Remove Critical Thinking Remove Feedback Remove Skills
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How and When to Give Feedback

Catlin Tucker

Feedback is a powerful tool that can profoundly impact student learning and success. However, not all feedback is created equal; some approaches to feedback can propel students toward growth, while others may hinder their progress. What is the secret to effective feedback?

Feedback 362
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The clock is ticking: Why standardized schedules don’t work for learning

eSchool News

These schedules are rigid, designed not to maximize learning, but to maintain compliance with an outdated factory model that prioritizes memorization and recall over deep understanding and critical thinking. The result? Time becomes a barrier instead of a tool. And yet, we impose these artificial deadlines on learning every single day.

Learning 278
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Look to the Science: Understanding how Mind, Brain and Education Science can Inform Educational Practices

k12 Digest

Practical Strategies for Classroom Application The research consistently tells us that the application of brain-based learning principles leads to increased academic achievement, better behavior, development of appropriate social-emotional skills, and increased motivation. Lets examine a few examples from the research.

Science 246
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AEF Schools: Empowering Students with Individualized Learning, Social Growth, and Real-World Skills

k12 Digest

With small class sizes, individualized instruction, and a focus on executive functioning, social-emotional growth, and life skills, AEF offers a unique educational experience tailored to each students needs. These platforms allow students to practice skills at their own pace while giving teachers real-time insights into their progress.

Skills 138
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Shifting from Time-consuming Teacher-led Workflows to Sustainable Student-led Workflows

Catlin Tucker

As a result, they are not developing their metacognitive, critical thinking, and self-regulatory skills; all of which are critical to success both in the classroom and beyond. When teachers do the bulk of the thinking and work, they rob students of opportunities to develop these critical life skills.

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Shifting from Teacher Generated Review to Student-Generated Review

Catlin Tucker

A single review game or study guide does not provide “spacing” or repeated exposure to vocabulary, concepts, or skills. The person generating a review game, practice problems, or study guide does the critical thinking. Teachers can build feedback loops into the process of designing review materials.

Teachers 487
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Formative Assessment is Key to Being Responsive

Catlin Tucker

As students move through a lesson, some acquire information and skills more quickly than others. Some students will need additional support, scaffolds, feedback, or reteaching to understand key concepts and apply specific strategies, processes, or skills. Let’s explore examples in each category of formative assessment.

Feedback 428