eSchool News
JUNE 4, 2024
Key points: Critical thinking should not be separate from and on top of what teachers are doing in the classroom How to help students build critical success skills 3 lessons on perseverance from Stoffel the honey badger For more news on durable skills, visit eSN’s Innovative Teaching hub Achievement discrepancies among U.S.
eSchool News
DECEMBER 17, 2024
On the 2nd Day of Edtech, our story focuses on critical thinking. To make real gains, teachers need to address the underlying problem: the critical thinking gap. These five critical thinking strategies can help. Why focus on critical thinking? Here are some ways teachers can get started: 1.
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eSchool News
FEBRUARY 25, 2022
It is a commonly-held belief that algebraic concepts are directly related to critical thinking skills. So, what is the disconnect? We have hovered our proverbial mouse over the 21st century now for two decades. Yet, our education system and structure had shown little to no trace of modernization.
eSchool News
JUNE 9, 2023
This sparks greater interest in literature, enabling teachers to facilitate meaningful interactions that inspire more compelling classroom discussions that increase critical thinking skills, delivering better learning outcomes. Download/view screenshots of Gale In Context: Literature.
eSchool News
JULY 1, 2020
The data documents significant positive learning outcomes for high school students because of their participation in NASEF’s scholastic esports program. In fact, researchers found that students improved in nearly every outcome variable measured, including STEM career interest, school engagement, critical thinking, and many others.
eSchool News
FEBRUARY 3, 2025
He knows that having students engage with one another across neighborhoods, nations, and even continents builds cultural understanding, appreciation for diversity, global knowledge and global engagement– learning outcomes we have defined and measured –as well as general academic skills.
Edsurge
JULY 21, 2016
Students expect to come to school to learn and to be challenged (although they may never tell us that). If we want such activities to produce genuine student growth, instructional design must focus on learning outcomes as opposed to the activity itself. Nonetheless, students also want to enjoy learning.
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