Rapid Global School Homework
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In fact, it will take a generation to realize the full benefits of high-quality teachers, the effective use of technology, improved management of education systems, and engaged and prepared learners. However, global experience shows us that countries that have rapidly accelerated development and prosperity all share the common characteristic of taking education seriously and investing appropriately.As we mark the first-ever International Day of Education on January 24, we must do all we can to equip our youth with the skills to keep learning, adapt to changing realities, and thrive in an increasingly competitive global economy and a rapidly changing world of work.
The schools of the future are being built today. These are schools where all teachers have the right competencies and motivation, where technology empowers them to deliver quality learning, and where all students learn fundamental skills, including socio-emotional, and digital skills. These schools are safe and affordable to everyone and are places where children and young people learn with joy, rigor, and purpose.Governments, teachers, parents, and the international community must do their homework to realize the promise of education for all students, in every village, in every city, and in every country.
Yet it has never been more difficult to enter one of these top-tier institutions, which may accept only 5 or 6 percent of their applicants, although in general a strong student will be able to gain access to any number of good colleges or universities. These highly selective schools and parents are responding to this competitive climate. Private schools have reacted by providing more difficult classes (which may require longer hours of challenging homework), college-level classes, and requiring extracurricular activities, as well as other opportunities for students to stand out, such as entrepreneurial or community service opportunities. Parents, in turn, may demand their children take Advanced Placement courses, even in cases where they are told their child is not a good fit for the course and may not be able to handle the work. Thus schools, parents, and students may feel caught in a cycle of escalating demands and expectations, largely out of their control and driven by greater societal factors.
Direct phone calls between teachers, students, and parents can also be utilized even under lockdowns. "Homework hotlines" have been used in several states prior to COVID-19 to provide feedback to students and parents, and they have expanded in some locations during COVID-19 to support learning. This has been done in Tennessee, where dedicated local phone numbers connect students and parents to certified teachers who provide support in many school subjects in English and in six other languages, in Kansas, and in Michigan, with the latter also providing mental counseling and emotional support as well as support for students with disabilities and/or special/diverse educational needs through a toll-free phone number. In addition, homework hotlines have been created to support students with print disabilities during COVID-19, as demonstrated by National Homework Hotline for Blind/Visually Impaired Students (NHH-BVI).
First and foremost, I want to thank you from the bottom of my heart for finding means for us, students, to continue our studies despite the global pandemic. Continuing our studies online is now possible thanks to these new assessment methods. Lessons can still be delivered to students via synchronous and asynchronous forms, eliminating the need for kids to travel to school and jeopardize their health. In the context of school closures, I've already seen how effective formative assessment may assist learning. Although the information we received was not as beneficial as it may have been, it was still preferable than none at all.
Yet when they enter their high school years, they find themselves at schools that typically start the day at a relatively early hour. So their time for sleep is compressed, and many are jolted out of bed before they are physically or mentally ready. In the process, they not only lose precious hours of rest, but their natural rhythm is disrupted, as they are being robbed of the dream-rich, rapid-eye-movement stage of sleep, some of the deepest, most productive sleep time, said pediatric sleep specialist Rafael Pelayo, MD, with the Stanford Sleep Disorders Clinic.
Like everyone else, educators were caught unprepared for the scope and speed of the disruptions caused by a global pandemic. In little more than two weeks, the coronavirus led to the mass closure of at least 124,000 school buildings, leaving more than 55 million children without access to in-person classroom instruction, counseling, and other services.
On the ground, remote learning in some communities has been limited to photocopied worksheets. In at least seven states, teachers are delivering lessons on public television via school district partnerships with local PBS affiliates. Other districts have focused on curating and distributing links to free online learning sites such as Khan Academy. In some schools, teachers are posting lessons and homework assignments to learning platforms such as Canvas or Google Classroom, where students can also upload their work. Elsewhere, schools are focused on maintaining social connections among staff and students, encouraging them to meet during virtual office hours or share photos on Seesaw.
In many textbooks for school or in computer software for learning, you can find cartoons or entertaining/happy pictures next to equations, tables, or complex figures. This is because the authors think that it would be more enjoyable to work with the book or software if it contains fun stuff as well as the subject matter. But, as we just saw, seeing fun and interesting pictures next to the learning material may distract us. Distraction may be a problem, especially when we have to look at the material quickly. Sometimes, we would love to be able to focus on something important that we just saw and think about it (a target), ignore something we already know (a distractor), then pick out something interesting again (another target), and ignore what comes after (another distractor), and so on. It turns out that this rapid flipping on and off of attention is particularly difficult for the brain. 2b1af7f3a8