Group items tagged

"At the International Consumer Electronics Show, LEGO Education launched LEGO Education WeDo 2.0, a hands-on science solution designed for elementary classrooms using a robot-based learning system. The solution combines the LEGO brick, classroom-friendly software and engaging, standards-based projects to teach elementary students essential science practices and skills. With WeDo 2.0, students explore, create and share their scientific discoveries as they build, program and modify projects. Through a series of collaborative challenges, they deeply engage with science, engineering, technology, and coding, sparking a love for experimentation and investigation."

"So many adults, including teachers, joke about not being able to do simple math or not being a "science person" that many students enter STEM classrooms with negative views. This creates a fixed mindset as students believe they need certain natural abilities to be successful in math and science. As educators, we need to create opportunities for students to overcome these deeply planted negative views. Using images or ideas from popular culture gives students an entry point to explore science-they're already experts, and they can use the confidence they have in that area to become more open to learning and experiencing how math and science are rooted in creativity and imagination."

"When I heard the news that Phil Schlechty had passed away it was sudden and I felt sadness. I've never met Phil but I've been deeply impacted by his work throughout the years. You see it's one of the things I'm learning about education and writing in this whole connected place: We get to know people through their work, we get to know people through their passions, and we get to know people who we actually don't know face-to-face. Schlechty's work around engagement is one of the most enlightening and simple frameworks for educators to use. What I found fascinating about his levels of engagement is that I could see myself in the classroom working towards compliance instead of engagement."

Last week I spent three days thinking about curriculum and all that it means to teaching and learning thanks to the Australian Curriculum Studies Association's biannual conference. It was three days of deeply thoughtful conversation and learning with just the right mix of academic research and ideas for grounded practice straight out of innovative classrooms and schools. With keynotes by Alan Reid, Dan Haesler, Bob Lingard, Robert Randall and Jan Owen combined with Masterclasses from some of Australia's leading educators there was much on offer. The biggest challenge was deciding which workshop you would attend when every session offered such outstanding opportunities.

"Dr. Alison Head and her Project Information Literacy (PIL) research team recently released the findings of a new national study on college students and how they consume and interact with a vast and deeply polarized news ecosystem. The News Study findings are the result of an online survey of 5,844 respondents and telephone interviews with 37 participants from 11 diverse colleges and universities. The research also included computational analysis of Twitter data associated with respondents, as well as a Twitter panel of 135,891 college-age people. In the study's press release, Dr. Head shared: News is fast, social, and visual and typically delivered to students in posts, alerts, tweets, and conversations that stream at them throughout the day. And young news consumers are left to assemble and interpret what news means, while many take this evaluative step, others do not. So what? The News Study's Executive Summary offers Five Research Takeaways as well as Six Recommendations."

"Never have design thinking, design practice and creative skills been as important to Canada's future as they are now. Today, competitive success is determined by the ability to understand human needs and desires and to deliver richly imagined ways of addressing them. Many organizations recognize the importance of innovation, but they don't know how to achieve it. The answer is design. Designers allow companies to stay ahead of their customers by anticipating and addressing human needs and behaviours in a complex and changing world. Technology needs to be intentionally designed for and with people. Design creates the experience of a product, system or service, the individual, social and cultural experience, and the value and the impact it has. Design is the bridge between raw invention and application. The essence of design thinking involves empathizing deeply, listening to people and observing them to identify tough problems to address or new opportunities to explore. Design thinking marries systems analysis with outcomes-oriented problem solving. It's relevant to the development and enhancement of services, products and business methods. It's as applicable to large companies as it is to startups and non-profits."

"Students are doing more reading on digital devices than they ever have before. Not only are many teachers using tablets and computers for classroom instruction, but many state tests are now administered on computers, adding incentive for teachers to teach digital reading strategies. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to engage deeply with digital text in the same way they do when reading materials printed on paper."

"Like most students at the time, I did not have access to computer science classes when I attended Wilde Lake High School in Columbia during the 1980s. I only stumbled upon the field when my high school math teacher recommended that I take a FORTRAN programming course at Howard Community College. I quickly learned that programming was like nothing I had experienced in school before. Whenever I finally solved a problem, there was a deeply satisfying "aha!" moment. As a result, I studied computer science at Harvard and received my Ph.D. in the field from the University of California, Berkeley. Nearly four decades after I took that first FORTRAN class, I'm a professor of computer science and associate dean at the University of Maryland, Baltimore County. I was fortunate to have found my passion, even though computer science was not taught at my school. The unfortunate fact is that most K-12 schools still do not teach computer science, and most of today's high school and college students - particularly women - have still had little or no exposure to computational thinking, coding or computer science. There are certainly many students who would make great computer scientists, or who could leverage computing skills to achieve success in any number of other fields, who never take a single related class. Even in Maryland, one of the most technologically advanced states in the nation, only 14 percent of students take a computer science class in high school, and nearly half of the public high schools do not offer any AP computer science classes."

"Here are some great questions for starting a conversation. There are a lot of random conversation starters to get you started and then conversation questions listed by topic. You can start with the random questions or find a topic that interests you. There's no right place to start, just scroll down to wherever you want and get started! There are tons of ways to use these questions. I find that the most rewarding way is for everyone to pull up this list of conversation starters on a phone or tablet, and then take turns letting everyone choose a question to ask the group. Remember don't be afraid to delve deeply into the conversation. Answering the specific question isn't the goal, having an interesting conversation is!"

"Today in our Inquiry we are going to look deeply at the affect some of these celebrations have on people. We would like to listen are learn about the Declaration of Human Rights. Many people in different countries and especially Australia have different beliefs about culture. Where immigrants should be allowed in to a country, whether cultures have the right to even celebrate their traditions. Lets take a look at what the Declaration of Human Rights tells us. "

"Released in 2013, the NGSS was created to align science education with how scientists actually work and think. It encourages students to learn science content and concepts deeply by using critical thinking and primary investigation skills. Adopted by 18 states (with as many as 40 interested and in the process), the standards define science education through core concepts (such as wave properties), practices (like analyzing and interpreting data ) and crosscutting concepts (like cause-and-effect). Some of the NGSS guidelines directly overlap with the practices listed in the K-12 Computer Science framework and the new CSTA Computer Science standards. Here's a doodle that illustrates how the two subjects overlap. "

"Over more than a decade, the author has developed a 14-point plan for encouraging students to engage deeply with math content."

About Us We are a former believer group with deeply engaged in the church & other social works. Doing a study/inspection of the Bible we got amazed by the madness to be found in the holy scripture. We want to share the knowledge in a different way. For more details visit https://www.amc99.org/church

"Carol Dweck's work on "growth mindset" has caught the fancy of organizations the world over, and why wouldn't it? The core supposition of a growth mindset is that an individual's talents and capabilities can evolve over time; at its core are the underlying beliefs that people hold about intelligence and learning. It is with deep sadness that we report that the function charged with building this growth mindset in most organizations remains hostage to deeply "fixed mindset" thinking. Although the idea of a growth mindset is commonly discussed in corporate learning programs, many leaders adopt a fixed mindset when it comes to envisioning the learning function's role and capabilities. To quote Dweck, "Our work environments, too, can be full of fixed mindset triggers." Business leaders need to shift their views of what the learning function is and what it can do."

"Soon after Maryanne Wolf published "Proust and the Squid," a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers. Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. There were the neurosurgeons who worried about the "cut-and-paste chart mentality" that their students exhibited, missing crucial details because they failed to delve deeply enough into any one case. And there were, of course, the English teachers who lamented that no one wanted to read Henry James anymore. As the letters continued to pour in, Wolf experienced a growing realization: in the seven years it had taken her to research and write her account, reading had changed profoundly-and the ramifications could be felt far beyond English departments and libraries. She called the rude awakening her "Rip van Winkle moment," and decided that it was important enough to warrant another book. What was going on with these students and professionals? Was the digital format to blame for their superficial approaches, or was something else at work?"

Really interesting information on being a better online reader. The author suggests the following: "Maybe the decline of deep reading isn't due to reading skill atrophy but to the need to develop a very different sort of skill, that of teaching yourself to focus your attention. (Interestingly, Coiro found that gamers were often better online readers: they were more comfortable in the medium and better able to stay on task.)"

Points to ponder

Many museums are experimenting with "back channel" platforms that allow visitors and staff to chat and share content while onsite at the museum