Remove Attention Remove Language Remove Lecturing
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Solving our literacy crisis starts in the lecture hall

eSchool News

Since 2017, consistent media attention focused on the literacy crisis has created a groundswell of support for learning about the science of reading. Structured, spoken language practice is at the heart of addressing these needs.

Lecturing 201
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Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices

k12 Digest

Teachers are constantly battling for students attention, often losing that battle to smart phones. As insights from neuroscience increasingly inform educational practices, we are seeing old theories and practices, such as whole language, challenged and new approaches more aligned to the science of learning emerge.

Science 246
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UDL and Blended Learning: Removing Barriers with Design

Catlin Tucker

lecture, discussion, written responses), there are myriad barriers that may make it hard for students to access information and share their learning effectively. What might make it hard for a student to process information presented verbally in a lecture or mini-lesson? Taking time to identify barriers in our design work is critical.

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Removing Barriers with UDL and Blended Learning

Catlin Tucker

We can indeed cover more ground when we present information in a traditional lecture format, but that doesn’t mean students understand the information. The class may include students with a hearing impairment, auditory processing disorder, or attention deficit disorder. Teachers want all students to be successful.

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Could VR Be the Missing Piece in Meaningful Language Instruction?

Edsurge

But it was a move to Japan to become an English teacher that finally helped Bonner see how he could meld his love of language learning with his technology fascination. “I I started to slowly realize that this passion for technology, specifically virtual reality, had applications in language education. Read Bonner’s Research.

Language 210
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Teacher Engagement Part I: Understanging Cognitive Engagement in Blended Learning Environments

Catlin Tucker

A teacher’s cognitive engagement is the degree of attention to and investment in their work (Klassen, Yerdelen & Durksen, 2013). What skills, abilities, language proficiencies, interests, and/or learning preferences are present in a class? What causes teachers to invest their mental energy and time resources in a task?

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Make Your Teaching the Cynosure of Attention 

Faculty Focus

Capturing students’ attention throughout the entire class is crucial for any teacher, but the challenge lies in the fact that, despite teachers’ expertise in their subject matter, it can be challenging to hold students’ attention for an extended period. Thus, an instructor’s body language is important during class.

Attention 121