Month: July 2018

Summer is a time for play and rest, family time and adventures. But there’s compelling research to show that kids forget a lot of what they learned during the school year if they don’t have opportunities to continue reading, using their mathematical thinking skills and exploring the world around them.

It’s also been well-documented that the gaps between kids from high and low socioeconomic statuses grow over the summer. Affluent kids often have access to enriching experiences like travel, summer camp and visits to museums. Summer may be one of the most unequal times of the year, and that makes it hard on teachers in the fall. But there are plenty of low-cost ways to keep kids learning through the summer without sitting them down to do worksheets or drilling them on a math app.

Valorie Salimpoor is a trained neuroscientist who consults for the educational gaming company Cognition and has insight into helping kids who struggle with fractions. She also has two young kids of her own. She has been using her knowledge of the learning brain and her fascination with brain development to infuse her kids’ play time with math that’s fun and that sticks. Based on what she has seen work with her own kids, she’s pulled out some basic principles of fun activities parents can do with kids of many ages after school, on weekends, and during the summer.

“We know from a lot of research that there is a summer loss, and it seems to be more significant for math than it is for reading,” Salimpoor said. She thinks that could be because many adults are math anxious themselves, so when they imagine math activities for their kids they think about counting activities or doing math facts, while they enjoy reading to their children. Those activities are boring and don’t leverage what scientists have discovered about “sticky” learning.

Salimpoor has found good results utilizing eight traits of the learning brain to her advantage.

1. Engage intrinsic motivation

Intrinsic motivation is a powerful force for learning. People are most often intrinsically motivated when they have control over what they’re learning and have a sense of competence while engaging in the learning. The activity isn’t too hard or too easy; it’s just the right amount of challenging to keep the mind engaged.

“If you do a task when you have intrinsic motivation it significantly increases your performance and what you learn,” Salimpoor said. Because the activity itself is highly engaging to the learner, he pays more attention and the brain records the information better. “Any time there is more dopamine flowing in your reward systems, you are much more likely to consolidate the information better,” Salimpoor said.

She has found the easiest way to recreate that sense of “flow” with her children is to infuse math into activities they already love. For examples, her son loves Legos, so in addition to letting him build whatever he wants, she sometimes encourages him to make blueprints of what he’s planning to build. She asks him to predict how many blocks he’ll need and to think about scale, perimeter and area. She’s essentially infusing spatial awareness into an activity he’s already excited to do.

“This only works for people who are big fans of Lego. That’s sort of the whole point of this,” Salimpoor said.

Another example might work for kids who are passionate about Minecraft. With just a few small tweaks like planning what to build ahead of time, playing Minecraft can be mathematical. And Salimpoor said practising a little math every day is all it takes to keep skills sharp.

2. Engage emotional arousal

Emotion is an incredibly powerful part of learning that can easily get overlooked. “We can do a boring task over and over and not remember it, but you can experience an emotional moment once and remember it forever,” Salimpoor said. Emotion centres are tightly tied to memory centres, so when possible try to build emotion into summer activities.

It can be relatively simple to do. Even a project like building a kite together involves some climactic moments of heightened suspense that will be memorable. Making a stellar kite will require research, planning, measuring, sketches and probably some trial and error. The first time the child throws the kite in the air to see if it flies will be an emotional moment filled with suspense. And it’s more than likely the design will require more tinkering, and hence more math.

“The whole idea here is you’re thinking about it and revising your strategy,” Salimpoor said.

It could take all summer to build the perfect kite, but along the way will be several climactic moments, along with more learning, revising and planning. The math is embedded in a fun activity that has an emotional payoff.

3. Use extrinsic rewards wisely

Using extrinsic rewards to get kids to do things is a controversial, though common, practice. Some research indicates that when kids are rewarded for doing things they already like, they lose interest in the activity. That’s one reason some experts don’t recommend rewards for reading — it implies that reading is work, not fun, and must be rewarded.

However, Salimpoor points out that there are some parts of math that just aren’t as fun as others. Practice is an important part of math and is perhaps the best candidate for gamification and careful use of extrinsic rewards. This is where understanding how the brain responds to different reward schedules is important.

“Knowing that a desirable reward is coming, but not knowing when it will come or what it will be is the highest output,” Salimpoor said.

She compares this kind of reward to the dopamine rush adults experience when playing the slot machines. The player knows it’s possible to win, but has no idea whether the win will come on the first try or 100th try. And, the size of the reward is also unknown. That makes winning even sweeter.

“Releasing dopamine is really good because it makes you want to continue and has the double effect of helping you consolidate the information,” Salimpoor said. “Knowing what situations are likely to release dopamine might be all you need” to make a dull task more exciting.

She has found that if she can build excitement and unpredictability into an activity, it creates a fertile ground for learning. She might reward her kids with tokens that can be exchanged for something they want after they’ve completed some number of problems or tasks. But the key, she says, is to vary when she gives them out and how many. It may seem counterintuitive, but this variability actually makes kids want to continue because they don’t know how much they’ll get.

Salimpoor said often parents try to be consistent with extrinsic rewards because that’s what they’ve learned works for moderating a child’s behaviour. But the opposite is true with learning; variability primes the brain.

Salimpoor emphasizes that extrinsic rewards should be used sparingly and only for the kinds of tasks kids don’t really want to do. Gamifying them makes it more fun, and thus more memorable.

4. Engage the brain’s predictive power

Part of being human is making predictions based on the schema we hold in our brains. And when the prediction leads to an exciting result the brain releases dopamine, which helps cement learning. Parents can harness this tendency by encouraging kids to predict things that have some significance to them.

Salimpoor says these strategies work well with things that regularly update and that a child can check daily. A parent might give the child a hundred imaginary dollars to buy stocks, for example. It takes some calculating and watching patterns to pick investments, and then together parent and child can check the stock prices every day.

“The idea is you’re getting excited to check this every day,” Salimpoor said. “You want to do the math to see how much you won or lost. And because you’re thinking about it every day, you’re calculating percentages and decimals.”

Maybe parents even give kids the interest on their stocks in real money, once they’ve calculated it. Another, less financially focused option, is to do the same thing with sports statistics — updating and calculating averages and percentages.

5. Provide a larger goal

Stories and books inherently come with the bigger picture of a narrative, making them attractive to many kinds of learners. Often math isn’t taught with that bigger goal in mind, but it could be.

“Take math and make it more like reading a storybook,” Salimpoor said. She does projects with her sons that have a beginning, middle and end. Kitchen projects are often good for this type of longer-term project. For example, she and her sons did an experiment where they left different kinds of fruit in the sun and weighed them each day to calculate the water loss.

“It’s also great for the brain because you’re starting out by planning a framework of what you want to do, and how you’re going to do it, and that establishes a storyboard in your head,” Salimpoor said. Then every day of the project, the child has to review the information learned and add more to it. “This is the best method of learning because you’re taking synapses that you’ve already formed and strengthening them.”

She even had her sons graph the fruit’s water loss as another way of adding math to this project. Another time they set up an experiment to see which kitchen containers preserved food the best. Each day they checked for mould, graphing the percentage of mould each day.

“It’s kind of fun to see and you look forward to seeing it because you want to see how your experiment has changed on a daily basis.”

6. Use math as a secondary element of a project

There are tons of ways to involve math in a project where the main purpose isn’t mathematical, like baking. The point is the cookies (obviously), but it doesn’t hurt to figure out the fractions and ratios together along the way. This method has the added advantage of taking math anxiety — a real phenomenon for many kids — out of the picture.

“The reason this is my favourite is it helps you realize how math applies in the real world,” Salimpoor said. She has watched her sons begin to notice math throughout their lives and become more interested in it.

Other ideas Salimpoor has tried in order to infuse math into other activities :

• Make a spectrum of colour using different ratios of colour dyes and water.
• Calculate density with different solutions of water, sugar and dye. Try to get different densities for different colours.
• Calculate a summer budget. Have kids think about how much money they’ll need for summer expenses daily, weekly and monthly.
• When driving somewhere, ask kids to calculate the best route based on gas consumption, distance and time.

7. Use visual-spatial tasks

One of the difficult things about math is that it requires the ability to manipulate abstract concepts in one’s mind. Adults have established pathways for this type of abstract thinking built up over time, so it’s easy to forget how complicated that is for someone learning a math concept for the first time.

“For someone just learning these, it’s very important to take abstract ideas and connect them to visual or spatial concepts,” Salimpoor said. “The more we can do this the stronger the foundations will become.”

That’s one reason early elementary classrooms are filled with math manipulatives. Salimpoor says this is crucial, especially when kids are young because it helps to develop a more complete neural network connected to different senses. The abstract becomes concrete when it’s connected to experiences kids can see and touch.

“If all the systems link together to form a concept, that’s a great situation to be in because activating any part of this system activates the rest of the system as well,” Salimpoor said.

Once again Legos are a great toy to make abstract math concepts concrete. Salimpoor has also tried geometric bubble makers, encouraging her kids to play around with different shapes to see what kind of bubbles they make.

She has also had a lot of fun playing with music and math — filling cups with different ratios of water, banging on them and talking about patterns in the sounds.

“Give them the activity to play around with,” she said. It’s tempting to tell kids how the ratios relate to sounds, or how different wand shapes affect bubbles, but kids will learn more if they discover it on their own.

8. Consider the cognitive load

Cognitive load refers to the amount of information one can keep in one’s head, manipulate and process at any given time. It’s often related to working memory, and is easy to overtax and is often overlooked. Sometimes kids experience math anxiety because they don’t have good working memory, not because they don’t understand the concepts.

“There’s a large difference in children’s working memory even if they’re the same age,” Salimpoor said. “If their working memory is overloaded they can’t process new information as well.”

Taking detailed notes or using manipulatives are ways to free up working memory as a child is learning something new. Parents can spot cognitive overload if a child was engaged but suddenly starts staring blankly. It’s also helpful to make new concepts as concrete as possible so they don’t require so much working memory.

Neuroscientists are still trying to understand working memory better. There’s consensus that it’s very difficult to generalize working memory, but why and how to improve it is less well understood. If the goal is to improve working memory on math tasks, the practice has to be on math tasks. Doing “brain games” will improve working memory only on those specific tasks, not all tasks.

“All of these things are very established things about how the brain works in humans and animals,” Salimpoor said.

It takes a little extra work to think about how math could fit into an activity a child is already excited about, but the more seamlessly it can be infused, the more kids will begin to see mathematical thinking as an integral part of life and play. Salimpoor intentionally tries to use to her advantage what she knows about how her sons’ brains work, but she has also reaped the benefit of spending fun quality time with them.

First published by Mindshift

 

 

 

 

 

Most principals have an instinctive awareness that organizational culture is a key element of school success. They might say their school has a “good culture” when teachers are expressing a shared vision and students are succeeding — or that they need to “work on school culture” when several teachers resign or student discipline rates rise.

But like many organizational leaders, principals may get stymied when they actually try to describe the elements that create a positive culture. It’s tricky to define, and parsing its components can be challenging. Amid the push for tangible outcomes like higher test scores and graduation rates, it can be tempting to think that school culture is just too vague or “soft” to prioritize.

That would be a mistake, according to Ebony Bridwell-Mitchell, an expert in education leadership and management. As she explains, researchers who have studied culture have tracked and demonstrated a strong and significant correlation between organizational culture and an organization’s performance. Once principals understand what constitutes culture — once they learn to see it not as a hazy mass of intangibles, but as something that can be pinpointed and designed — they can start to execute a cultural vision.

At a recent session of the National Institute for Urban School Leaders at the Harvard Graduate School of Education, Bridwell-Mitchell took a deep dive into “culture,” describing the building blocks of an organization’s character and fundamentally how it feels to work there.

Culture Is Connections

A culture will be strong or weak depending on the interactions between the people in the organization, she said. In a strong culture, there are many, overlapping, and cohesive interactions among all members of the organization.  As a result, knowledge about the organization’s distinctive character — and what it takes to thrive in it — is widely spread and reinforced. In a weak culture, sparse interactions make it difficult for people to learn the organization’s culture, so its character is barely noticeable and the commitment to it is scarce or sporadic.

Beliefs, values, and actions will spread the farthest and be tightly reinforced when everyone is communicating with everyone else. In a strong school culture, leaders communicate directly with teachers, administrators, counsellors, and families, who also all communicate directly with each other.
A culture is weaker when communications are limited and there are fewer connections. For example, if certain teachers never hear directly from their principal, an administrator is continually excluded from communications, or any groups of staff members are operating in isolation from others, it will be difficult for messages about shared beliefs and commitments to spread.
Culture Is Core Beliefs and Behaviors

Within that weak or strong structure, what exactly people believe and how they act depends on the messages — both direct and indirect — that the leaders and others in the organization send. A good culture arises from messages that promote traits like collaboration, honesty and hard work.

Culture is shaped by five interwoven elements, each of which principals have the power to influence: 

Fundamental beliefs and assumptions, or the things that people at your school consider to be true. For example: “All students have the potential to succeed,” or “Teaching is a team sport.”
Shared values or the judgments people at your school make about those belief and assumptions — whether they are right or wrong, good or bad, just or unjust. For example: “It’s wrong that some of our kindergarteners may not receive the same opportunity to graduate from a four-year college,” or “The right thing is for our teachers to be collaborating with colleagues every step of the way.”
Norms, or how members believe they should act and behave, or what they think is expected of them. For example: “We should talk often and early to parents of young students about what it will take for their children to attend college.” “We all should be present and engaged at our weekly grade-level meetings.”
Patterns and behaviours, or the way people actually act and behave in your school. For example, There are regularly-scheduled parent engagement nights around college; there is active participation at weekly team curriculum meetings. (But in a weak culture, these patterns and behaviours can be different than the norms.)
Tangible evidence, or the physical, visual, auditory, or other sensory signs that demonstrate the behaviours of the people in your school. For example, Prominently displayed posters showcasing the district’s college enrollment, or a full parking lot an hour before school begins on the mornings when curriculum teams meet.
Each of these components influences and drives the others, forming a circle of reinforcing beliefs and actions, Bridwell-Mitchell says; strong connections among every member of the school community reinforce the circle at every point.

First published by Mindshift

 

 

According to a recent research conducted by SchoolsCompass, an average parent changes school once every three years. And most of these changes take place at the beginning of every session- September . Top on the list of their reasons or change is unsatisfactory academic performance, relocation and economic reality.

As your schools wind up for the session, the race for September admission gets more intense. Yes, a lot of prospective parents could find their way into your admission office for inquiry. Chances are that they are also considering other schools making the competition tougher.

 

If you’re just hanging on and doing everything the way you did it last year and the one before simply because of busyness – or maybe just because you don’t feel like anything needs changing – then you could be missing plenty of opportunities for reaching and enrolling new families.

 

Here are 5 things you should do to take advantage of this peak season:

1. Insist on initial commitment before any negotiation/consensus 

This is probably the litmus test to know how committed prospective parents are. Most of the times, it is masked in ‘Application Form’.  The idea behind this is not to force parents to enroll their wards but to extract a little commitment, avoid time wasters and enables you to focus all your strategies and energy on ‘Serious People ONLY’ for optimal performance.

2. Push the Panic Button 

Encourage parents who enroll in say less than say 15 days from the day of their first inquiry or visit.  Give a little discount say 5% of tuition fee to push the panic button could go a long way to sway a decision in your favor. You may end up spending more-  in time and other resources if you have to follow up on them just because it takes them a longer time to decide.

 

3. Help them complete the admission form

Where possible, go through and complete the application form with them to understand and address possible reservations and roadblocks in your questions. If they don’t have instant answers to these questions while completing it at home, it may cause other rounds of decision making which may or may not favor your school.

 

4. Give them something to remember about your school

A simple branded pen or exercise book, when taken home after visiting your school could create a ‘top of the mind’ awareness about your school. When it is time to make a decision, the name of your school will always come to mind.  Call it a souvenir, you are on track.

 

5. Connect with them outside business

Let prospective parents know that you also value the relationship with them beyond enrolling their ward in your school. Remember, they left their businesses to visit your business premises, show them you also care about their businesses as well. Take pictures with them and connect them on social media where necessary. With this, you are not just a prospective client, you are a friend and most people buy from friends.

 

 

Dubbing, Scopes, Expo, Giraffing, –if you have passed through the Nigerian school system you are sure to have come across these slangs being thrown around or you might have even used them yourself. Cheating, as we have witnessed in schools, encompasses homework, class tests, school exams and government board exams; and with the internet making things a lot faster and easier for everyone, plagiarism and electronic cheating can easily be done without the educator even realizing the act has been perpetuated. As cheating in schools grows to epidemic proportions, Nigerian private schools are not spared from its onslaught. In fact, in their own warped form of parent-teacher association, there have been many reported incidences of parents and teachers colluding to help students gain the unfair advantage on tests and exams. So why do students cheat? What can you as a school administrator do to prevent cheating in your school? Read on, as we analyze this pressing issue and outline the three major reasons why students cheat and methods you can adopt to prevent and curb this now.

 

All the Accolades, None of the Effort
Most students want all the credit that comes with having good grades without actually putting in the work. When it comes to homework or projects, students are typically caught plagiarizing by lifting whole pages of text from guidebooks or even going online to copy and rephrase other people’s work. The average student today is lethargic when it comes to doing any sort of work –

homework, school work, housework, you name it. Growing up in the internet age where years of manual labour have been reduced and automated to a single click of a button has helped reinforce this mentality in their minds. And so when it comes to tests and exams, their thoughts are focused erroneously on how to get the most results – good grades, in the shortest amount of time without putting in the work – studying and practising. Cheating to get ahead is the best route for this students.

 

What’s in it for me?
With the likes of Big Brother Nigeria and fast-to-fame musicians gracing their television screens, students are gradually losing faith and trust in the traditional and academic route to success. Students in this age have idolized celebrities who make it to the limelight without passing through the traditional route of academics and respectable careers, or without having put in substantial amount of academic work to gain success. The typical student has now accepted that academic excellence does not equate to success in the future and has set his mind to do whatever it takes to rush through the system and start working on other routes to success. So while in school, they cheat because they do not see the overall value of the system, and want to “fulfil all righteousness” to please their parents, educators and school/government boards.

All A+, no A-

Unrealistic expectations from parents and educators, also contribute to the high rate of cheating in schools. Students typically feel pressured to achieve academic feats that are beyond their cognitive capacity. Parents are the number one source of this pressure, which they pile on by verbally and sometimes physically assaulting their children or by unfairly comparing them to their mates. This negatively affects the child’s self-esteem and puts them under undue pressure to perform in order to maintain a peaceful state at home. Teachers are also not spared from this as they are constantly being pressured by school administrators to deliver top-performing students consistently every year. This pressure trickles down from the teachers to the students again and adds to the overwhelming pressure faced by students. Students end up cheating in order to please both parties in such a situation.

 

So, what can be done about this?

 

 

First and foremost, schools must develop and enforce zero tolerance policies for cheating and ensure that teachers are at the forefront of enforcement. Schools must stay vigilant and updated on all the new forms of cheating especially electronic cheating and online plagiarism as students now have unlimited and unsupervised access to mobile phones and the internet. Weave ethical behaviour lessons into the curriculum thereby inspiring students to act ethically when it comes to cheating and plagiarism,

not just in class and in the here and now, but also in the future in their careers and businesses. Teachers also, must make the whole learning experience and curriculum exciting and engaging while teaching real-life value and application of every topic taught in the classroom. Students must be counselled to understand the important role academics and education plays in the lives and future career paths.

 

Conclusion
While strong and effective disciplinary actions are necessary, it is imperative that school administrators properly understand the problem of cheating in their schools and what motivates students to perpetuate these acts. In so doing you will be able to properly address the situation with any of our suggested approaches or any other method that you feel will suit your school. How are you dealing with cheating in your school? Let us know in the comment below.

First published by Allprotech