It seems an age old concern, but this article from Teacher Magazine says research is showing that Aussie kids are more stressed about school work than ever.
Australian high school students experience higher levels of schoolwork-related anxiety than their OECD peers, according to a new report released by the Australian Council for Educational Research (ACER).
PISA Australia in Focus Number 4: Anxiety uses data from the 2015 Programme for International Student Assessment (PISA), which surveyed 15-year-olds about their schoolwork-related anxiety, and earlier PISA surveys in 2003 and 2012, which looked more closely at anxiety about maths.
Reports will be out soon – the article from The Conversation provides some ideas around how to talk about it with your child.
It’s that time of year again when you receive your child’s school report. For some parents and carers, understanding what it means can be challenging. Some children will be happy and others may be disappointed.
Parents and carers need to interpret the information in the report so you can determine the strengths of your child, work out how their learning is progressing and what areas they’re having difficulty in. This may involve having a discussion with your child or a follow-up meeting with your child’s teacher.
It’s important to remember to be supportive, consider the personality of your child and focus on their progress.
From Education Age, a good news story about Narre Warren South P-12 College – a school that turned itself around.
Three years ago, Narre Warren South P-12 College was not the school it is today.
It had failed to meet basic standards of learning and student wellbeing. As it wrestled with the challenges of teaching in one of the most disadvantaged areas in the state, it faced a priority review by the education department.
Rob Duncan became principal in 2015 knowing things had to change. He and his staff set out on a makeover mission that has now been so successful the south-eastern college has recently won awards and been classified by the department as a “school of influence”, setting a statewide benchmark.
Social media can be confusing. One of the biggest platforms is Twitter – here’s a quick guide from Education.com with some handy do’s and don’ts.
Chances are your teen has a page on Facebook, the social-networking website with a massive following among users ages 9 to 99. And, chances are, if you’ve heard of Facebook, you’ve probably also heard of Twitter, another player in the ever-expanding fray of social networking platforms, micro-blogs and the like. Perhaps you have a Twitter account. But does your child have one too? And as a parent, should you be concerned about Twitter in the hands of your child?
Authentic learning involves linking class-based learning to the ‘real world’. This article from InformEd explores how authentic learning is influencing education.
Authentic learning is a term used to describe instructional strategies that are designed to connect the subjects students are taught in school and university to the real world.
Authentic learning experiences help students understand the relevance of what they’re learning and how they can apply their skills in the professional world. Rather than discussing hypothetical situations or memorizing information, students are given the opportunity to put their skills and knowledge to practical use in the development of solutions or products that will be of immediate benefit to their communities and the world at large.
One of the big discussions in education is around quality of teaching and the focus on graduating excellent ready-to-go teachers out of degrees. The often neglected part of this discussion is the huge group of already-practicing professionals and development of quality in teaching. This Conversation article looks at just that.
Increasing the quality of teaching in Australia is a political hot issue. Popular solutions include restricting entry to teaching courses to the “best and brightest” and reforming teacher education.
The spotlight is rarely focused on the roughly 300,000 teachers who are already working in our schools except, all too often, when they are criticised for results in the latest round of high-stakes testing.
We all know how important reading is. This article from The Conversation gives some pointers about how to read with our kids.
There is magic in stories. We all remember hearing them as children, and we loved them. Imaginary adventures set in faraway places. Tales about how the dishwasher isn’t working. It doesn’t matter! Whether made up by parents or read from books, kids love to hear stories.
Our recent work showed reading to children positively impacts long term academic achievement more than many other activity (including playing music with them, or doing craft). We found the more frequently parents read to their children, the better their children’s NAPLAN scores in different areas.
From the Inform Ed website comes an interesting piece that lists 10 important studies from last year.
1. Learning styles probably don’t exist
The idea that there are different “learning styles” and that each learner should receive instruction in his or her preferred style of learning—be it visual, auditory, or tactile—has gained popularity in recent years. Despite its increasing popularity, there’s no scientific evidence to support the theory that teaching students according to their individual learning styles achieves better results.
Many kids have part time jobs and this article from The Conversation argues that exposure to industry and the world of work is exactly what kids need.
All students need to experience the world of work, particularly work of the future, long before they leave school, according to a new report out today.
The latest Mitchell Institute report, Connecting the worlds of learning and work, says collaborating with industry and the community is vital to better prepare children and young people for future work and life. And governments need to play a leading role to ensure this happens.
This article from The Age looks at how schools are increasingly turning to positive psychology as part of their programs.
A happiness revolution is sweeping through Victorian schools.
At Heathmont College in Melbourne’s east, students calculate “happy fractions”, fill out online surveys to determine their “superpowers” and have daily discussions about all the positive things they’ve experienced.
It’s part of a “positive education” movement which aims to teach students and teachers how to be resilient and flourish. It hopes focusing on people’s strengths protects them from depression.
STEM and HASS as educational acronyms have been around for a while, but as this Conversation article shows, a newer one, STEAM, seeks to fuse the two.
Gonski 2.0 urges us to get our children back to basics through the “three Rs” of reading, writing and arithmetic. For educators, there is now a greater need for science, technology, engineering and maths (STEM) concepts to integrate with the arts (STEAM) across the wider curriculum.
We know this because business and industry broadcast that future-ready employees need to have multiple areas of expertise or at least appreciate how a range of skills fit together.
Teachers working in cross-curricular STEAM settings often see their students making connections between concepts and solving problems in new and exciting ways. They demonstrate this by active engagement, their discoveries visible in enthusiastic “aha” moments.
This article from The Conversation examines the crucial aspect of belonging at school, and presents research that suggests that many children feel they do not belong.
A report released today by the Australian Council for Educational Research (ACER), the managers of the Program for International Student Assessment (PISA) in Australia, explores Australian students’ sense of belonging. This has been shown to play a big part in academic success at school.
Australian students, on average, reported a poorer sense of belonging at school compared to students across the OECD. A lower proportion of Australian students than the OECD average said they “feel like they belong at school”.
Social media is here to stay and it often gets a bad rap. This article from Harvard Education looks at a study that finds US teens see it as a largely positive experience.
Watch teenagers using social media, and you witness an emotional rollercoaster: they are intermittently ecstatic, furious, envious, heartbroken, charmed, anxious, obsessive, and bored.
Research has begun to zero in on nearly every part of this spectrum, with findings that run from alarming (screen time is linked to depression and suicide) to reassuring (many teens find social media empowering). But for those looking for a clear-cut “good or bad” verdict on social media, the reality is that it’s a little of each — but generally a much more positive experience than many parents might think.
A new study finds that teenagers report feeling all kinds of positive and negative emotions when describing the same social media experiences — posting selfies, Snapchatting, browsing videos — but the majority rate their overall experiences as positive.
NAPLAN tests have always been a controversial topic in education. This Conversation article asks what might we use in their place in order to emphasise creativity?
This week year three, five, seven and nine students will be undertaking NAPLAN testing. And while standardised testing might be relevant for some fields of study, NAPLAN promotes a narrow view of literacy and writing and hinders the creative process.
If teachers want to prepare their students for the writing portion of NAPLAN, they must teach rigid writing structures that don’t allow for creative flow. This may then turn children into bad writers.
The limitations of NAPLAN are frequently discussed among researchers, policymakers, teachers and in the community. So, if standardised tests hinder creativity, what can we use instead?
Mindfulness is becoming a more commonly heard term in educational circles as educators realise its value. This article from Education Age looks at a school using mindfulness to tackle anxiety.
Instead of going straight into their next lesson after recess or lunch, students at a school in Sydney’s west spend up to half an hour on mindfulness several times a week, and teachers say the lessons have improved focus and productivity.
“Across kindergarten to year 6, some groups might do it daily and some do it three to four times a week,” Homebush West Public School’s deputy principal, Roxanne Picoaga, said.
For those looking to get ahead of the game, or just to broaden their own knowledge, there are a range of international programs from some of the world’s most prestigious institutions available online for free. Check out this great list from InformEd:
Whether you are looking for a master’s degree program, computer science classes, a K-12 curriculum, or GED study program, this list gives you a look at 50 websites that offer free online courses.
From databases that organize over 1,000,000 students throughout 16 universities, to a small library of documents for those interested in history, the opportunities for free online learning continue to expand as the Internet becomes a crucial component in education.
Good or bad attendance habits can form early and have far reaching consequences according to this article in the Conversation.
A study of more than 30,000 students has confirmed the link between improving school attendance rates in Year 7 and the likelihood of completing high school.
Conducted by the Smith Family, the research found around three-quarters of students from low-income families with higher attendance rates in the first year of high school completed Year 12. This was compared to less than half of those with very low attendance in Year 7.