I like to start my mornings with a cup of coffee and the latest edition of The nwp Daily. I used to start the day with a visit to my Google Reader and Bloglines accounts to see if my favorite bloggers had posted anything new. The nwp Daily has really streamlined the process of staying current for me because many of my smart, smart NWP colleagues are up before me, already gleaning the latest gems about teaching and learning – and not just blog posts, but Tweets too. Everyday I receive a wealth of thought-provoking ideas, questions, resources, research, etc., to ponder, to return to – and to share.
And so it was this morning, when I clicked on link in a Tweet from @mrami2 (Meenoo Rami), and opened Psychotactics.com‘ s article How to retain 90% of everything you learn. It’s not that the hierarchy is earth shattering; but it certainly affirms what good teaching – which certainly has a direct impact on learning – is all about:
To summarize the numbers (which sometimes get cited differently) learners retain approximately:
90% of what they learn when they teach someone else/use immediately.
75% of what they learn when they practice what they learned.
50% of what they learn when engaged in a group discussion.
30% of what they learn when they see a demonstration.
20% of what they learn from audio-visual.
10% of what they learn when they’ve learned from reading.
5% of what they learn when they’ve learned from lecture.”
This school year, I’m coordinating an Advancing Network Uses (ANU) grant from California’s K12 High Speed Network (via ARRA funding). The grant has allowed me to showcase teachers in my district who are extending teaching and learning by integrating technology into the core curriculum. To date, I’ve filmed 12 of the 21 classroom lessons I’ve promised the state. In all 12 lessons, students have opportunities to collaborate and create, part of the criteria for their teachers being selected for the grant.
Since reading the Psyhchotactics article, I now realize these talented teachers (fearless explorers) also bring one more gift to their students: whatever the final product might be, students’ collaborative work also involves students immediately teaching or implementing all or bits of the initial lesson. Kind of an “ah ha moment” for me.
For a peek into why I predict students in my ANU Teach 21 grant will retain 90% of what they learn, check out a field journaling lesson in Lesley McKillop’s class:
I’ll be back next month to share snippets of Teresa Cheung’s Stories from the Heart project and Terri Mills’ Listen to the Wind project (which are exemplary not only for all of the above reasons on retaining learning but also for learning English, both informal and academic).
Imagine hearing the peaceful music of the harp drifting across an elementary school campus at the close of a busy school day. This image might bring to mind enrichment programs typical of more affluent school sites. But if 4th grade teacher Teresa Cheung is awarded a Pepsi Grant, students at David Reese Elementary School, a Title 1/Program Improvement site in my district, will have access to an after-school program that could be life changing.
Life changing? One student’s story inspired Teresa to apply for the grant:
Thanks to an EETT grant, over the past two years, I’ve had the privilege of spending time in Teresa’s classroom. She is an exceptional teacher, who cares deeply about her students, and continually strives to inspire a love for learning.
Please, please help Teresa fund a set of harps for her after-school program – Harps for Hope. It will take you less than a minute to login to vote – And you can vote every day up to July 31st.
As of today, Harps for Hope is ranked number 125. If we (you, me, and anyone you know who cares about leveling the playing field) can bring her proposal into the top 10, Harps for Hope will be funded!!!!
For the last two weeks, I’ve been immersed in writing the application for my district’s EETT Round 7 grant (federally funded grant, administered through the state). The form and requirements are enough to put off a grant-writing newbie such as myself from jumping through all the hoops required in time to meet the April 23rd deadline. Why would I volunteer for such a task? In a nutshell, I want to provide three of our low-income elementary sites with the equipment, research base, and professional development needed to transform the current language arts program into multimedia/multimodal opportunities to take a publisher’s scripted program beyond the walls of the classroom and into the 21st century. In large part, the inspiration for writing the RFA comes from:
As part of the proposal, I am therefore very enthusiastically including Mathew Needleman, who will connect from Los Angeles Unified SD via interactive videoconferencing to work with teachers and students on the skills needed to take an Open Court (district-adopted language arts textbook) theme through the steps required to create an language arts rich production.
On this beautiful California Saturday morning, I wish all of you across the nation applying for the EETT grant (and working on the RFA over the weekend) the best of luck:-)
Knowing that I needed a little inspiration and a bit of humor to jump start writing my district’s EETT Round 7 grant, CTAP3 mentor and friend Lauri Bailey referred me to Ken Robinson’s 2006 TED presentation. It’s worth the load time. And I’m now sufficiently inspired to sit down and write Web 2.0 technologies into the proposal.