Category Archives: 21st C Learning

#MustRead Shares (weekly)

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  • Letter Grades Deserve an ‘F’ – Jessica Lahey – The Atlantic

    A really good, quick piece on grading, assessment, and standards-based learning. Contains some worthwhile links and interesting comments to explore and dig deeper. HT @meghancureton

    tags: assessment grades standards sbg grading learning #MustRead commoncore Common_Core learningoutcomes

    • The goal in her classroom is no longer points or grades, but mastery. Students are held accountable not for the maximum points total assigned to a homework set, but for mastery of the concepts it contains.
    • Teaching and learning with an eye toward mastery of a defined list of competencies circumvents many of the pitfalls that points-based grading causes.

  • Playful learning: Where a rich curriculum meets a playful pedagogy | Preschool Matters… Today!

    “The Capulets and Montagues of early childhood have long battled over their vision for a perfect preschool education.  Should young children be immersed in a core curriculum replete with numbers and letters or in a playful context that stimulates creative discovery?  The ‘preschool war’ leaves educators torn and embattled politicians in deadlock.  Playful learning offers one way to reframe the debate by nesting a rich core curriculum within a playful pedagogy.”

    HT @kellyBKelly2001

    tags: preschool play play-based playful learning #MustRead

    • Playful learning is a whole-child approach to education that includes both free play and guided play.
    • It refers to play in a structured environment around a general curricular goal that is designed to stimulate children’s natural curiosity, exploration, and play with learning-oriented materials.[xxii]  In guided play, learning remains child-directed. This is a key point.  Children learn targeted information through exploration of a well-designed and structured environment (e.g. Montessori[xxiii]) and through the support of adults who ask open-ended questions to gently guide the child’s exploration.
    • Guided play allows children to become engaged; didactic instruction helps them memorize but not transfer what they have learned.
    • Guided play helps constrain what children should be focusing on; free play leaves the field too open and does not help children focus on the target outcomes.
    • It is possible to have a curriculum rich in learning goals that is delivered in a playful pedagogy.

  • Design Thinking: Tools to help make thinking visible \ The Lab

    “The British science, technology and arts research organisation Nesta, along with European social innovation experts, have pulled together their top 30 tools for social innovation. Many of them have immediate uses for helping plan and structure design thinking activities in the classroom. We explain some of those that have the most immediate value for learning.”

    HT @jbrettjacobsen

    tags: designthinking design thinking design_thinking innovation social entrepreneurship iDiploma #MustRead

  • The Disturbing Transformation of Kindergarten | TRUTH ABOUT EDUCATION

    “hey are hyper-focused on how students perform, but they ignore how students learn”

    tags: kindergarten play #MustRead

    • they are hyper-focused on how students perform, but they ignore how students learn
    • How can teachers hold all children to the same standards when they are not all the same?
    • Play is essential in kindergarten
    • There is a wide range of acceptable developmental levels in kindergarten; so a fluid classroom enables teachers to observe where each child is and adjust the curriculum accordingly.
    • if we want our youngest to actually learn, we will demand the return of developmentally appropriate kindergarten.

Posted from Diigo. The rest of my favorite links are here.

#MustRead Shares (weekly)

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Posted from Diigo. The rest of my favorite links are here.

#MustRead Shares (weekly)

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Posted from Diigo. The rest of my favorite links are here.

#MustRead Shares (weekly)

Posted on by
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Posted from Diigo. The rest of my favorite links are here.

If school is supposed to prepare students for real life, then why doesn’t it look more like real life?

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If school is supposed to prepare students for real life,
then why doesn’t school look more like real life?

For more than a decade, this question has lived at the heart of my research and practice as a professional educator. While I worked at Unboundary, we created a Brain Food devoted to exploring this question.

A number of educators and school transformation agents connect to this question through an entire branch of educational practice known as “authentic learning.” At the end of January, #EdChat Radio featured the topic of authentic learning on an episode. And Dr. Brett Jacobsen, of Mount Vernon Presbyterian School and the Mount Vernon Institute for Innovation (where I work), recently interviewed Dr. Yong Zhao for his podcast “Design Movement,” and much of their conversation connects with this topic of authentic learning.

Given the habits formed by decades of industrial-age, delivery-based pedagogy, though, educators must explore and experiment with different structures in order to make room for more authentic learning – learning that is meant to serve a greater purpose than only a grade in a grade book and a future locker-clean-out session in late May or early June.

Exploring such new structures can be challenging for schools. In fact, some structures point to entirely different paradigms for schools – like “giving an education” rather than getting an education, taking a course, or whadya-get-on-that-test assessment.

Some school people imagine such paradigm shifts would lack structure – that it would be too free form, loosey-goosey, or soft-skills heavy. This is really a false set up for thinking about the structural-shift needs of schools in transformation. How “loosey-goosey, really, is your project work and real-world problem solving in your career and life?

As Tony Wagner says in Creating Innovators, it’s not a choice between structure and no structure to allow for more authentic learning. It’s a choice to build a different structure for School 3.0 – one that allows for student-learners to explore their passions and real-world purposes while engaged in challenges that exist in the world and yearn to be defined and solved. Structures that empower learners to engage in more authentic learning flows.

Creating Innovators - Structure

But how do educators make such shifts and create different structures? I believe one way we do this is to explore avenues and portals to empower students to engage in real-world problem solving. Instead of only organizing the curriculum – the track of learning – around subject-siloed disciplines, at least part of the curriculum could be organized around exploring and venturing into authentic, real-world problem solving as organizers of product-and-process-oriented work.

In my own life and work, I’ve explored opening such portals through #fsbl and #Synergy. Much of this work involves immersing oneself and other learners into the Innovator’s DNA traits – observe, question, experiment, network, and associate – through the methodology of observation journaling and curiosity-curated curriculum.

Of course, other ways exist to open those portals and explore into those worlds of authentic learning and real-life problem solving. Here are but a few inspirations and possible ways in…

#GoExplore

Resources for engaging in real-life solution seeking:

Open IDEO
http://www.openideo.com/

Open IDEO is an open innovation platform for social good. We’re a global community that draws upon the optimism, inspiration, ideas and opinions of everyone to solve problems together.

http://www.openideo.com/content/how-it-works

NPR – All Tech Considered: Innovation
http://www.npr.org/blogs/alltechconsidered/195149875/innovation

An exploration of interesting ideas that solve problems, introduce new experiences or even change our world.

Do Something
http://www.dosomething.org/

DoSomething.org is the country’s largest not-for-profit for young people and social change. We have 2,439,780 members (and counting!) who kick ass on causes they care about. Bullying. Animal cruelty. Homelessness. Cancer. The list goes on. DoSomething.org spearheads national campaigns so 13- to 25-year-olds can make an impact – without ever needing money, an adult, or a car. Over 2.4 million people took action through DoSomething.org in 2012.

http://www.dosomething.org/about

Choose2Matter
http://choose2matter.org/

Choose2Matter is a call to leadership and an accelerator to connect individuals and communities with a conscience. It combines technology, innovation and mentorship to solve problems that matter. It’s an important opportunity for business, brands, and communities to join forces in the causes and issues most important to those they lead and serve.

What has been inspired by students, has led to the official launch and creation ofCHOOSE2MATTER – a crowd sourced, social good community.

http://choose2matter.org/about/our-history

50 Problems in 50 Days
http://50problems50days.com/

I’m on an adventure – to explore the limits of design’s ability to solve social problems, big and small. To do this I attempted to solve 50 problems in 50 daysusing design. I also spent time with 12 of Europe’s top design firms.

Peter Smart

Innocentive
http://www.innocentive.com/

InnoCentive is the global leader in crowdsourcing innovation problems to the world’s smartest people who compete to provide ideas and solutions to important business, social, policy, scientific, and technical challenges.

http://www.innocentive.com/about-innocentive

TED Prize
http://www.ted.com/prize

The TED Prize is awarded to an extraordinary individual with a creative and bold vision to spark global change. By leveraging the TED community’s resources and investing $1 million dollars into a powerful idea, the TED Prize supports one wish to inspire the world.

Ideas for Ideas
http://www.ideasforideas.com/

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