn Courses are engaging, live K-5 Math and Reading tutoring classes for elementary school-aged students.

The post SplashLearn Courses Are Live K-5 Math And Reading Classes appeared first on TeachThought.

Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know. Teachers and Educators are our heroes. We want to thank you for the work you do! Yours In Education! Time To Teach

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You don't need a bachelor's degree to land a high-paying job

We believe in thanking our sources! This post was sourced from the following blog/website: https://www.npr.org/2021/10/07/1043737586/college-degree-high-school-diploma-high-paying-trade-jobs

The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!

Illustration by Cha Pornea

On average, a worker with a bachelor's degree will earn more than a worker who doesn't have one. But new research shows there are a lot of exceptions.

(Image credit: Cha Pornea for NPR)

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Teachers in Texas are told they must teach 'opposing' views of the Holocaust

We believe in thanking our sources! This post was sourced from the following blog/website: https://www.npr.org/2021/10/15/1046389474/texas-holocaust-opposing-critical-race-theory-southlake

The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!

The Carroll Independent School District in Southlake, Texas, is in the spotlight after an administrator reportedly instructed teachers to provide students with "opposing" views of the Holocaust when the subject of recent statewide legislation came up.

An administrator with the Southlake School District reportedly made the statement during a meeting when a new state law came up. It says multiple perspectives should be presented on certain topics.

(Image credit: PeopleImages/Getty Images)

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What borrowers need to know about the Public Service Loan Forgiveness overhaul

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The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!

"Borrowers who devote a decade of their lives to public service should be able to rely on the promise of Public Service Loan Forgiveness," U.S. Education Secretary Miguel Cardona said on Wednesday.

On Wednesday, the U.S. Education Department said it would temporarily relax some of the program's rules. The changes could lead to loan cancellation for tens of thousands of borrowers.

(Image credit: Joshua Roberts/Getty Images)

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New Activities Celebrating SEL as a Team Sport 

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The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!

Inspire students to set and achieve goals this year using practical social-emotional skills they can run with in their everyday lives. 

Find easy ways to engage elementary students in important SEL competencies this school year with new resources from LaGolda, a pro-social animated series and online educational program available on the Discovery Education learning platform. 

As LaGolda and her growing team of friends travel the world and overcome challenges together, students can follow along and discover how SEL skills are put into action to overcome obstacles and achieve personal goals. 

Tackle timely topics in class with three new hands-on activities that empower students to harness SEL skills and play the long game to a successful future. Each new activity pairs with a corresponding episode in the LaGolda series: 

  • Plugging Into Social Awareness
    Investigate students’ social awareness through their use of technology to find parallels between healthy personal relationships and savvy digital citizenship. 
  • Leading with Responsible Decision Making
    Students will explore how making good decisions benefits themselves and those around them with an important lesson focusing on inclusion. 
  • Breaking Down Adversity with Social Awareness
    Help students understand prejudice and racism using the lens of social awareness and reflect on simple ways they can be more inclusive of others. 

UnitedHealthcare is committed to inspiring the healthiest generation yet by partnering with Discovery Education to make these resources available on the LaGolda SEL Resources by United Healthcare channel in Discovery Education’s K-12 learning platform. Visit the fun animated community of LaGolda and jump right into powerful SEL explorations that set students up for a lifetime of social connection and success. 

Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know. Teachers and Educators are our heroes. We want to thank you for the work you do! Yours In Education! Time To Teach

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Facebook's own data is not as conclusive as you think about teens and mental health

We believe in thanking our sources! This post was sourced from the following blog/website: https://www.npr.org/2021/10/06/1043138622/facebook-instagram-teens-mental-health

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Illustration of young people holding their cell phones up to their face

It's grabbed a lot of headlines, but the evidence on social media and teen mental health — including that Facebook and Instagram research — is far from a smoking gun.

(Image credit: LA Johnson/NPR)

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Explore the Application of Genomics to the World Around Us 

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The new and developing field of genomics involves the study of the genome, the entirety of a person’s genes. Genomic studies in medicine are showing that interaction between genes and environmental factors and lifestyle choices can have a major influence on a person’s risk of developing diseases such as cancer, heart disease, and diabetes.  

Developed in partnership with Illumina, DNA Decoded provides educators with tools to help their high school students make personal connections to genomics by exploring the impact of the genome on mental health, the impact of genetic screening as a predictor of athletic performance, and the surprising results that the genome can reveal about race and its connection to medicine and human health. 

An all new educator explainer provides a step-by-step best practices for getting started with the resources. The guide breaks down the first segment of DNA Decoded resources, “Cracking the Code” to help educators determine where they should start to get their students’ feet wet in the field of genomics using a single class period or 45-minute lesson. Following an explanation of each starting point, educators are encouraged to move to the next resource in that category to extend the learning. 

This approach will help educators more easily engage students in lessons highlighting timely and relevant topics impacted by innovations in genomics, such as: 

  • In Targeting Cancer, students learn how targeted therapy is changing treatment for cancer patients by using gene sequencing to look for cellular changes, chromosomal abnormalities, and gene mutations. They will explore various types of targeted therapy and help fictional doctors create personalized treatments to save lives. 
  • Race and Medicine shines a light on the question of the science behind classifying humans as different ‘races.’ Students have the opportunity to role-play working as scientists to build evidence and build and argument to answer their assigned question related to race and ancestry.? This cross-disciplinary activity aligns to NGSS, as well as standards for Technological Literacy and English Language Arts. 
  • Medicine of the Future gives students the opportunity to get hands on as they role-play hospital administrators, who are implementing precision medicine at their site. To plan this change, students will investigate what genome testing entails, explore a genetic database to understand the sheer scope of genes, and read an article about precision medicine. 
  • In?The?Microbiome and Mental Health, a digital lesson bundle featuring student activities and a complete lesson in PowerPoint,?students will evaluate a growing body of evidence showing that the tiny microbes living in your gut may have a major influence on your brain.?Ultimately, students will create a large 2-D informational graphic on a poster board that contains pictures, diagrams, and?details?explaining?the?connection to mental health and the microbiome.? 

These flexible resources are easy to access wherever learning is taking place through DNADecoded.com or on the DNA Decoded Channel in the Discovery Education learning platform.? 

Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know. Teachers and Educators are our heroes. We want to thank you for the work you do! Yours In Education! Time To Teach

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Vote for the 3M Young Scientist Challenge Improving Lives Award & Join the Live Final Event

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Now through October 15, 2021, students, teachers, parents, and other members of the public can vote once per day  to choose the innovation from the 2021 3M Young Scientist Challenge that they believe has the most potential to make a positive impact on the world – and take advantage of the opportunity to join us live for the virtual final event! Register today!

“The 3M Young Scientist Challenge exemplifies the impact that the next generation of scientists can have on solving some of the world’s most pressing challenges,” said Denise Rutherford, senior vice president and chief corporate affairs officer at 3M. “Through the Improving Lives Award, and aligned with 3M’s longstanding commitments to STEM equity and STEM education, we continue to underscore the importance of getting young people interested in and excited about science – encouraging them to find the spark that could lead to making a lasting impact on society.”

In June, the top ten finalists were named for the 2021 3M Young Scientist Challenge – now in its fourteenth year as the nation’s premier science competition recognizing outstanding innovations from young scientists in grades 5 – 8. Each finalist will receive $1,000 and the opportunity to work virtually with a 3M scientist who will mentor them as they evolve their invention from idea to prototype.

The 2021 Improving Lives Award winner will receive a unique destination trip, and the grand prize winner of the 2021 3M Young Scientist Challenge will receive $25,000, a unique destination trip, and the prestigious title of America’s Top Young Scientist. In 2020, the public vote identified Anika Chebrolu as the recipient of the Improving Lives Award for using in-silico methodology for drug discovery to find a molecule that can selectively bind to the Spike protein of the SARS-CoV-2 virus. The project also earned her the title of America’s Top Young Scientist.

The award-winning 3M Young Scientist Challenge supplements the 3M and Discovery Education program – Young Scientist Lab – which provides no-cost dynamic digital resources for students, teachers, and families to explore, transform, and innovate the world around them. All the resources are also available through the Young Scientist Lab Channel and in the Social Impact Partnerships channel on Discovery Education’s recently enhanced K-12 learning platform.

To learn more about the 3M Young Scientist Challenge and meet this year’s finalists, visit youngscientistlab.com.

 

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Dynamic New Virtual Field Trips From Discovery Education and Social Impact Partners Help Students Explore STEM in the World Around Them

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To help students explore the exciting the many ways STEM is shaping the world around them, Discovery Education and leading corporate and community partners proudly introduce four new engaging, no-cost virtual field trips (VFTs). Learn more and register for the new virtual field trips and find all the resources here.

Discovery Education offers educators, students, and families hundreds of no-cost, on-demand VFTs that empower educators to provide all students with access to remarkable learning experiences that connect what students are learning to the outside world wherever instruction is taking place.

Power of Cooperatives Virtual Field Trip with CHS Foundation
Premiere: October 7th at 1 PM ET

Dig into the exciting ways the agricultural cooperative (co-op) business model is connecting communities and inspiring everyday innovation with this new virtual journey. Students will trace the lifecycle of a crop from the ground up to see how collaboration and creativity are combined to nourish communities, solve problems, and improve lives. Along the way, students will meet a variety of real-world co-op professionals who reveal the STEM innovations that today’s farms are using to stay productive. This virtual field trip is appropriate for students in grades 9-12.

CHS Foundation and Discovery Education partnered to create Cooperative Minds, an educational initiative immersing high school students nationwide in the dynamic ingenuity and collaborative spirit of the cooperative business model. Empower students to sow the seeds of success with no-cost, standards-aligned resources that explore essential careers and endless possibilities in agricultural cooperatives.

Moving to Market Virtual Field Trip with Toyota
Premiere: October 12th at 1 PM ET

Celebrate the dynamic movement of the supply chain as students follow the lifecycle of automotive parts travelling from manufacture to their final destinations all over the country. Along the way, a variety of real-world professionals will show students how their everyday passion and problem-solving help to support Toyota’s mission of providing Mobility for All. Find out how the many moving parts of the auto supply chain come together through a combination of complex machines, ingenious processes, and the commitment of a talented team. This virtual field trip is appropriate for students in grades 6-8.

With the goal of inspiring students to solve the transportation challenges of the future, Toyota has expanded a partnership with Discovery Education to launch Keys to Connect. The new educational initiative offers educators, students, and families no-cost, standards-aligned digital resources that empower all learners to become solution seekers focused on sustainability and inclusivity.

The Future is Now Virtual Field Trip with Edge at Hudson Yards
Premiere: November 4th at 1 PM ET

Take students on a virtual adventure into New York City’s newest and most forward-thinking neighborhood to explore new horizons in community building and a behind-the-scenes look at the amazing architecture and engineering innovations at Edge, the highest outdoor skydeck in the Western Hemisphere. This virtual field trip is appropriate for students in grades 4-12.

Reach for the Sky, a new initiative from Edge at Hudson Yards and Discovery Education, catalyzes hands-on, experiential teaching and learning by giving classrooms nationwide a virtual pass to the neighborhood of the future. Inspire students to take action while supporting underserved communities with access to engaging digital educational resources showing students how big ideas and cutting-edge technology improve lives and revolutionize communities.

Your Heart Virtual Field Trip with Abbott
Premiere: November 9th at 1 PM ET

The human heart beats 100,000 times a day. To show how this body engine works, two students will explore the fascinating structure and function of the heart with Abbott scientists and doctors – and join U.S. Olympian Lolo Jones to learn how to keep your heart healthy! This virtual field trip is appropriate for students in grades 5-8.

To help families learn together about how to stay healthy and physically fit, Future Well Kids – an educational initiative from Abbott, the Abbott Fund, and Discovery Education – offers families no-cost digital resources designed to help create a healthier future for kids.

Each virtual experience features accompanying educator resources and student activities that make it easy for teachers to incorporate rich media into the learning experiences they design and deliver every day.

“Virtual field trips are a fun – and easy – way to connect what I am teaching in my classroom to the real world,” said Linda Hixson, technology teacher at Shenandoah Valley Jr/Sr High School of the Shenandoah Valley School District. “With the new VFTs from Discovery Education and their partners, I always know I have something fresh to more deeply engage my students and broaden their horizons.  I’m looking forward to finding ways to build these into my classroom activities.”

Explore more Virtual Field Trips on-demand:

20th Anniversary of 9/11: A Day for Good Deeds Virtual Field Trip 
My Good Deed
Grades 5–12

Identity, Belonging, Legacy Virtual Field Trip 
Teaching with Testimony | USC Shoah Foundation
Grades 8–12

Discovery Education’s Virtual Field Trips can be found within the company’s recently enhanced K-12 learning platform on the Virtual Field Trips channel or in the Social Impact Partnerships channel.

Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know. Teachers and Educators are our heroes. We want to thank you for the work you do! Yours In Education! Time To Teach

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