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EdChat News Monday, March 26 Curiosity, Wendell holmes junior, Student-centered teaching & more…

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EdChat News TLDR / Table of Contents

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What’s Going on Inside the Brain Of A Curious Child?

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  • A study published in the October issue of the journal Neuron, suggests that the brain’s chemistry changes when we become curious, helping us better learn and retain information.
  • Participants rated each question in terms of how curious they were about the answer.
  • Next, everyone reviewed the questions and their answers while the researchers monitored their brain activity using an MRI machine.
  • Indeed, when the researchers later tested participants on what they learned, those who were more curious were more likely to remember the right answers.
  • The researchers were surprised to learn that curious brains are better at learning not only about the subject at hand, but also other stuff even incidental, boring information.

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[/vc_column_text][vc_column_text el_class=”topfeed-embedly”]What’s Going on Inside the Brain Of A Curious Child? | MindShift | KQED News[/vc_column_text][/vc_column][/vc_row][vc_row el_id=”28-Student-Centered-Instructional-Strategies”][vc_column width=”1/2″][vc_separator][vc_column_text]

28 Student-Centered Instructional Strategies

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  • Student-centered teachingis teaching designed for the student.
  • This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example.
  • Put another way, student-centered teaching is teaching that is aware of students and their needs above and beyond anything else.
  • It places students at the center of the learning process.
  • The following infographic viaMia MacMeekinprovides additional tools (in the form of strategies) that can help create a learning environment that can, depending on the context, more approachable, friendly, or familiar to students in your classroom.

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[/vc_column_text][vc_column_text el_class=”topfeed-embedly”]28 Student-Centered Instructional Strategies –[/vc_column_text][/vc_column][/vc_row][vc_row el_id=”Hyperdocs-Self-Paced-Learning”][vc_column width=”1/2″][vc_separator][vc_column_text]

Hyperdocs & Self-Paced Learning

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  • I used Google Docs for my online directions because it was easy to mix text and images then share that document directly with students.
  • Hyperdocs (interactive Google Doc) is a word coined byLisa Highfill,Kelly Hilton, and Sarah Landis, who joined forces to write The HyperDoc Handbook: Digital Lesson Design Using Google Apps.
  • As I read through their handbook, I began thinking about the value of using hyperdocsnot just for stations but for all kinds of lessons to allow my students more opportunities to control the pace of their learning.
  • By contrast, when teachers use an interactive Google Document with the lesson outline, directions, and links to online resources and videos, they allow students to move at their own pace through the lesson.
  • For teachers interested in exploring hyperdocs, the authors ofThe HyperDoc Handbook: Digital Lesson Design Using Google Appscreateda companion website with samples and templates.

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