School Is Ending: Educators Need to Close Strong
(Psychology Today)
The end of a school year actually brings mixed emotions to educators.
The Impact of Trauma on Generation Lockdown
(Medium – Subscription Required, Free Trial)
According to data provided by the American Psychological Association (APA), 91% of Gen Z adults between the ages of 18–21 have experienced at least one emotional or physical symptom related to stress in the past month compared to 74% of adults.
Why You Shouldn’t Tell Your Kids They’re Smart Or Talented
(Society for Personality and Social Psychology’s (APA Division 8) Character & Context
Research shows that if you want your kids to be good at something, one of the last things you should tell them is that they are gifted or talented. The problem with these favorable labels is that they promote popular fables.
Encouraging Students to Develop Resilience
(Edutopia)
A framework called Habits of Mind can help students improve their ability to recover from frustrations and get back to learning.
Developing a Growth Mindset in Our Students
(Education Week – Subscription Required, Free Trial)
If we want students to develop a growth mindset, how we talk to them about their learning matters. How we demonstrate our own learning process matters, too.
5 Tips for College Students to Use Final Exam Stress to Their Advantage
(The Conversation)
Almost 60% of college students report they are experiencing more than average amounts of stress during the year. Here are some ways college students can maintain their well-being as they deal with final exams and everything that goes along with graduating.
Students Increasingly Are Not Reading Over the Summer, Poll Finds
(Education Week – Subscription Required, Free Trial)
As students approach summer vacation, they have a confession to make: While 77 percent agree that summer reading will help them, 20 percent report not reading any books at all over the summer.
The Difference Between Knowledge-Telling and Knowledge-Building in Your Learning
(Effectiviology)
However, research shows that we can get better results by focusing on knowledge-building, which involves a more in-depth analysis of the material when we learn.
NYU Isn’t Taking Care of Its Students
(Washington Square News)
Analyzing the Wellness Center’s track record — and crunching some numbers — doesn’t inspire much optimism.
Unexpectedly Big Wins Improve Two Kinds of Memory
(Science Daily)
Researchers have discovered that instances in which outcomes are better than expected — finding an unexpectedly good parking spot, for example, or spotting a $20 bill on the sidewalk — improves memories of specific events. This is in addition to the long-established role that unexpectedly good outcomes have in influencing what are called integrated memories.
Treating Reflection as a Habit, Not an Event
(Edutopia)
We know that reflection increases student learning. It supports growth mindset and encourages students to improve and learn from their mistakes. We may engage our students in reflection in our classrooms, but it’s not often habitual—I know I’ve been guilty of treating reflection as an event rather than as something we do all the time.
Bullying Among Adolescents Hurts Both the Victims and the Perpetrators
(Science Daily)
About a tenth of adolescents across the globe have been the victim of psychological or physical violence from their classmates. In a new study researchers show that victims and their perpetrators both suffer as a result of these attacks: They are more inclined to consume alcohol and tobacco, are more likely to complain of psychosomatic problems and their chances of having problems with their social environment increase, too.
If Education Advocacy Were More Like Pharmaceutical Ads
(Education Next)
[Warm female voice over images of smiling students speaking one-on-one with teachers who are nodding empathetically]: “Too many children feel invisible in school. There’s no adult they trust, nobody who really understands them. This prevents them from setting and achieving their goals, managing their emotions, and showing empathy for others. Fortunately, now there’s SEL.”
Allowing Test Retakes—Without Getting Gamed
(Edutopia)
Kids are asked to reflect on “why they failed and what they are going to do to improve” on the retake, and “how to prevent failure in the future.” Questions might prompt students to look at how many hours they actually studied, what strategies they used to master the material, and where and under what conditions the studying occurred.
How Schools Struggle to Serve Gifted Students with Disabilities
(KQED – Mind/Shift)
And we see kids who are gifted, but they also have a disability, who lose the ability to participate in any sort of accelerated program because those programs often decline to provide special education services.”
Why It’s So Important That Teachers Cultivate Their Own Resilience
(KQED – Mind/Shift)
Imagine it’s the end of a rainy Friday when kids didn’t get time outside and you had to supervise indoor recess. You had only 10 minutes for lunch, during which you inhaled a bag of chips and a soda; and during the final few minutes of cleanup, a student who often pushes your buttons says something disrespectful to you. You had only asked the student to pick up a piece of trash. Other kids giggle and watch to see what you’ll do.
Guest Post: When Implementing Retrieval and Spaced Practice in the Science Classroom, Change Won’t Happen Overnight
(The Learning Scientists)
I collected data for years on student test performance and quiz behavior; students that take my practice quizzes (which are assigned for homework) consistently score 10% points higher on unit assessments than those students who do not.
