In his latest Research Says column for Educational Leadership, McREL President and CEO Bryan Goodwin sheds light on the psychological phenomenon known as “stereotype threat,” its effects on learning, and how schools can help their students overcome it. Stereotype threat, he explains, refers to situations in which people feel at risk of confirming negative stereotypes about their race, gender, or social group. In the classroom, especially as students get older and begin internalizing negative messages about stereotypes and developing their personal identities, this subtle but powerful phenomenon has a tangible effect on achievement.
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How do we teach our students to pursue a line of inquiry that connects personal, community, and global decisions to an understanding of relevant science, technology, engineering, and math? “GreenSTEM” is an engaging and innovative approach for both students and teachers.
In an effort to distinguish traditional science, technology, engineering, and math (STEM) programs from those with a focus on ecology and sustainability, some educators have recently been adding “green” to STEM programs. The concept is so new that a standard definition of GreenSTEM—one that fuses the real-world connections intrinsic to STEM learning with the deeper concept of sustainability—has yet to be penned.
When a school needs to improve, school leaders can approach it one of two ways—tell your staff what to do and how to do it, or work together to figure out what to do and how to do it. Because the direction you take will shape the success of your improvement efforts, it’s crucial to choose the approach that’s best for your school’s needs and will help reach your long-term achievement goals.
Being an academic standards consultant was once a fairly anonymous, low-profile job. Relatively few people seemed to know or care about the importance of educational standards, and news stories about standards were rare. Just a year or two ago, when I talked with other parents at the neighborhood park about the Common Core State Standards (CCSS), they politely smiled and nodded, not really understanding what I meant. But, as the CCSS slowly began to be implemented over the last couple of years, people who had never given a second thought to educational standards began to take notice and discuss what exactly it is that they thought our students should understand and be able to demonstrate.
Educators face many challenges each day—large and small—that when addressed effectively have the ability to inspire better teaching, leading, and learning. Our staff continually ask themselves the same question you might ask yourself: As educators, how can we make a bigger, better difference in student engagement and knowledge?
STEM is a hot education initiative these days, with numerous schools investing energy and resources to create more, and more robust, learning experiences for students in science, technology, engineering, and math, all with a goal of boosting student interest and readiness for post-secondary STEM education and careers. Yet despite the investment and focus, research studies show that many of these efforts fall flat, producing few, if any, gains in student achievement and interest.
Mobile technologies are an integral part of our daily lives. Where is the closest gas station? Ask Siri. Which toaster is best for my needs? Check customer reviews on Amazon.com. Going out to dinner with friends? Ask Yelp for a good restaurant within five miles of your house, make reservations on OpenTable, and forward the reservation to your friends, complete with driving directions. Mobile technologies have made our lives easier and are transforming the way we work and get things done. It isn’t about the device, but what the devices allow us to do. How can we translate this savvy use of technology into classroom learning experiences?
For most occupations, routine continuing education is necessary to keep current with new and changing policies, procedures, and technologies and is critical to job expertise and career advancement. Why is it, then, that educators too often view professional development (PD) opportunities with a touch of dread and angst?
How does student work inform instruction? I read Katrina Schwartz’s MindShift blog post, “How Looking at Student Work Keeps Teachers and Kids on Track,” and immediately found connections to McREL’s Institute of Education Sciences (IES) study of a formative assessment model for middle school math, now completing its third year. Not only does Ms. Schwartz highlight the use of student work as a method for improving student learning and teacher practice—a cornerstone of our study—but she also relates this to mathematics.
Out of curiosity, I recently asked 60 teachers attending a conference session on formative assessment to explain the difference between “summative” and “formative” assessment. To my surprise, the first volunteer described formative assessment as “the formal assessments we give kids to find out what they really know.” Other participant responses varied, from descriptions of in-class observations to a general understanding that any assignment a teacher uses to measure progress are all formative assessments—including online tests administered quarterly by the school district to gather program data.