RSI Corporate - Licensing

What’s the Right Amount of Homework?

Edutopia – Youki Terada

“The National PTA and the National Education Association support the “10-minute homework guideline”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.” (more)

Young children use physics, not previous rewards, to learn about tools

Medical X-Press – Staff Writer

“The findings of the study, based on the Aesop’s fable The Crow and the Pitcher, help solve a debate about whether children learning to use tools are genuinely learning about physical causation or are just driven by what action previously led to a treat. Learning about causality – about the physical rules that govern the world around us – is a crucial part of our cognitive development. From our observations and the outcome of our own actions, we build an idea – a model – of which tools are functional for particular jobs, and which are not.” (more)

New teaching model yields learning improvement for students in math

The Brookings Institute – Michael Hansen and Ben Backes

“Since President Trump took office nearly a year ago, it seems that most of the education news has moved decidedly away from one of the key pillars of the Obama-era education platform: teacher quality. Increasing overall teacher quality, and particularly disadvantaged students’ access to effective teachers, were principles that surfaced time and again from the U.S. Department of Education under the leadership of secretaries Arne Duncan and John King. Though this priority has been set aside at the federal level in favor of school choice initiatives and deregulation, many practitioners in state and district offices have continued to quietly tinker with various reforms to teacher policies and staffing practices.” (more)

Study finds language, achievement benefits of universal early childhood education

Science Daily – Staff Writer

“Universal child care that starts as early as age one improves language skills for young children, especially those from low-income families, according to a study of Norway’s child care system by a team of researchers led by Boston College Lynch School of Education Professor Eric Dearing. Offering high-quality child care beginning at age one is reducing early achievement gaps in Norwegian communities, the team reported in a recent edition of the education research journal AERA Open.” (more)

5 tips for teaching preschoolers coding before reading

E-School News – Grant Hosford

“Early learning experts agree that the five areas of child development are physical, social, emotional, thinking, and language; however, many people disagree on when and how to introduce these concepts to younger learners. To prepare the next generation for a world in which flexible problem solving and the creative use of technology matters more than domain expertise, I’m proposing we teach all preschoolers to code.” (more)

Using Science to Bring Literature to Life

Edutopia – Amy Schwartzbach-Kang and Edward Kang

“Too often when we consider how to connect science and literacy, we think about using literature to support science. Maybe it’s reading a fictional book with a science theme, or exploring a biography of a famous scientist. But we could instead turn that around and use science experiments as a way of bringing literature to life. Or we could use literature as a way to explore some of the questions about design and ethics that arise in the work of science.” (more)

10 Books to Spark a Love of Math in Kids of All Ages

KQED News Mind/Shift – Kara Newhouse

“Math is at play in every sphere of our lives, from recipes to internet security to the electoral college. But that reality can be hard to convey through the drills, static numbers and strict rules that make up so much of K-12 math education. Educators have made strides to engage students through math. One way to bring the subject to life, according to a math research organization, is through literature.” (more)

Don’t knock kids for rereading books. Encourage them to read, full stop

The Guardian – Andrew McCallum

“The report comes from Renaissance Learning, which runs the Accelerated Reader programme in schools. This directs pupils to choose books based on their assessed reading age. It has a vested interest in constructing reading as a linear process to be tracked and measured. Is reading development really this simple though? I would argue that it’s much more complicated, particularly in the early teenage years. Of course we want children to tackle more challenging material as they grow older. But there are good reasons not to worry if your 13-year-old is yet again reading Walliams’s Billionaire Boy, so long as they still enjoy reading, do it regularly, and have teachers who can gradually nudge them towards new material.” (more)

Simple Steps Can Pave the Way for Modern Learning

Ed Tech Magazine – Staff Writer

“School districts obviously have the greatest freedom to transform classroom spaces when new school buildings are being designed and built. During new construction projects or major renovations, districts aren’t limited by existing classroom footprints or load-bearing walls, but only by their imaginations (and their budgets). In recent years, districts have frequently used new school construction as an opportunity to improve the energy performance of their buildings, pursue green building certifications such as Leadership in Energy and Environmental Design (LEED), upgrade networking and back-end IT infrastructure, and improve factors such as daylight, airflow and acoustics.” (more)

Yes, Teacher Turnover Can Be a Problem. But New Federal Data Show It’s Far From a National Crisis

Education Next – Chad Aldeman

“We know that teacher turnover has risen over the past 30 years by a couple of percentage points. We also know that teacher churn is harmful to students, and that replacing a single teacher costs districts thousands of dollars. These facts can lead to the perception that teacher turnover is really high, and that it’s always a problem. The nuance is much more interesting, though, and it presents a far different story than just “teacher turnover is bad” or “teacher turnover is fine.” First, as shown in the JOLTS data, public schools have much lower rates of job openings, hire rates, quit rates, and voluntary and involuntary separations than every industry except the federal government.” (more)