A Network Connecting School Leaders From Around The Globe
I came across an interesting article in Scientific American. While waiting in the barber shop, I saw read the line, "Too often school assessments heighten anxiety and hiner learning. New research shows how to reverse this trend." Initially, it hit upon all of the negatives that go along with testing. Then, it introduced a teacher who uses multiple choice questions as her lessons. The practice is called Retrieval Practice. The article states that there is empirical support for this practice that goes back approximately 100 years. What I found most interesting is that according to the article Retrieval Practice does not use testing as a tool of assessment. Rather it uses it as a form of learning. The article goes on to say that students are able to recall information better and then are able to transfer and apply their knowledge to real world applications and deeper learning. I think the take away for me is that this is a powerful way of learning if applied correctly. The big business of making tests for the public schools gets in the way of what learning is all about. I would love to know your feedback.
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Mentors.net - a Professional Development Resource
Mentors.net was founded in 1995 as a professional development resource for school administrators leading new teacher induction programs. It soon evolved into a destination where both new and student teachers could reflect on their teaching experiences. Now, nearly thirty years later, Mentors.net has taken on a new direction—serving as a platform for beginning teachers, preservice educators, and
other professionals to share their insights and experiences from the early years of teaching, with a focus on integrating artificial intelligence. We invite you to contribute by sharing your experiences in the form of a journal article, story, reflection, or timely tips, especially on how you incorporate AI into your teaching
practice. Submissions may range from a 500-word personal reflection to a 2,000-word article with formal citations.
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