UKEdMag: Encouraging Creative Expression Within Assignments by @RTBCoaching | UKEdChat Editorial

Students are often asked by their teachers to research and write about other literature as they learn new material. When and where are students provided with the opportunity to utilise their creative minds? Can we instructors differentiate rubrics by asking students to incorporate art or creative writing to demonstrate learning?

I found that offering options to either create a poster, film a video, or write a poem about a certain topic can serve as the fuel needed to spark interest toward potentially mundane tasks. This autumn, I asked students to complete a project including world…

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UKEdMag: Making Learning Sticky by @teacherfeature2 | UKEdChat Editorial

Making learning ‘sticky’ is the ultimate goal for all teachers. Over the past few years I’ve experimented with different ways of making learning stick for my pupils. Here’s a quick summary of the top three strategies I employ in my English lessons:

• Anecdotes and Storytelling: when introducing new vocabulary I often integrate it into a story about everyday life to contextualise the meaning and make it stick!

• Repetition, repetition, repetition: referring back to old material when introducing new concepts acts as a ‘learning anchor’, pinning new ideas onto older ones and…

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How do schools address self-harm in adolescents? | UKEdChat Editorial

A survey-based study of 153 secondary schools in England and Wales, staff stated that adolescent self-harm is an important concern, but emotional health and wellbeing is the primary health priority for schools. In the Child & Adolescent Mental Health study, counselling was seen as the most useful school-based provision to respond to adolescent self-harm.

Only 53 percent of schools had received staff training on self-harm, with only 22 percent of these schools rating the adequacy of training as high. Key barriers to addressing adolescent self-harm in schools were lack of time, lack of…

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The powerful impact of real-world learning experiences | UKEdChat Editorial

Real-world learning experiences can significantly improve children’s knowledge in a matter of just days, a new study suggests.

Researchers found that 4- to 9-year-old children knew more about how animals are classified after a four-day camp at a zoo.

It wasn’t that children who attended just knew more facts about animals, the researchers noted. The camp actually improved how they organised what they knew – a key component of learning.

“This suggests the organisation of knowledge doesn’t require years to happen. It can occur with a short, naturalistic learning experience,” said Layla…

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UKEdMag: Checklists Make Personal Learning Possible by @klundstromatvrg | UKEdChat Editorial

When you want to move from class-based teaching to personalised learning, there are phases. Maybe you start with station rotation? Maybe you work with digital recall and reflection tasks for some students while you have direct instruction with others. Want to take the next step?

Hello, checklists … to engage and empower real student self-directed learning, start building checklists. You can use hyperdocs or a regular doc. You can you use bullet points or a slideshow. What’s important is to be specific with learning outcomes and indicators that are observable along the way. Want to really…

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Children perform better when parents are involved in school life | UKEdChat Editorial

A family’s involvement in a child’s education acts as a source of social mobility, according to a study by experts from the HSE Centre of Social and Economic School Development, Mikhail Goshin and Tatyana Mertsalova.

Lower-income parents who actively participate in their children’s school life open up more opportunities for their children.

The research is based on the larger HSE study Monitoring of the Economics of Education. Respondents came from nearly 4,000 families in nine different federal districts and various types of localities.

Many studies have proven that a parent’s income…

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UKEdMag: Lotus Blossom by @JoBullen1 | UKEdChat Editorial

Isn’t it always the way that the simplest ideas are the most effective? We can spend hours making worksheets, preparing PowerPoints and banging our heads against brick walls in our desperate attempts to make it stick. A simple idea which works and has multiple uses is the Holy Grail of teaching tools.

Enter lotus blossom diagrams. They sound a bit arty and a bit maths-y, but they’re great for helping with the nebulous concept of language analysis. And they’re easy to use even when the photocopier is on the blink.
This article originially appeared in Issue 52 of the UKEdMagazine – Click…

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