by Malissa Etie
Transitioning in the classroom, whether it is from subject to subject or small-group learning to whole-group learning, can make or break a lesson. Heck, it can make or break the whole day or even the school year. Malissa Etie shares her 6 keys to transitioning successfully in her 3rd grade classroom at Diocese of San Jose.
by Carolyn Hollowell
Since a majority of students’ time in the classroom is learning by listening to the teacher and peers, the real challenge is not merely for everyone to hear each other, but for everyone to understand each other. One of our customers, Bartlesville Public Schools in Oklahoma, realized accidentally that this was a problem. They purchased a Redcat system to improve the learning environment for a student with mild hearing loss who did not want to be identified as having special needs. Once they had the Redcat system in the classroom, they realized that hearing clearly benefited all students and the teacher.
by Carolyn Hollowell
Our economy's current needs center on building individuals who can think systemically, creatively, and critically. Preparing students for these competencies is going to take a fresh way of thinking about how they acquire this knowledge and skills. It is also going to take a new way of assessing students' knowledge.
Research shows that collaborative learning empowers students to take control of their learning and facilitates higher-level thinking, but with new models come new challenges.
by Shaun Fagan
In today’s videocentric world, it’s easy to get caught up in the importance of the visual aspect of teaching. In the classroom, though, the primary channel for learning is something that can’t be seen: listening. Interactive whiteboards and projectors are useful tools, but if you take away the audio—or, more crucially, the ability to understand that audio— you get maybe half the story, probably less.
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