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Demetri Orlando

Are You Ready to Join the Slow Education Movement? - 0 views

plpnetwork.com/...time-fight-slow-education

slow

shared by Demetri Orlando on 06 Oct 14 - No Cached
  •  ✓ We create learning environments that are carefully crafted, receptive, still, intuitive, unhurried, patient, reflective, quality-over-quantity and engaging. ✓ We develop curriculum that has greater depth than breadth. ✓ We make sure our curriculum takes into account local culture and celebrates the uniqueness of our local community. ✓ We don’t isolate skills development but let students grow their skills as they engage with important content. ✓ We construct learning environments that foster questioning, creativity and innovation, such as the maker movement and project/problem based learning. ✓ We find the courage to have serious discussions about abolishing standardized testing, classroom marks and grading, and the use of “birth year” as our primary criterion for sorting students. ✓ We lobby our governments for funds to assure true equality in education for all children. ✓ We discontinue the ranking of teachers and schools.  ✓ We replace our egg-carton grades with flexible, personalized learning that takes into account when students are ready to engage in and acquire important skills. ✓ We make time for teacher collaboration a top priority.
Megan Haddadi

Summer Prof Dev- Google's Computer Science for High School - 0 views

www.cs4hs.com

prof dev scratch MIT google summer

shared by Megan Haddadi on 26 Jan 11 - Cached
  • Megan Haddadi on 26 Jan 11
     
    CS4HS (Computer Science for High School) is an initiative sponsored by Google to promote Computer Science in high school curriculum. With a grant from Google's Education Group, universities develop projects including workshops for local high school CS teachers that incorporate informational talks by industry leaders, and discussions on new and emerging CS curricula at the high school level. On this site, you'll find information on how to hold a CS4HS program and workshop at your university, information for workshop attendees and partners, and other helpful resources. We currently offer CS4HS grants in the US, Canada, and Europe, Middle East and Africa. February 18 - Online Application closes visit http://cs4hs.media.mit.edu/
Megan Haddadi

Thinkquest International Competition 2011 - 0 views

www.thinkquest.org/competition

competition thinkquest projects

shared by Megan Haddadi on 26 Jan 11 - Cached
  • Megan Haddadi on 26 Jan 11
     
    Challenging Students Globally to Think, Create, and Innovate This exciting competition challenges students to apply their critical thinking, communication, and technology skills to a real-world problem.
Demetri Orlando

UVA Med School Embraces Innovative Teaching - 0 views

uvamagazine.org/...adjusting_the_prescription

pbl innovation

shared by Demetri Orlando on 04 Mar 11 - No Cached
  • they are expected to graduate with the habits of mind—curiosity, skepticism, compassion, wonder—that will prepare them to be better physicians
  • About half of all medical knowledge becomes obsolete every five years. Every 15 years, the world’s body of scientific literature doubles.
  • better integration of formal knowledge and clinical experience and a learning process that is individualized, not one-size-fits-all
  • ...8 more annotations...
  • One of the goals of this whole model—of having students do a lot of the learning themselves rather than passively listening—is that they need to be lifelong learners
  • Gone is the traditional 50-minute lecture. (Also gone is paper, for the most part.) The students have completed the assigned reading beforehand and, because they’ve absorbed the facts on their own, class time serves another purpose. Self-assessment tests at the start of class measure how well they understand the material. Then it’s time to do a test case, to reinforce their critical thinking and push their knowledge and skills to another level.
  • The room’s interactive technology allows her to link to students’ laptops; it also enables their work to be broadcast onto the big screens. Instead of a blackboard, she can use a document camera, which is like an overhead projector, allowing her to write or draw a diagram that will project on the screens. Absentees can view a podcast of the session.
  • We’re trying to create a situation in which they are thinking as a physician working with a patient, not as a professional test taker,
  • Immediately following the exercise, students move to a separate room where, still highly energized, they watch the video and reflect on their decision making as physicians in that particular situation.
  • studies in modern learning theory indicate that hour-long lectures are not the best way to teach students because the average attention span for listening to one is about 12 minutes.
  • The circular learning studio, Pollart notes, is designed for learning, not teaching.
  • There was some initial resistance. Some faculty felt a little offended
  • Demetri Orlando on 04 Mar 11
     
    a lot of these ideas are applicable to k-12
Megan Haddadi

Replicating Success: Project-Based Learning | Edutopia - 0 views

www.edutopia.org/stw-replicating-pbl

Projectbasedlearning classroom pbl edutopia EdTech learning teaching

shared by Megan Haddadi on 14 Apr 11 - No Cached
  • Megan Haddadi on 14 Apr 11
     
    How to recreate the learning strategies of a renowned charter school in a traditional middle and high school setting.
Demetri Orlando

sigil - A WYSIWYG ebook editor. - Google Project Hosting - 0 views

code.google.com/sigil

epub

shared by Demetri Orlando on 22 Oct 11 - Cached
  • Demetri Orlando on 22 Oct 11
     
    ePub creator 
Megan Haddadi

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...whats-worth-learning-school

education information expertise achievement future learning

shared by Megan Haddadi on 19 Feb 15 - No Cached
  • Indian leader Mahatma Gandhi was getting on a train. One of his sandals slipped off and fell to the ground. The train was moving, and there was no time to go back. Without hesitation, Gandhi took off his second sandal and threw it toward the first. Asked by his colleague why he did that, he said one sandal wouldn’t do him any good, but two would certainly help someone else.
  • It was also a knowledgeable act. By throwing that sandal, Gandhi had two important insights: He knew what people in the world needed, and he knew what to let go of.
  • crisis of content
  • ...10 more annotations...
  • information, achievement, and expertise.
  • ifeworthy — likely to matter, in any meaningful way, in the lives learners are expected to live.
  • Knowledge is for going somewhere,” Perkins says, not just for accumulating.
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • The achievement gap asks if students are achieving X. Instead, it might be more useful to look at the relevance gap, which asks if X is going to matter to the lives students are likely to lead.
  • the encyclopedic approach to learning that happens in most schools that focuses primarily on achievement and expertise doesn’t make sense.
  • we need to rethink what’s worth learning and what’s worth letting go of — in a radical way
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “students are asked to learn a great deal for the class and for the test that likely has no role in the lives they will live — that is, a great deal that simply is not likely to come up again for them in a meaningful way.”
  • “As the train started up and Gandhi tossed down his second sandal, he showed wisdom about what to keep and what to let go of,” Perkins says. “Those are both central questions for education as we choose for today’s learners the sandals they need for tomorrow’s journey.”
  • Megan Haddadi on 19 Feb 15
     
    David Perkins discusses what's worth learning.  We teach a lot that doesn't matter.  There's also a lot we should be teaching that would be a better return on investment.  
Demetri Orlando

Project XQ - 0 views

xqsuperschool.org/challenge

innovation

shared by Demetri Orlando on 07 Apr 16 - No Cached
  • Demetri Orlando on 07 Apr 16
     
    A site devoted to re-imagining how high school should function.
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