Like Facebook, but for learning

CAROL’S SUMMARY:

Educational social-networking site, Grockit, discussed in the ESchool News article below, is part of a current trend to create “collaborative learning spaces online where students can help one another solve homework problems and study—all while building important 21st-century skills.” The social-networking study site currently offers 8-12 graders test-prep services and will eventually expand to include math, English, history and science.

According to the article, Grockit CEO Farb Nivi says “estimates point to a 25 to 27 percent learning loss during summer vacation…Logging onto Grockit just a few hours a week during the summer can help students bridge the gap between school years, so that come September they are ready to build upon last school year’s lessons with little review.”

Students using Grockit use live chat services to “practice with, learn from, and compete with millions of their peers on the subject of their choice.” The site gives students points and recognition for achievements such as how helpful they are to peers and are displayed to the social-network’s community and motivates students to excel.

“Because of that social factor, the power in it isn’t just answering a question—it’s that positive peer influence on learning,” says Jeramy Gatza, a Florida Virtual School (FLVS) innovation manager working with Grockit.

Creating a positive culture of learning to encourage and motivate students to succeed is the inspiration behind LifeBound’s student success and transition materials. We are currently working on a new title, LEADERSHIP FOR TEENAGERS, due out this summer to inspire students to find good role models and become an effective leader in school, career and life. To review a sample chapter or reserve a copy in advance, call our toll free number at 1-877-737-8510 or email contact@lifebound.com.

ARTICLE:

Combining social networking with studying, Grockit encourages academic success through peer interaction
By Laura Devaney, Managing Editor
May 3rd, 2010
ESchool News

Aiming to engage students who are multitasking with different forms of technology, companies are creating collaborative learning spaces online where students can help one another solve homework problems and study—all while building important 21st-century skills.

One such social-networking study site is Grockit, which currently offers test-prep services and is expanding its focus to include math and English for students in grades 8-12, with history and science soon to follow. Grockit has opened enrollment for a free Summer Enrichment Academy, which is designed to keep students from falling behind during summer vacation as they participate in collaborative group study forums online.

Grockit’s appeal lies not only in the fact that academic support from peers is free, but also because students are motivated to learn through the company’s social-networking and gaming platform, said Grockit CEO Farb Nivi. As online social networking becomes a ubiquitous aspect of youth culture, sites such as Grockit could represent the future of education technology.

To view this entire article visit www.eschoolnews.com

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Grade-A ideas

CAROL’S SUMMARY:

The Boston.com article below outlines five creative approaches some Boston schools are taking to “reinvigorate education for all ages.” Among them is teaching Arabic. Nancy Rhodes of the Center for Applied Linguistics says the federal government supports Arabic since “They see it as a real necessity for security and diplomacy issues,” but classes fill up immediately because many students see it as an opportunity to stand out on college applications.

Another approach was inspired by Ms. Frizzle from The Magic School Bus. Researchers at the Harvard Graduate School of Education are developing hands-on virtual field trips for middle school students to study science. According to the article, “EcoMUVE, a multi-user computer program will enable students to immerse themselves in an ecosystem and gather data to solve problems.” Christopher Dede, one of the lead researchers, explains “We know that active learning is more powerful than passive learning. In virtual worlds, you are not only active, you are in the middle of it. You are wearing the shoes of a scientist.”

Interactive learning engages students and enables them to practice their critical and creative thinking skills in order to apply new knowledge and experiences to information they already know. CRITICAL AND CREATIVE THINKING FOR TEENAGERS promotes these skills and encourages students to apply them to the real world around them, not only academically, but in their personal lives and in their careers. For a free review copy call our toll free number at (877) 737-8510 or email contact@lifebound.com.

Lastly, even teachers need to take a break to find their centers and return to students more effectively. While the article mentions meditation for teachers, coaching your peers/co-workers is also another way to help guide them through sticky situations or ruts in their instruction. For more information on coaches training visit www.lifebound.com or email contact@lifebound.com.

ARTICLE:

Boston.com
THE EDUCATION ISSUE
Grade-A ideas
From virtual-reality science instruction to meditation for teachers, these approaches aim to reinvigorate education for all ages.
By Patti Hartigan
May 2, 2010

Art From the Start The current rage in education is STEM, or science, technology, engineering, and mathematics. But creative types are working valiantly to turn STEM into STEAM – with the A standing for the arts. At the Boston Arts Academy, for instance, the arts are infused in every subject. While creative pursuits are often the first to go when budgets are cut, this high school continues to innovate as it engages students through the arts. The ninth grade just wrapped up a unit on African civilization with a multimedia celebration called “Africa Lives.” The students got their hands dirty. And they mastered the material.

“High school shouldn’t be a preparation for life,” says co-headmaster Linda Nathan. “It should be life.”

To view the entire article visit www.boston.com

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More Pre-K Pupils Qualify for Gifted Programs

Carol’s Summary:

Experts claim that only 2.5 % of students are truly gifted, but many students’ talents don’t show up in school. Moreover, some children are both gifted and learning disabled, exhibiting characteristics of both, a combination that makes their gifted identification and childhood learning much more challenging than either their gifted or average peers. I know a highly gifted student who is now in college who was diagnosed with ADHD in elementary school and had difficulty with reading, but who was a whiz at working with animals, particularly reptiles. When he was in middle school he made $200 a week at birthday parties showing his collection of reptiles and sharing facts that he researched about them. Like this student, every child deserves to have their area of inherent interests and talents developed, as Howard Gardner’s Multiple Intelligences confirms.

Many districts are struggling financially right now to serve this population of students (TAG), but we are working with the Thompson school district in Colorado (and other districts) to creatively offer programs to students and their parents. One of our books and curriculum for middle grades titled, GIFTS AND TAKENTS FOR TEENAGERS, is designed to help students discover and capitalize on their unique strengths. For a review copy, please call our national toll free # at 877.737.8520 or email contact@lifebound.com.

ARTICLE:

More Pre-K Pupils Qualify for Gifted Programs
New York Times
By SHARON OTTERMAN
April 30, 2010

The number of students qualifying for gifted kindergarten programs in New York City public school districts rose by 10 percent this year, and those qualifying for the elite citywide program jumped by a third, raising the possibility that parents and their children have begun to master an admission process that was retooled three years ago.

According to figures released Friday by the Department of Education, the spike in students eligible for gifted programs occurred despite a 16 percent drop in the number who took the exams. The city described the decrease as a “leveling off” after an increase in test-takers last year, which they attributed to a publicity campaign.

Of the 12,454 in New York City who took the test this winter, 3,542 (or 26 percent) scored at or above the national 90th percentile, up from 3,231 the year before, qualifying them for one of the 70 gifted kindergarten programs spread through the city’s school districts. But the most striking increase occurred in the number of children scoring at or above the national 97th percentile: 1,788, up from 1,345 last year. Those students qualify for one of the five citywide gifted programs, which have only about 300 seats in all, meaning the competition for them this year will be even fiercer.

To view this entire article visit www.nytimes.com

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