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Gaynell Lyman

In the Digital Economy, Your Software Is Your Competitive Advantage - 1 views

hbr.org/...-is-your-competitive-advantage

Monday software amazon speed problems solutions

shared by Gaynell Lyman on 05 Feb 21 - No Cached
  • Gaynell Lyman on 05 Feb 21
     
    "Assign problems, not tasks. Traditionally, people on the business side come up with ideas and hand them to developers who are tasked with turning them into code. Instead, let developers contribute to the solution of business problems. Who knows better how to apply software to your business than people who deeply understand technology? Tolerate failure. Experimentation is the prerequisite to innovation. Create an environment where developers run lots of small experiments and where failure is celebrated rather than punished. Run blameless post-mortems to discover why an experiment failed and what you can learn from that experience. Become obsessed with speed. Startups push new code constantly, every day. Companies can no longer spend months developing new programs. Hunt relentlessly for ways to shave the time it takes to go from "great idea" to working production code. Keep developers close to customers. Remove organizational barriers that separate developers from the people who actually use their software. When developers talk to customers they can deliver better, more useful features in less time. Every organization will embrace the builder's mindset in its own way. But these principles provide a framework for building a world-class software development organization, so you can respond faster to customer needs, adapt to a constantly changing market, and keep up with the Amazons of the world. "
Tony Borash

Critical Thinking and Problem-solving - 0 views

www.utc.edu/...ct-ps.php

criticalthinking

shared by Tony Borash on 03 Nov 18 - No Cached
  • Tony Borash on 03 Nov 18
     
    Older resources embedded (circa mid-90s), but a solid list of strategies to promote critical thinking & problem solving.
John Ross

Putting it Back Together Again: Reframing Education Using a Core Story Approach A Frame... - 2 views

frameworksinstitute.org/...page18.html

CommunicationsPlan TechPlanning

shared by John Ross on 08 Sep 17 - No Cached
  • Traps are often habits of a field or common media practices and, as such, can be difficult to notice and even harder to avoid.
  • Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good.
  • 1. The Innovation Trap.
  • ...44 more annotations...
  • the idea prevails that innovative reforms can only happen outside of the traditional public school context.
  • They do so by painting a stark picture of public schools mired in bureaucracy and stuck in old models of education, and non-public or quasi-public institutions as incubators of reform.
  • Communicators should avoid falling into this trap by actively avoiding business and consumerist language like “efficiency.”
  • Most importantly, communicators should resist using analogies and comparisons between the public education system and private industry in discussions of reform.
  • 2. The Crisis Trap.
  • the education system as a system in crisis.
  • the education system is not providing students with the skills they need for employment.
  • Rather than appealing to crisis, communicators should be honest about the scope and scale of the problems facing the education system, but also put forth viable reforms and solutions that can address those problems.
  • 3. The Revolution Trap.
  • revolutionize, “blow up” or reinvent the education system
  • Such calls are likely to cue the strongly nostalgic views that make Americans resistant to changing the education system and likely to go “back to the basics” as the preferred solutions
  • To avoid this trap, communicators should replace calls for complete transformations, and dramatic statements about reinvention and revolution, with more measured language.
  • Communicators can also avoid this trap by recruiting frame elements such as Pragmatism, Ingenuity and Remodeling to establish change as significant, yet feasible.
  • 4. The Lack of Process Trap.
  • Communicators should not fall into the trap of leaving process invisible and focusing only on problem or solutions statements. Instead, they should provide clear explanations of how learning occurs, with Explanatory Metaphors such as Pollination Points, Cooking With Information and others.
  • readers looking to the news for an understanding of how children learn are left empty-handed.
  • 5. The Classroom Bubble Trap.
  • In the first type of story, the classroom is sealed in a bubble and separated from external factors
  • In the second type of story, administrative and policy aspects of the education system are politically motivated and transpire “downtown,” far removed from the everyday concerns of the classroom.
  • Communicators can avoid falling into this trap by connecting policies to instruction and vice versa. For instance, rather than painting a close-up portrait of a vibrant classroom and an inspiring teacher, “widen the lens” to include the professional development, curricular decisions and funding structures that made the effective instruction possible.
  • 6. The Technology Trap.
  • The public, however, has limited understandings of the role that technology can play in improving educational outcomes, and modeling digital resources as “faster, fancier” books reinforces the public’s understanding of passive instruction.
  • communicators should take care not to appeal to technology as a value, or assume that members of the public have clear understanding of the ways in which technology can be a part of improving education and learning. Instead, communicators should explain the pedagogical benefits of technology using the Explanatory Metaphors recommended in earlier sections.
  • 7. The Opening Up Schools Trap.
  • Erasing the boundaries between the learning that happens in the school and that which takes place in out-of-school settings violates the public’s dominant Compartmentalized Learning model.
  • Instead, communicators should focus conversations of learning space on learning rather than space. For example, the Pollination Points metaphor emphasizes that effective learning requires movement between places, and helps communicators lead with learning to set up considerations of space.
  • 8. The Flexibility Trap.
  • Communicators should be wary of extolling the virtues of flexible, student-centered classroom spaces without careful framing.
  • This trap can be avoided by framing different understandings of learning through the use of the metaphors described above before introducing ideas of student-centered learning.
  • 9. The Motivation Trap.
  • Communicators often talk about how education reform proposals should increase student motivation. Communicators should be aware that members of the public view motivation in a very different way than is often intended in these messages. For members of the public, motivation is an internal characteristic that is distinct from social context.
  • The metaphors above that highlight the role of context in effective learning — mainly Charging Stations and Pollination Points — can be used to avoid this trap.
  • 10. The Multiple Assessments Trap.
  • simply appealing to “multiple” assessments will trigger the public’s Every Child is Different model, which cues a hyper-individualized understanding of assessment that can lead to disengagement with the issue.
  • Also, without dislodging the understanding that assessment “is” summative assessment, calls for “multiple” assessments may inculcate support for adding even more summative assessments to school systems.
  • To stay out of this trap, communicators should focus on explaining the essential characteristics of an effective approach to assessment, and why these components are important; the Explanatory Metaphor Dashboard, Windows and Mirrors is helpful in this task.
  • 11. The Fairness Trap.
  • the public understands fairness in highly individualized terms. Standardized tests are fair because they treat everyone the same and allow for competition. Or, they are unfair because “every child is different” and has a different “learning style.”
  • To avoid this trap, use the value Human Potential, which pulls forth the public’s belief that all children deserve equal opportunity, but without the unproductive side effects of fairness frames.
  • Alternatively, use the value Fairness Across Places to establish fairness at a population level.
  • 12. The “Achievement Gap” Trap.
  • it does not explain to the public why and how disparities exist, nor how addressing education disparities benefits all stakeholders who comprise the system.
  • With this gap metaphor, the public interprets inequitable outcomes as the result of individual effort or achievement, and “closing the gap” becomes a threatening proposal that will unfairly benefit “underachievers.”
  • To avoid this trap, explain how structural inequities create different contexts, which then contribute to differential outcomes. The Charging Stations Explanatory Metaphor is helpful in this task.
  • John Ross on 08 Sep 17
     
    "In the following section, we identify communication habits that "trap" public thinking in unproductive evaluations and judgments. Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good. "
Gaynell Lyman

Digital Citizenship During The First 5 Days Of School - 2 views

www.edudemic.com/tal-citizenship-at-your-school

online safety digital_citizenship Digital Footprint

shared by Gaynell Lyman on 15 Apr 16 - No Cached
  • Gaynell Lyman on 15 Apr 16
     
    "Digital citizenship is not a one time discussion. It is an ongoing process that needs to be taught to all grade levels and to all stakeholders. The problem is that things are changing so rapidly that it is difficult for everyone to keep up to date with the trends."
Gaynell Lyman

Reinventing a Public High School: A Case Study in Integrating Problem-Based Learning | ... - 1 views

www.edutopia.org/m-based-learning-school-reform

high video PBL projectbasedlearning Sammamish casestudy article blog

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    Example of how Project-Based Learning might look like at high school. While no project or PBL school is perfect, this can serve as inspiration for your own practice.
Gaynell Lyman

Number Rack, by The Math Learning Center on the App Store - 1 views

itunes.apple.com/...id496057949

number math ipad_apps free number_sense game elementary

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    Number Rack facilitates the natural development of children's number sense. The movable, colored beads encourage learners to think in groups of fives and tens, helping them to explore and discover a variety of addition and subtraction strategies. This virtual version of the manipulative is an open-ended educational tool, ideal for elementary classrooms and other learning environments that use iPod Touches, iPhones, or iPads. Display 1 to 5 rows of beads, 10 beads per row. On the iPad, display up to 10 rows. Hide beads with the resizable shade, which allows teachers or learners to model subtraction or difference problems. Reverse the colors of rows 6 to 10 to distinguish (or not) groupings of 25 beads. Use the drawing tools to annotate work and show understanding Write equations and expressions with the text tool.
Gaynell Lyman

Online Labs | Go-Lab - 1 views

www.go-lab-project.eu/online-labs

labs science interactives virtual_lab

shared by Gaynell Lyman on 11 Nov 16 - No Cached
  • Gaynell Lyman on 11 Nov 16
     
    "The Go-Lab Portal aims at supporting teachers and students in their inquiry learning activities offering a wide range of online tools to work on scientific problems in a virtual environment. Using the Portal, teachers can utilize online laboratories and supporting learning applications to build Inquiry Learning Spaces customized for a certain class."
julieafoss

Problem Framing Handbook, Griffith Centre for Systems Innovation - 0 views

https://www.griffith.edu.au/__data/assets/pdf_file/0025/1750570/Problem-Framing-Canvas-Handbook.pdf

#problemsolving #designthinking #protocols

started by julieafoss on 17 May 23 no follow-up yet
Gaynell Lyman

Alien Rescue - Official Site - 2 views

alienrescue.edb.utexas.edu

criticalthinking science rescue alien 6th gamification

shared by Gaynell Lyman on 15 Apr 16 - No Cached
  • Gaynell Lyman on 15 Apr 16
     
    "Alien Rescue is an online problem-based 3D immersive learning environment for sixth grade science. It combines best practices from educational research with innovative technologies to deliver an engaging learning experience. The design of Alien Rescue is based on current research in teaching and learning and is continually developed and improved by researchers from The University of Texas at Austin."
wheatleysnow

"Learning loss" is problematic, but so are some of the solutions it's generating - Chri... - 0 views

www.christenseninstitute.org/...f-the-solutions-its-generating

learning loss solutions accelerated data informed

shared by wheatleysnow on 11 Jun 21 - No Cached
  • wheatleysnow on 11 Jun 21
     
    Excellent perspective and suggested solutions around how to proceed with student learning. The phrase "learning loss" is problematic for various reasons and also impacts the kinds of solutions that are generated. Excerpt: How we define problems shapes the solutions we develop to solve them. Casting the academic impacts of COVID as "learning loss" is no different. As Steve Holmes, superintendent at Sunnyside Unified School District, a high-poverty, urban district in Tucson, AZ, warned at a conference last month, "No one loses learning, but it becomes part of the narrative and rhetoric. It drives ideas, and more importantly it drives solutions."
John Ross

Supporting Mathematical Problem Solving at Home - 1 views

ies.ed.gov/...guideforparents_Final_508c.pdf

RemoteLearning OnlineLearning Math

shared by John Ross on 17 Sep 20 - No Cached
  • John Ross on 17 Sep 20
     
    Research Review from IES and the What Works Clearinghouse
Katy Fodchuk

Educational Leadership:Getting Personalization Right:The Genius of Design - 1 views

www.ascd.org/...The-Genius-of-Design.aspx

#geniushour ##personalized #project-basedlearning

shared by Katy Fodchuk on 10 Aug 20 - No Cached
  • Genius Hour begins with the idea that students should actively create their learning rather than passively consume it. It allows students to make decisions about every aspect of the learning, including the strategies they want to use when developing a new skill, the pace of their work, the materials and resources for the project, and the format for the products they'll create.
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      definition of genius hour
  • The unifying concept is a sense of wonder and curiosity. To tap into these qualities, we use the following guiding questions: If you could learn anything in school, what would it be? What are you most interested in right now? What do you care about deeply? What are your passions and interests? What nagging problem would you like to solve? If you could make anything, what would you make?
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      Guiding questions to tap wonder and curiousity
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