The Dunning-Kruger Effect states that those with low-ability in an area tend to over-estimate their skills, while those with high-ability tend to under-estimate their skill. This has serious implications on classrooms and the way we communicate proficiency.
I put this out there on Twitter and Facebook and the responses were fascinating! If you haven’t responded yet, there are three options to do so!
Previously, I wrote about using depth, complexity, and graphic organizers together. But I also want to emphasize that the graphic organizer isn’t a great final product.
I love Margaret Robertson’s piece about how badges and levels miss the point of what makes games great. Take a look.
My favorite education blogger, Dan Meyer, compiled presentation advice from 14 of his favorite presenters. Give it a read! Also, check out my free booklet on giving better presentations. And, if you’d like to invest a little money, I’d recommend Garr Reynolds’ The Naked Presenter.
I asked Twitter friends for their favorite classics to use in their classrooms. Here are the responses!
I continue reading my friends’ dissertations and stumble across how very “fixed” a teacher’s mindset can become. What do we do?
I’ve been reading my friends’ dissertations and writing up my discoveries. In this episode, I encounter the term “narcissistic pedagogy” and it rocks my world.
I was sent Emily Mofield and Tamra Stambaugh’s four-part series of advanced ELA lessons and wanted to share my thoughts.
Understanding how to move students from abstract to specific and back again is a key to differentiating for the gifted. Reading through a pal’s dissertation gave me a new way of applying this to Depth and Complexity…