teaching

50 Of The Best Quotes About Teaching

    50 Of The Best Quotes About Teaching by TeachThought Staff Teaching is both an art and science. Teaching is conceptual and intellectual, abstract and concrete, creative and sequential. It’s about people but framed through ideas. It’s about content, hearts, minds, the past, the future–whatever we can imagine, teaching and learning are both causes […]

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Assessment Quality? 9 Steps To Creating Effective Mutliple-Choice Questions

  Assessment Quality? 9 Steps To Creating Effective Mutliple-Choice Questions contributed by Dr. Stephen Murphy, Measured Progress One of the critical elements to understanding what students know and are able to do is using spot-on assessment items that provide fair and valid data. Good data helps teachers make instructional decisions, informing student groupings and identifying needs […]

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Authenticity Matters: 12 Ideas To Make Learning ‘Real-World’

Authenticity Matters: 12 Ideas To Make Learning ‘Real-World’ contributed by Shireen Jaffer As educators, we have all had at least one student approach us with the question, “How will this help me in the real world?” Every year, teachers are reminded of the academic requirements they must help their students fulfill. These requirements typically involve […]

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12 Smart Ideas To Grade Essays Faster

12 Smart Ideas To Grade Essays Faster by Todd Finley Does grading a stack of papers feel like shoveling smoke for a weekend? Like the payoff does not equal your effort? Over the years, I’ve learned strategies to reduce my essay grading time and mental hangover without sacrificing student accountability and the benefits of feedback. […]
The post 12 Smart Ideas To Grade Essays Faster appeared first on TeachThought.

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Helping Students Fail: A Framework

Helping Students Fail: A Framework by Terry Heick Ed note: This post has been updated from a previous publishing As teachers, allowing students to see failure as a negative experience is one of the worst things we can do. Granted, this isn’t unique to education. The idea of risk-taking, failing, looking, leaping, try-try-again is ingrained […]

How To Teach With The Concept Attainment Model

How To Teach With The Concept Attainment Model by TeachThought Staff In 1956, psychologist Jerome Bruner published a book called “A Study of Thinking.” Being a psychologist, Bruner was interested in cognitive processing–how people think, and how those tendencies might be used to inform teaching and learning processes. He developed a new way of introducing […]

6 Strategies For Dealing With ‘Difficult’ Students

6 Strategies For Dealing With ‘Difficult’ Students by Dr. Allen Mendler While stress caused by common core concerns has dominated the recent education landscape, dealing with difficult students remains the number one source of constant tension for most teachers. Continual exposure to students who won’t behave or produce can quickly erode both confidence and well-being. […]

Are We Teaching Geometry Backwards To Children?

Are Early Childhood Educators Teaching Geometry Backwards? by Dennis Pierce Summary: A recent webinar explains why it makes more sense to teach children about three-dimensional figures before they learn about two-dimensional shapes. Traditionally, young children are taught about two-dimensional shapes such as circles, squares, and triangles before they learn about three-dimensional figures such as spheres, cubes, […]

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Teaching Introverts Is Different

Teaching Introverts Is Different by Terry Heick As education seeks to improve itself, the focus has been on data, research, and curriculum. The stuff teachers use. There is precious little discussion on the human elements of learning unless you’re discussing isolated movements such as social-emotional learning or whole-child trends. While admirable, these “movements” are unfortunate […]

5 Out-Of-The Box Assessment Strategies Every Teacher Should Know

5 Out-Of-The Box Assessment Strategies Every Teacher Should Know by Judy Willis M.D., M.Ed., radteach.com & Terry Heick Most teachers and current textbooks offer varied approaches to the material to be learned so the teaching can be brain-compatible with the varied student learning styles. It is only logical that respect for these individual learning styles be incorporated into assessment forms. […]

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