by edtosavetheworld | Oct 2, 2014 | Stage 2: Active Processing, Testing and Assessments
Pedro Noguera, NYU Professor of Education says, “No”. They’re not quite the same. When you focus on achievement, you focus on test scores and you could miss out on whether or not the kids are actually learning. From the ASCD Capital Connections...
by edtosavetheworld | Sep 30, 2014 | Stage 2: Active Processing
If you’re like me, you’ve heard of mind maps and even thought about using them in a learning scenario — but never got around to doing it. Some may think it’s only reserved for brainstorming. Others might even feel that it’s cheeky. But...
by edtosavetheworld | Apr 17, 2014 | Stage 2: Active Processing
As we focus on active processing this week, consider the power of analogy in the creative thinking process. That is exactly what George Prince and William J. J. Gordon, two pioneers of synectic thinking, did. Although their work centers mainly on structures to...
by edtosavetheworld | Apr 16, 2014 | Stage 2: Active Processing
What does it look like to ask very young students to actively process their learning? The students below are in 1st Grade. They have selected words that were pasted around the room and are sorting them into long a, i, o and u sounds. They also walked around and...
by edtosavetheworld | Apr 15, 2014 | Stage 2: Active Processing
Most psychologists agree on three distinct stages of memory: sensory, short term and long term. New knowledge must create specific pathways between short and long term in order to easily retrieve it. Asking students to reflect on their learning is a great way to...
by edtosavetheworld | Apr 14, 2014 | Stage 2: Active Processing, Stage 3: Critical Thinking
We welcome a trend away from an era of anti-intellectualism where teachers “tell” students what they need to know or how they need to do something and then monitor their regurgitation or rote practice of the skill. There is a push to require students to...
