Feb 28, 2020
Edutopia – Sarah Gonser
“Matching kids with “just right” books—texts they can read comfortably—has been the order of business for helping children learn to read for a long time. But some leading literacy and reading experts, writes Wayne D’Orio for School Library Journal, say this popular instructional approach, often called “leveled reading,” can be too limiting to turn out strong, independent readers who genuinely love reading and enjoy a rich variety of books.” (more)
Feb 28, 2020
Forbes – Jun Wu
“In the age of artificial intelligence, technology has given us many online tools, apps, and robots to help us educate our children. But, as parents know, nothing beats one-on-one interaction between a parent and a child. Our children learn most effectively by social means. With the influx of technology, there’s one inherent problem in our current education system that seems to be amplified: flexibility.” (more)
Feb 28, 2020
KQED News Mind/Shift – Anya Kamenetz and Meribah Knight
“One in 5 American children struggles with anxiety, according to the National Institute of Mental Health, and almost half experience at least one serious stressor at home — like divorce, poverty or a parent’s addiction — according to the nonprofit Child Trends. To help students cope, a growing number of schools like Warner are turning to mindfulness. Its boosters claim all kinds of benefits, and there is research to back them up. But mindfulness in schools can mean many different things, and the explosion of interest has some researchers and proponents advising caution.” (more)
Feb 28, 2020
District Administration – Alesha Arp
“Bringing games into the classroom can be a great way to get students excited about learning. When they’re designed to enable teacher guidance and to take advantage of things games do well—such as encouraging persistence and offering multiple paths to success—they can do a lot more than simply boost engagement.” (more)
Feb 28, 2020
Forbes – Jeremy Wheaton
“Aligning higher education with the needs of the workforce and employers has become a common theme as innovation disrupts the status quo and revolutionizes the labor needs of today’s economy. Educational institutions, workers, employers and policymakers are all scrambling to address this sea of change:” (more)
Feb 28, 2020
Ed Tech Magazine – Doug Bonderud
“Schools typically have a mandated number of days for instruction. E-learning — also known as cyber days, virtual learning days or online learning days — offers administrators the flexibility to ensure instruction continues even when school buildings are closed. For schools just starting their journey toward digital learning initiatives, there’s no recommended rubric that describes ideal implementation and adoption processes.” (more)
Feb 27, 2020
The Huffington Post – Kate Auletta
“Getting kids to read at home can be a challenge for many parents. So we asked several “bookstagrammers” ― aka children’s literature lovers and influencers on Instagram ― for some of their favorite tips for getting kids, especially emerging readers, to pick up a book more often and to foster a love of reading in your children.” (more)
Feb 27, 2020
I News – Kasia Delgado
“This is one of the most interesting findings in The Bilingual Brain, a new book by neuropsychologist Albert Costa. All humans make choices based on some element of emotion – perhaps a fear of loss, fear of risk, or a sense of morality. The decision you make will depend on the way it has been phrased to you, which words have been used that will trigger different emotions. Costa’s research shows that if you make a decision in your second language, it is more likely to be more rational than emotive.” (more)
Feb 27, 2020
USA Today – Christopher N. Ruszkowski
“Survey after survey shows bipartisan public support for school choice policies, notably among families with the most at stake in our education system. And while some fellow educators and I may still have reservations about nontraditional choice ideas, we have a responsibility to listen to what many families and communities are saying.” (more)
Feb 27, 2020
The Guardian – Nicola Davis
“According to figures from the Department for Education, 14.9% of all pupils in England – about 1.3 million children – had special educational needs in January 2019, with 271,200 having difficulties that required support beyond typical special needs provision. Dyslexia, attention deficit hyperactivity disorder (ADHD), autism and dyspraxia are among conditions linked to learning difficulties.” (more)
