The overall theme of this teacher-tested unit is using maps to understand borders and their impacts in Europe. The materials will help your middle school students to use maps to think about how borders intersect physical and human geographical features, and how those intersections can lead to cooperation and/or conflict.
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shared by Jill Bergeron on 12 Jul 16
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Beyond Borders - National Geographic Society - 0 views
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geography socialstudies social studies history maps world history
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Student-Centered Learning: March 2016 | Matt Renwick - 0 views
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Kraft and his team found four attributes identified in schools that experienced consistently high achievement: School safety and order Leadership and professional development High academic expectations Teacher relationships and collaboration
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Specific professional learning offerings for teachers include one-to-one instructional coaching and school leadership opportunities. Teacher retention and higher test scores have been the result of these efforts.
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Educators can start reimagining instruction by asking ourselves what learning we experienced in our school careers that truly mattered in our lives. This reflection can lead to finding topics and themes from our current curriculum and assessing how well they fit within this mindset of lifeworthy learning. Four tenets of big understandings – opportunity, insight, action, and ethics – can serve as gatekeepers in this process.
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Perkins closes this piece of identifying three national agendas (achievement, information, expertise) that may have had too much importance placed upon them.
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Play-based learning should allow for the students to explore their passions and interests without an outcome necessarily in mind. “Play is not something you do to a child. If you have an agenda, if you are requiring them to do it, if you have to make it ‘fun’ to get them to comply, if they are not free to stop at any time, then it is not play.”
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shared by Gayle Cole on 21 Sep 12
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Chris Lehmann's Keynote at #140edu 2012 « 140 Character Conference - 0 views
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reform keynote edu character conference inspiration philosphy favorite GAYLELOVESTHIS
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When I was in high school I hated biology. Funny that I became the Principal of a science high school. But I hated biology for one simple reason: I am a horrendous artist. Every lab report that I did looked like I had dissected an amoeba.
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But my best friend, who sat next to me, was an amazing artist. And I’m a pretty good writer. You know, I look back and I think, you know, if you had you only let us collaborate, we could have done some really amazing work, even without some of the tools that we have at our disposal today, we could have done great stuff.
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we are beginning to realize that power of collaboration. People really do talk about the idea of collaboration being the 21st century ‘silver bullet.’ I think people have been collaborating for a really long time. I think we’re only now getting good at it in schools—at least in some schools.
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This is going to be SLA’s seventh year. In those seven years I’ve had seven superintendents. [Laughter, applause.]
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And what is driving all of the decisions right now in cities all over this country? It’s this question: ‘How good are your test scores?’
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For example, in this state [New York], the state-wide English Language Arts Regents exam was a high-stakes test for students and for teachers. It determined students promotion. It determined whether or not teachers would keep their jobs. It determined whether or not schools would stay open. There was question about a talking pineapple. And again, Adam referenced this earlier. But again, the amazing thing was that they claimed that they took it from this children’s author. They interviewed the children’s author. He said they got it wrong!
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do you know who made the test? Anybody? Pearson. Not educators. Not state officials. Not the way that it used to be, when at least these tests were designed by people who did not have a financial stake in the game. Instead, this test was designed by a company that was deeply, deeply concerned that it be financially profitable.
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educators have more stuff thrown at them than they’ve ever had to think about before. I am the child of a lifelong teacher and a union lawyer, so all of these ideas are incredibly derivative and I take them from my parents
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we wonder why so many teachers push back as we say, ‘Oh and by the way, you’ve got to learn Twitter and Edmodo and this and that and the other and all of these tools.
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powerful question: Is school relevant? And behind that is the question that many of us as teachers are asking: Am I relevant?
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t if you ask her, ‘Who are you?’ the first thing she says isn’t ‘Oh, I’m a publicist.’ But if you ask a teacher, ‘Who are you?’ they are going to say, ‘I am a teacher.’ Who we are is wrapped up deeply in what we do and what do is under attack and changing rapidly, and that uncertainty is very difficult to deal with.
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Johnny Learned to Read. Johnny went to the Store. Johnny went to the Park. Johnny killed himself because learning was boring! [Laughter.]
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I respect what Deven Black said about the idea of ‘get out of school before the school kills the joy of creativity and kills that joy of learning that you have’ I also believe that school can be amazing places of learning. Schools can teach us how to learn, more than any fact or figure that we can get in a classroom. What schools should teach us is how learn, that metacognitive practice of figuring out, ‘How do I learn best? How do I make sense of our world?’ And when I do that, schools can help us learn to live.
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Spanish 4 class at Science Leadership Academy. Now, what the kids had to do was to write an essay about hwo they were. Identity is a frequent theme at SLA. The essay was of two parts: One, what was visible about them and, two, what was invisible about them.
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The incredibly reflective moment they were going through was, ‘How could we have prevented this as teachers? What are we doing wrong, that these are the students we are creating? These are the citizens we are creating?’
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I think that when you are told the whole purpose you are learning this stuff is so you can work for somebody someday and that you can be part of the global economy. I think that’s an isolating feeling. I don’t think that builds community or gets us where we need to go.
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We would instead make sure that every child had a deep and powerful understanding of statistics before they left formal education
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We’re creating a profoundly innumerate society and solving problems that we face today are going to need people who understand numbers.
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but school belongs to our best, most powerful democratic instincts as a society. And what we are seeing right now, is a lot of people saying that schools need to be just like business.
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there’s a profound difference between these two statements: ‘I care about kids, and I care for kids.
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We need to stop saying, ‘I teach math. I teach English. I teach art.’ We need to start saying, ‘I teach kids.’ And then we build systems and structures that reflect that.
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By the way, there is one questions that every teacher should ask a bazillion times a day that they don’t know the answer to. That question is, ‘What do you think?’
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Want to see a really amazing thing with a group of kids? Read a book with them freshman year. Have them write their reflections on the book. Read it with them again in their senior year. See what the book holds for them now. Teach them that ideas and answers can change. And that that’s good.
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This isn’t just about talking. What I see in a lot of classrooms when I visit schools is people talking and listening—but not really. I see in a lot of classrooms debate, where kids are listening for the thing they can disagree with. So that way they can make their point. Right? We’ve all had that experience where the teacher says, ‘Wait a second, I’ll get back to your comment in a minute.’ Three or four more kids have said the thing and the kid says the exact same thing that they were going to say four questions ago, because they didn’t listen to the four things that the other kids said. We need to teach kids that we can argue and we can discuss to learn.
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Teach kids to build their ideas off of others. Teach them not just to disagree, but run a classroom where no one is allowed to talk until they first express their idea, before they first echo back what they’ve heard from someone else. What did I learn from what you just said? ‘Well, I understand that you just said this, and I thought that this was really interesting. And where I found disagreement or disharmony was here.’ But first I’ve got to acknowledge the things that you said. First I’ve got to acknowledge that you said that with which I can find common cause. Teach kids to build, not just tear down.
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What they’re selling to us as personalized learning is, ‘everybody does the exact same content, only at your own pace.’ That’s not personal!
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If someone shows up and says, ‘We’ve got a great new personalized learning system. You put the kids on the computer and they all go at their own pace.’ Say to them, ‘That’s not personal. When do they get to do the things they care about?’
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This is two of our students competing in a kinetic sculpture contest. Think about that. And what’s cool about it is that they built this device in their engineering classroom. Our kids in our engineering classrooms have built a solar water heater, and Engineers Without Borders took the actual thing that the kids built, shipped it to Sierra Leone, where what our kids built is now being used to heat water in order to sterilize instruments in a hospital for amputee victims. Our kids have built flow-process biodiesel generators, and they have then released the designs to anyone who wanted to use them, under a Creative Commons license. What we found out was that students in Central and South America built what are kids designed and are using it to take their schools ‘off the grid’ by powering their own schools.
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Ask powerful questions. Seek out answers. Build real stuff. That’s inquiry-driven project-based learning.
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Project-based learning is when the kids own head, heart and hands—when the work that they do, that matters to them, is the most important thing in a classroom—is the highest form of work that gets done. That’s true project-based learning.
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In every single class at SLA, for all four years that they are there, every quarter has what we call a benchmark project in each class that that allows every child to build something that serves as the signpost of their learning every single quarter.
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nquiry—what are the questions we can ask; Research—how do we find the answers to those questions; Collaboration—how do we work together to make those answers deeper, better and richer; Presentation—how do we share what we’ve learned; and Reflection—
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You must build systems and structures to allow kids to do real stuff, and then get out of their way. By the way, once they have, you’ve got to let them share it.
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You can share stuff in the physical world, you can share stuff in the virtual world, but kids have got to understand that they can be expert voices in the world. Create the space for them to do it. You don’t have to tell them how.
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She said, ‘I just expose them to a whole bunch of different ideas and then said, go learn the stuff you need to learn.’
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honored by the White House as a Champion of Change for his work in education reform. In June 2010, Chris was named as one of the “30 Most Influential People in EdTech”
6 Winter Olympics-Themed STEM Resources | Edutopia - 0 views
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Gamification: Engaging Students With Narrative | Edutopia - 0 views
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This idea of applying gaming mechanics to non-game situations is known as gamification. What defines a game is having a goal or objective
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What we learn from games is that adding narrative, storyline, a theme, or fun graphics to our lessons and activities can help students be more engaged.
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When I used the game Angry Birds to teach my students about x intercepts in math, not one student asked me, "Why do we need to learn this?"
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This model of creating playsheets out of worksheets can be applied digitally or non-digitally. While students are working on math problems, play video game-style music in the background.
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"Focus on Kids, Not Ourselves": Guiding Principle At Design 39 Campus | The Future of K... - 3 views
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Mornings are for “Integrated Learning Time”; no rigid boundaries of subject, time, or space. The pod teachers decide when and how the students will move, and the teams focus relentlessly on how students will learn content through big, cross-disciplinary themes. The afternoons are split between “Deep Dives”, physical activity-based “Minds in Motion”, “Exploration” opportunities for students to follow their passions, and some dedicated time for mathematics in the upper grade levels. Within each of these broad areas, the teachers are expected to amplify the process of inquiry and to embed the skills of design thinking.
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How might we further dissolve rigidity by allowing students to re-arrange classroom furniture on a very frequent (more than daily) basis to meet the learning objectives of the moment? How often can we get students up to the writing walls to collaborate on work rather than taking individual notes or keying into their individual devices? How might we constantly defuse the “teacher-centrism” of the room? If the teacher is not using a fixed projector or other device that requires a “front of the room”, why set the podium there, or stand there? How might we empower students to ask the questions that guide discussion? How might we allow students to find the best ways to interact within learning teams, rather than giving them a strict methodology to follow? When have we given them enough instruction on how to learn, and when is it best for them to find this out for themselves and with their peers?
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This article showcases a school that focuses on integrated learning, interdisciplinary studies, collaboration and design thinking...all at the elementary school level.
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Love this article thinking about the UCLA school that mounts the projector to the ceiling projecting onto the floor as an alternative. Students sit around the projection instead of at desks