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What Does (and Doesn’t) Progressive Education Plus Technology Look Like? Thoughts on AltSchool
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5 Ways Student Choice Impacts Learning – A.J. Juliani
HT @ChipHouston1976
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10 Commandments of Innovative Teaching – A.J. Juliani
HT @ChipHouston1976
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HT @jbrettjacobsen
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What do College Professors Want from Incoming High School Graduates? | the becoming radical
HT @HollyChesser
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To offer a negative to the opening question, just as art professors at the college level do not want students who have done only paint-by-number, college professors who ask students to write do not want students who can write only canned essays and students who believe “never use ‘I’” or “don’t start sentences with ‘and.’”
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As writers, then, students need ample experiences in high school with choice—choosing what texts they read and then choosing what types of writing they produce.
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And here, I note, is the key quality college professors want from students in all aspects of academics (and life), including writing: Students who are purposeful, thoughtful, and autonomous. Too often the best students approach professors with “What do you want?” instead of having the background and confidence to make their own informed decisions.
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To offer a negative to the opening question, just as art professors at the college level do not want students who have done only paint-by-number, college professors who ask students to write do not want students who can write only canned essays and students who believe “never use ‘I’” or “don’t start sentences with ‘and.’”
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And here, I note, is the key quality college professors want from students in all aspects of academics (and life), including writing: Students who are purposeful, thoughtful, and autonomous. Too often the best students approach professors with “What do you want?” instead of having the background and confidence to make their own informed decisions.
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As writers, then, students need ample experiences in high school with choice—choosing what texts they read and then choosing what types of writing they produce.
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here are some experiences that high school students need before entering college as young writers
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learning not to act like a student anymore, but to become a writer, and specifically, to become a scholar who writes.
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What is Humane Education? | Institute for Humane Education
“What if we all had the passion and skills to solve the most pressing challenges of our time, and, through our daily choices, work, and acts of citizenship, made choices that do the most good and least harm for ourselves, other people, animals, and the earth?”
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Watch Zoe Weil’s Talk | Institute for Humane Education
HT @JennyNovoselsky
Category Archives: #MustRead Shares – Weekly Reading
#MustRead Shares (weekly)
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Twitter / 61WatsonWarrior: #ctedchat What are you? How …
HT @scitechyedu
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“Undergraduate students that join VIP teams earn academic credit for their participation in design/discovery efforts that assist faculty and graduate students with research and development issues in their areas of expertise.”
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The Maker Movement Conquers the Classroom — THE Journal
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“When kids and teachers are given an opportunity to make, to create,” Moran said, “all of a sudden you see people becoming passionate about who they are as learners.”
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22 Things We Do As Educators That Will Embarrass Us In 25 Years
HT @SAISNews #Priceless
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Teachers as Technology Trailblazers: Personalizing PD: It’s About Empowerment; Not Tools
“The magic ingredient for personalized learning isn’t prescriptive content; it’s empowerment.”
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if you’re defining personalized learning as targeted content delivery, you’re missing the mark.
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the process must “begin with the learner.” This means that the learner is integral to creating the goals, tasks, and methods by which learning actually happens.
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The magic ingredient for personalized learning isn’t prescriptive content; it’s empowerment.
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When people decide what they want to learn, individualized ownership creates the magic.
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As we select the tools that will help us grow the capacity of educators, personalized learning should be considered. But rather than pick tools that prescribe the type of learning that should take place, perhaps we should use our resources to truly answer the following question for every teacher: What do you want to learn?
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Elizabeth Gilbert: Success, failure and the drive to keep creating | Video on TED.com
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Conceptual Understanding in Mathematics | Granted, and…
Fabulous Grant Wiggins piece on conceptual understanding in math and why we need to focus more on such an objective in schools.
“Conceptual understanding in mathematics means that students understand which ideas are key (by being helped to draw inferences about those ideas) and that they grasp the heuristic value of those ideas. They are thus better able to use them strategically to solve problems – especially non-routine problems – and avoid common misunderstandings as well as inflexible knowledge and skill.”
Good list of misunderstandings/myths, and an interesting little “test” from Grant.
HT @nicolenmartin
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There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.
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By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.
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Being helped to generalize from one’s specific knowledge is key to genuine understanding.
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Conceptual knowledge refers to an understanding of meaning; knowing that multiplying two negative numbers yields a positive result is not the same thing as understanding why it is true.
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#MustRead Shares (weekly)
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Chloe Varelidi’s Blog – Legendary Lands And The Design Of Learning Pathways
HT @steelemaley
Legendary Lands and the Design of Learning Pathways via @varelidi http://t.co/QJj1Lhrq6K ht @dajbelshaw cc: @rogre @boadams1 -
http://www.learningstorm.org/wp-content/uploads/2012/09/PSII-curriculum-organizer.pdf
BIG HT @MeghanCureton
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Engagement and Impact: Design Thinking and the Arts | Edutopia
@boadams1 help…I can’t stop http://t.co/TeAxpUIuK9
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TED-Ed Blog» Blog Archive » Math behind the movies: An interview with Tony DeRose from Pixar
HT @meghancureton
RT via @TED_ED: One of the top mathematicians at @DisneyPixar talks shop: http://t.co/ojGwA3WdP4 http://t.co/CGAa1lVupr #idploma @boadams1 -
No Courses, No Classrooms, No Grades — Just Learning | MindShift
HT @meghancureton
Another resource for #idiploma http://t.co/0SipjTisBE @boadams1-
The crux of the problem, according to Staton, is that most schools are sticking to core subjects and the bell system, which doesn’t leave much time for exploratory projects.
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Why Daydreaming Isn’t a Waste of Time | MindShift
“parents and teachers expend a lot of energy getting kids to pay attention, concentrate, and focus on the task in front of them. What adults don’t do, according to University of Southern California education professor Mary Helen Immordino-Yang, is teach children the value of the more diffuse mental activity that characterizes our inner lives: daydreaming, remembering, reflecting”
HT @meghancureton
Similar to convo today http://t.co/jyDzWTTl3Y @EmilyBreite @scitechyEDU @mrsacbragg @boadams1 @ChipHouston1976 @TheRealJamCam
Design for Social Impact…with @modatl
From MODA (@modatl) – Museum of Design AtlantaHelp Us Change the World by Design! Based on the idea that design is a way of looking at the world with an eye for changing it, Design for Social Impact, will offer a look at how designers, engineers, students, professors, architects, and social entrepreneurs are using design to solve the problems of the 21st century. The exhibition will feature projects that address a variety of challenges in the areas of shelter, community, education, healthcare, energy and food & water. Each category will highlight solutions taking place locally, as well as ways in which these challenges are being addressed around the world. Among the local projects highlighted in Design for Social Impact are those of:
We’re raising funds for this exhibition through a crowdfunding site called Uruut! You can help bring Design for Social Impact into being (and get some good perks too!) by making a gift of any size. Demonstrate your belief that design can change the world by supporting this exhibition. Click here for more information! |
#MustRead Shares (weekly)
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Personalised Learning at HPSS | Steve Mouldey
This is incredible work: HPSS Vision of Personalised Learning http://t.co/x8Vo8JnWXD via @GeoMouldey #fieldnotes cc @boadams1 @MeghanCuretonHT @steelemaleySee iteration 2 post, as well
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The One Room Schoolhouse Goes High Tech | MindShift
Important new pilot @altschool of differentiated learning? via @Kschwart http://t.co/S5nS0yLmAx @Design39Campus @boadams1HT @grantlichtman
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HPSS Modules Iteration 2 | Steve Mouldey
@steelemaley @boadams1 @MeghanCureton thanks! This covers the recent iterations made to how the modules are developed http://t.co/o02aOsycUh
@GeoMouldey
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Want A Better Library At School? These Eighth-Graders Designed Their Own | Co.Exist | ideas + impact
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All Work, No Play: Why High School Students Should Have Fun – Learning Deeply – Education Week
“What would happen if high school teachers treated these curiosities as assets? If they took seriously the idea that “playing around,” when designed as part of instruction, could help students to engage with academic content in a way that is both joyful and deep?”
HT @akytle
HMW use/treat adolescents’ curiosities as assets? Value of play in US @boadams1 connection to a recent blog post. http://t.co/dgwXWidrEQ-
Current school reform efforts tend to ignore these questions. They bank instead on a model of discrete skill-building that breaks academic tasks into their smallest components. This model helps teachers to hone in on specific standards with razor-like precision, but it does so in a way that leaves little room for open-endedness. It thus reifies a perspective that is closed to the possibilities offered by playful learning, especially when it comes to adolescents.
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unified by a commitment to giving students opportunities to engage in open-ended work. Such opportunities help them learn to tackle complex problems creatively and flexibly, and to engage deeply while doing so. The classrooms where this kind of learning is happening are joyful and rigorous places to teach and learn – and much more aligned with the real world than most.
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Seth’s Blog: Connecting dots (or collecting dots)
HT @jbrettjacobsen
