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Graduate students in the sciences who both teach and conduct research show greater improvement in their research skills than do those who focus exclusively on laboratory work, says a report to be published in the August 19 issue of Science.
I think today is gonna be one of those “Isnt it awesome to teach social studies” kinda days!
— K. Yelito
What’s worse, there are no faculty norms related to teaching. Many professors spend much of their lives teaching students, yet we live with the bizarre anomaly that they are never taught how to do it. The lucky ones may get a few days of preparation and some “tips for teaching” before becoming TA’s for the first time, in graduate school. After that they’re on their own, sinking or swimming each in his or her own way.
From Edurati Review: Principles of Learning
I consider myself an educated consumer (and very occasional producer) of education policy research, but I am much less well-versed in pedagogical theory and the tenets of effective teaching.
To that end, I was happy to read this primer on the principles of learning—for us in effective teaching—in The Edurati Review by Dr. Kevin Washburn:
We expect experts to have more than a collection of tools; we expect them to have an understanding of what they need to accomplish so they can tailor their actions accordingly. An air pump, while a useful tool for certain tasks, will do little good if used to address an oil leak.
Similarly, teachers need more than a collection of teaching methods. They need to understand learning. Knowing how people learn increases a teacher’s intentionality, the capacity to design instruction that fits both the material and the learners.
What, then, are some basics of learning that every school leader and teacher should know? Here are three starter principles.
(Read the full post here).
Don’t prepare your kids for the future…
The following question was tweeted today: “Classroom of the Future” “Classroom for the Future” “21st Century Classroom” “Digital Learning?” Which sound better? Any other suggestions?” My suggestion would be “The classroom for today.” Teachers should not teach kids skills that they will need in the future. Chew on that for a second. Learning occurs because kids can connect what is being taught to a previous experience and apply it to current experiences. They don’t hold on to something hoping that someday they will find some use for it. Their brains relinquish what is not immediately usable, and implant what they can use immediately. When a student teacher plans a unit, one of the questions I ask is how can they use the skills in this unit “today.”