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yuppi c

Exploratree - Exploratree by FutureLab - 0 views

  • yuppi c
     
    With Exploratree you can:

    * Use our ready-made thinking guides
    * Make a new thinking guide from scratch
    * Use it to set class projects
    * Print them out (they can go as big as A0)
    * Change and customise thinking guides, you can add or change text, shapes, images etc.
    * As a teacher, you can set up the sequence that you want the thinking guide to be revealed in, so that you can stage the thinking activity
    * You can fill in a thinking guide and complete your project on the website
    * You can present your project
    * You can send your thinking guide to a whole group of people
    * You can submit a thinking guide for comments, so it can't be edited but just reviewed
    * Work in groups on the same thinking guide
David Hilton

Education Week: Inverting Bloom's Taxonomy - 34 views

  • David Hilton
     
    A compelling analysis of how 'critical thinking' models are misused in the history classroom.
Dave Truss

Half an Hour: An Operating System for the Mind - 0 views

  • The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.

    When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
  • First
  • . There are more facts in the world than anyone could know
  • ...17 more annotations...
  • facts change
  • Second
  • Third
  • We need to be able to determine what is salient or important to ourselves and to others.
  • Fourth
  • you need some mechansism to detect and reject false representations of facts
  • comparing and assessing facts
  • Fifth
  • basis for action
  • we can create facts in the world
  • Sixth
  • we need the capacity to act
  • And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.

  • You need, in other words, need to acquire facts in a format appropriate to your knowledge system.
  • 21st century skills are, in short, an operating system for the mind.
  • They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
  • What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
  • Dave Truss
     
    And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
David Hilton

ChangeThis :: ChangeThis - 0 views

  • David Hilton
     
    Not directly related to education, but something I think any educator should be interested in. Unless they're already dead-in-the-head. It happens, I guess.
Ruth Howard

Morality Quiz/Test your Morals, Values & Ethics - Your Morals.Org - 0 views

  • Ruth Howard
     
    Gallop World Poll some of the questions that reveal how the world thinks and so what are the questions that matter?
Fred Delventhal

Games for kids to play online | Audio stories for children | Fun for your brain! - 0 views

  • Fred Delventhal
     
    Hi! I'm Chuck Brown...and that's my face over there to the right (well, it's not exactly my face... but people think it looks a lot like me!). I'm your host for this site.

    Light Up Your Brain is about inspiration, creativity, and the fun of being a kid.

    I've assembled some great audio stories, games and links to outside resources.
Jeff Johnson

An Inconvenient Truth About Education: Rethinking the Way Things Are | Edutopia - 0 views

  • Jeff Johnson
     
    Watching the Oscar-winning global-warming documentary An Inconvenient Truth, I was struck by the similarities between climate change and education change. These seemingly unrelated crises on our planet and in our schools are, in fact, connected.

    Both have taken many decades to develop and, at least in the United States, both originated in an industrial economy built on manufacturing. The effects of global warming and school decline are difficult to detect year to year, but over several generations, their impacts accumulate -- and are now converging to limit the future health of our economy and our society.

    To reverse these declines, similar fundamental shifts in thinking and behavior will be required at the individual, institutional, and societal levels. Consuming less, recycling more, and the ethic of caring for the environment should begin with our youngest children, as modeled by their parents, teachers, and caregivers. It's the same with literacy, curiosity, and a love of learning. Just as green technologies can make energy consumption more efficient, learning technologies can play a key role in modernizing the learning process.
Dean Mantz

And To Think » home - 0 views

  • Dean Mantz
     
    Dr. Seuss collaboration wiki project "And To Think That I Saw It On My Way To School"
Fred Delventhal

one word. so little time. - 0 views

  • Fred Delventhal
     
    simple. you'll see one word at the top of the following page.

    you have sixty seconds to write about it.

    as soon as you click 'go' the page will load with the cursor in place.

    don't think. just write.
Angela Maiers

Cover the Material - or Teach Students to Think | Yes Tech! - 0 views

  • Angela Maiers
     
    Great Post-teaching students to think!
Angela Maiers

CAIS: Dave Gray on Visual Thinking, an Introduction « Neurons Firing - 0 views

  • Angela Maiers
     
    Great presentation on visual thinking-visual literacy
Zaid Ali Alsagoff

101 Free Learning Tools - 140 views

Dear All, I have updated my list of free learning tools, and made it more visual: "Let's explore the idea that there is at least one excellent free learning tool (or site) for every learning problem,...

learning teaching thinking tools

started by Zaid Ali Alsagoff on 18 Aug 08 no follow-up yet
Brian C. Smith

Is Google Making Us Stupid? - 0 views

  • What the Internet is doing to our brains
  • A new e-mail message, for instance, may announce its arrival as we’re glancing over the latest headlines at a newspaper’s site. The result is to scatter our attention and diffuse our concentration.
    • Brian C. Smith
       
      Some might call this multitasking... but "good" multitasking needs to be purposeful. Those who can filter those attention scattering and diffusing interuptions just may be getting smarter.
  • Most of the proprietors of the commercial Internet have a financial stake in collecting the crumbs of data we leave behind as we flit from link to link—the more crumbs, the better. The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.
    • Brian C. Smith
       
      All the more reason to educate students on social media literacy with a purpose.
  • ...4 more annotations...
  • And because they would be able to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the most part quite ignorant.”
    • Brian C. Smith
       
      Nothing's different here. In fact, I might argue that it is even more important that we have "proper instruction".
  • They would be “filled with the conceit of wisdom instead of real wisdom.”
  • He couldn’t foresee the many ways that writing and reading would serve to spread information, spur fresh ideas, and expand human knowledge (if not wisdom).
  • emotionlessness that characterizes the human figures in the film, who go about their business with an almost robotic efficiency. Their thoughts and actions feel scripted, as if they’re following the steps of an algorithm.
    • Brian C. Smith
       
      Is this where education/teaching is headed if it does not embrace technology for the freedom it offers learners?
Angela Maiers

Presentation Zen: Dr. Edward de Bono on creative thinking - 0 views

  • Angela Maiers
     
    Great overview of Edward de Bono's work. Excellent video!
Alison Hall

Sir Ken Robinson: Do schools kill creativity? (video) - 0 views

  • Alison Hall
     
    Sir Ken Robinson makes an entertaining (and profoundly moving) case for creating an education system that nurtures creativity, rather than undermining it. With ample anecdotes and witty asides, Robinson points out the many ways our schools fail to recognize -- much less cultivate -- the talents of many brilliant people.
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