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Terry Elliott

Stuart Brown - Play, Spirit, and Character | On Being - 0 views

www.onbeing.org/...143

shared by Terry Elliott on 23 Jun 14 - No Cached
  • come up with a philosophy of play
  • I believe in God the Playmate, Maker of every kind of place to play and every kind of playmate, both the visible and invisible.
  • I have to remind them again and again that we are only playing. They cannot fail. But somehow all the expectations to be good, to do it right get in the way of our natural
  • ...19 more annotations...
  • social pressures and the fear of embarrassment most likely have something to do with it.
  • When I teach I aim to allow students, above all, a safe place to play. The nature of play is to come together with others and experience joy as we discover more about life and the world. What could be more spiritual?
  • Hello ~ As school children in the 1950s, we were sent out to play "on the noon hour" everyday no matter what the weather - and it snowed, rained and scorched. It was the best part of the day even though it was tough. I remember standing in Mary Catlin's coat to stay warm. I was very little and my fingers froze. Our teachers, Sisters of St. Joseph in full habit, put on shawls and skidded down long ice chutes with black robes flowing. We played every game - pom-pom-pullaway; red-rover-red rover; dodge ball; witch-steals-the-child. We monitored ourselves on the playground - some kids were 'mothers' to others. We played our hearts out, never looked back, loved each other and let everyone play.
  • Here is a poem I wrote about those days
  • role playing.
  • The ritual theorists perked up and remarked that play was considered the highest form of ritual.
  • Play has become my hermeneutic for both preaching, study, and in many ways life.
  • I would wager to say that while one can understand faith without being playful, one can not have it unless one understands the give and take, the unpredictable pitfall and grace that constitutes the fabric of play.
  • Play, i.e., making forts, running, twirling, skipping, and making up scenarious, even gathering at night to play "kick the can," dancing, being silly, all elicit joy, pleasure and inspire confidence and hope, both now and as a child.
  • I became a leader in InterPlay, where story, movement, sound and stillness are paths to spontaneity and play. New ideas and relationships, deep laughter ease and grace have been the gifts that have convinced me I MUST PLAY to stay healthy and happy.
  • interplay.org
  • play therapist
  • I think play is the ability to imagine things differently and not feel locked in. Play is the slack in life. The way that newness can most easlity come into life. That is why play is usually fun.
  • nvestigate how play has shaped the mammalian brain and more specifically how a lack of play in humans can lead to a loss of neuroplasticity which is associated with all kinds of psychopathologies.
  • "play" can not be understood as an activity but must be recognized as a mental or neurophysiological state. When approached from this direction it becomes apparent that play can exist in virtually any circumstance or any experience as long as there is an absence of fear or threat.
  • no doubt that play has been THE fundamental characteristic or quality that has given homo sapiens their ability to think creatively, imaginatively, etc.
  • Dutch thinker Johan Huizinga was correct in his labeling humans as Homo Ludens as opposed to Homo Sapien.
  • The people sat down to eat and drink, and rose up to play. —Exodus 32.6
  • Augustine said: “Better learn learn to dance, or the angels in heaven won’t know what to do with you!”
Terry Elliott

How to Be Optimistic: 4 Steps Backed By Research | TIME - 0 views

time.com/...tic-4-steps-backed-by-research

shared by Terry Elliott on 21 Jul 14 - No Cached
  • The 3 P’s It all comes down to what researchers call “explanatory style.” When bad things happen, what kind of story do you tell yourself? There are three important elements here. Let’s call them the 3 P’s: permanence, pervasiveness and whether it’s personal. Pessimists tell themselves that bad events: Will last a long time, or forever. (“I’ll never get this done.”) Are universal. (“You can’t trust any of those people.”) Are their own fault. (“I’m terrible at this.”) Optimists, well, they see it the exact opposite: Bad things are temporary. (“That happens occasionally but it’s no big deal.”) Bad things have a specific cause and aren’t universal. (“When the weatheris better that won’t be a problem.”) It’s not their fault. (“I’m good at this but today wasn’t my lucky day.”) Seligman explains: The defining characteristic of pessimists is that they tend to believe bad events will last a long time, will undermine everything they do, and are their own fault. The optimists, who are confronted with the same hard knocks of this world, think about misfortune in the opposite way. They tend to believe defeat is just a temporary setback, that its causes are confined to this one case. The optimists believe defeat is not their fault: Circumstances, bad luck, or other people brought it about. Such people are unfazed by defeat. Confronted by a bad situation, they perceive it as a challenge and try harder. And when good things happen, the situation reverses: Pessimists think good things will be short-lived, are rare and random. Optimists think good things will last forever, are universal and of their own doing. What’s the ultimate result of this? Pessimists often quit. Life feels futile. And when life feels futile, you stop trying and frequently get depressed. So now we understand the kind of thinking that underlies these positions… but how do you go from one to the other? Research shows you should act like a crazy person… Okay, I’ll be more specific.
Sheri Edwards

The Introspection of a Pedagogue: Gamification: Good or bad? I say good! - 0 views

schwartenteachingthoughts.blogspot.com/...on-good-or-bad-i-say-good.html

introspection gamification

shared by Sheri Edwards on 05 Jul 14 - No Cached
  • In my social studies classes I am a fan of games that go beyond the simple answer a question get a point and instead cause students to debate within and without their table group, think critically, and make a decision.  Games are not some aberration that teaches students to think life is a game, but instead is creating an environment that allows for difficult concepts to be acted out in a safe environment.
  • even if the game doesn’t come out great the teacher tried to be creative instead of hiding behind what “works". 
  •  I also think that at times to much has been pushed onto the “best practices” and has slowed creative thought.  The best practices have a place and they work very well when used properly, but when do we stop saying what teachers are doing is wrong because they don’t look like the person next door?  Are we all supposed to be clones teaching in the same way all the time?  I think not.  But I suppose that is a different topic to tackle on different post. 
  • Sheri Edwards on 05 Jul 14
     
    "We are not just handing out badges, but implementing creative ways to engage students to help them try on concepts for size.  We are not sugarcoating anything and in some ways are able to engage the students in debates that they could not have without the simulation.  In short, we are building the future senators, doctors, lawyers, etc of the world that learned skills from the game and will apply them to their adult life. "
Sheri Edwards

Just Another Writing Hack | Create. Communicate. Connect. - 0 views

mindyaearly.wordpress.com/...comment-page-1

writing hack questions poetry mindyaearly

shared by Sheri Edwards on 14 Jul 14 - No Cached
  • Sheri Edwards on 14 Jul 14
     
    "How do you represent the rhythm of a poem through images and layout? How do you represent the stanzas of a poem through images and layout? How can narrating a poem through images encourage the reader to think on a greater or smaller sense of scale and meaning? How does adding moving images (video) to a poem affect the rhythm and structure of the poem as a whole? How can adding moving images contribute to the intended tone? What about words that defy image, are they really necessary to convey additional meaning? If I think I've successfully figured out a way to visually represent a comma, but my reader doesn't understand that subtle visual as a comma, was my interpretation of a comma unsuccessful? Will anyone realize that the yellow star is a link to a .gif?  What is lost if they don't?  Is it okay if that is lost? "
Sheri Edwards

What is the value of social media for your professional learning? : KQED Education | KQ... - 0 views

blogs.kqed.org/...-on-your-professional-learning

TeachDoNow #teachdonow social media professional learning education value

shared by Sheri Edwards on 06 Aug 14 - No Cached
  • Critical thinking, the old mainstay of higher education, is no longer enough to prepare our youth for this world. We must create learning environments that inspire a way of being-in-the-world in which they can harness and leverage this new media environment as well as recognize and actively examine, question and even re-create the (increasingly digital) structures that shape our world.
  • Sheri Edwards on 06 Aug 14
     
    " Critical thinking, the old mainstay of higher education, is no longer enough to prepare our youth for this world. We must create learning environments that inspire a way of being-in-the-world in which they can harness and leverage this new media environment as well as recognize and actively examine, question and even re-create the (increasingly digital) structures that shape our world."
onewheeljoe

If Thou Beest a Moon Calf…More Stories from My Dark Night of the #CCourse Sou... - 0 views

rhetcompnow.com/...dark-night-of-the-ccourse-soul

shared by onewheeljoe on 14 Sep 14 - No Cached
  • That’s what we want to do. Well…OK, that’s what I in my omniscient infinitude want to do. This is the problem of the connected classroom how can one give up the hiearchy, trusting that the course of things will be taken up in manifold ways and products?
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      Self deprecating about your role in the classroom and also reflecting on the need to give up the hierarchy. Can you turn the hierarchy on its head regularly and routinely? 
  • And therein lay the rub: in response to the fear and confusion I sensed in my students I became Uncle “Hub Central”. Understanding how to summarize became an external act outside their own minds consisting of checklists, algorithms, and templates designed to connect the dots that I so faithlessly put on the page. But in the end I believe that summing up needs to be an internal algorithm that rises up as a personal exigency, a massing together of sets of neuronal allies, firing and wiring like a mosh pit of nodal “hands” holding up the crowd surfing madman named Summary.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      Here you are tough on yourself again while the rock and the hard place remain exactly where you found them. In my view, Uncle Hub Central responded with support strategies (I'm shocked to discover your use of the word scaffold, Terry. :) How might you throw out the bathwater of hierarchy while tucking the baby of your support strategies under your arm? If the hierarchy disappeared, how might you leverage your support skill and instinct in a more networked, dynamic way?
  • Meaning making and perhaps internal connecting? A consummation devoutly to be wished.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      How might you insist on the meaning making and internal connecting? Above you showed how you insist on summary. 
  • ...2 more annotations...
  • Best practice/worst practice. The problem with this variant of the post hoc fallacy is that we don’t really know if the strategies all arose as a ‘one off’ case, a sample of one, or as a truly generalizeable theory of action. Heraclitus (and his kissing cousin, Chaos Theory) argues that we really can’t step twice in the same river. In other words, initial conditions are always different from case to case in the dreaded ‘real world’. Those initial conditions almost always lead one astray from the desired results. Post hoc thinking is almost always wrong.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      The best practice/worst practice piece has tremendous power. It is at the core of your reflection and might be at the core of reform. Is this the theme I think it is? 
  • Perhaps I will discover the best case scenario for each of my classes. Perhaps not. Perhaps the success will come in the constant trumpeting of both “baby step” successes as well as “falling and hitting our heads on the coffee table, let’s go to the emergency room” failures. I just need to move my primary default mode from hub to node. They are more responsible for their own learning than I am. I share a duty to them, but the process is messy. We are all moon calves when it comes to learning. Moon calves.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      Your conclusion reads like a beginning to me. How is the hub kidding himself about his role and his impact? How is the node superior as a teacher and learner? 
Terry Elliott

Make Cycle #3: Level Up Your Game Design! - CLMOOC 2015 - 0 views

clmooc.educatorinnovator.org/...le-3-level-up-your-game-design

levelupmc3

shared by Terry Elliott on 07 Jul 15 - No Cached
  • Games align with the spirit of the CLMOOC
    • Terry Elliott
      Terry Elliott on 07 Jul 15
       
      How do games align with connected learning principles and values.
  • start with thinking about your favorite game
  • reconstructing it using one or more different media
  • ...8 more annotations...
  • answering these questions: What are the rules of the game? What are the actions (or verbs) you are allowed to take in the game? Is there a “win” state? If so, how do you achieve it?
  • You can start with a drawing, create a flip book, and move to video. You can also take household items and turn them into playing pieces, transforming your kitchen table (or house!) into a game board!
  • love to see how you level up or progress through your game. What actions can you take to move forward?
  • Don’t forget
  • invite you to think about how you can also use your new game design skills to translate, analyze and change a complex issue.
  • hope that you will be inspired to explore a new medium, and create new understanding about what it means to analyze (and change!) a system.
  • Check Out These Resources
  • Books you might want to check out:
Terry Elliott

Make Cycle #5: Storytelling with Light - #clmooc - 0 views

clmooc.educatorinnovator.org/...ycle-5-storytelling-with-light

shared by Terry Elliott on 14 Jul 14 - No Cached
  • the Free Library of Philadelphia and
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      Over 10% of their libraries are closed for varying emergencies. How can they expand services into maker spaces without affecting other services. Political issues here about money.
  • we’re inviting you to think about how you can tell a story using light.
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      how does this connect those of us without the tinkering supplies? Same problen from last week, Too damned much friction to participate.
  • deepening the conversation
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      Or will we be widening the gap between the tinkering 'haves' and the non-dominant 'have nots'.
  • ...2 more annotations...
  • connecting with stories in our wider communities.
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      How about a narrative of the left out, the non-dominant unsupplied.
  • Maker Jawn experiments with creating replicable, scalable spaces and programs that prioritize the creativity, cultural heritage, and interests of diverse communities, embedded directly within the fabric of the library. We cheer-lead latent enthusiasts by providing resources, tools, and an encouraging space. Programming is geared towards for interest driven projects that develop skills, build persistence, and open up new trajectories. We currently offer daily youth Maker programming in ten libraries across Philadelphia.
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      Is this boilerplate from a grant application? To be blunt, I haven't the foggiest diea what it means. Which is wierd because the Jawn website is pretty straightforward.
Sheri Edwards

The Origins of Good Ideas - WSJ - 0 views

online.wsj.com/...748703989304575503730101860838

adjacent_possible

shared by Sheri Edwards on 08 Jul 14 - No Cached
  • The scientist Stuart Kauffman has a suggestive name for the set of all those first-order combinations: "the adjacent possible." The phrase captures both the limits and the creative potential of change and innovation. In the case of prebiotic chemistry, the adjacent possible defines all those molecular reactions that were directly achievable in the primordial soup. Sunflowers and mosquitoes and brains exist outside that circle of possibility. The adjacent possible is a kind of shadow future, hovering on the edges of the present state of things, a map of all the ways in which the present can reinvent itself.
  • The strange and beautiful truth about the adjacent possible is that its boundaries grow as you explore them. Each new combination opens up the possibility of other new combinations. Think of it as a house that magically expands with each door you open. You begin in a room with four doors, each leading to a new room that you haven't visited yet. Once you open one of those doors and stroll into that room, three new doors appear, each leading to a brand-new room that you couldn't have reached from your original starting point. Keep opening new doors and eventually you'll have built a palace.
Sheri Edwards

Gamification in the Classroom: The Right or Wrong Way to Motivate Students? | NEA Today - 0 views

neatoday.org/...wrong-way-to-motivate-students

gamification classroom right wrong students nea

shared by Sheri Edwards on 05 Jul 14 - No Cached
  • Kathy Sierra, a popular technology blogger, author and game developer, believes that incentivizing learning-related behaviors poses risks. Sierra says rewards should be left at the classroom door. She is critical of the way gamification is practiced in the classroom, and believes well-intentioned educators may be missing the mark.
  • “A well-designed game only deploys certain mechanics to support an intrinsically rewarding experience,” Sierra explains. “When you remove that experience but keep the mechanics, you are now working from an entirely different psychology than actual games, and it is one that, in essence, uses mechanics to drive mechanical behaviors.”
  • Matthew Farber is not keen on the term “gamification”
  • ...5 more annotations...
  • instrinsic game elements like narrative, creativity and collaboration, rather than just badges.
  • “The journey is to build mastery,” Farber says. “The better way to gamify is to put students in an inquiry-based or project-based learning experience. Or give them a task in a narrative frame.”
  • What’s missing, Farber says, is a narrative structure that places the student on a “journey,” similar to what the best games do.
  • create the right balance of challenge and skill, deeper knowledge and high-quality feedback.
  • Try to find what is inherently interesting in a subject and exploit that. It doesn’t matter if students roll their eyes. A good teacher can capture their attention and engage them before they even have a chance to think they aren’t interested
  • Sheri Edwards on 05 Jul 14
     
    "using instrinsic game elements like narrative, creativity and collaboration, rather than just badges."
Terry Elliott

touches of sense...: In a tangle. - 0 views

tachesdesens.blogspot.fr/...in-tangle.html

shared by Terry Elliott on 06 Mar 15 - No Cached
  • "We might cool down the conversation with explicit norms, clarifying our objectives and assumptions,offer facilitation and other support in an attempt to achieve real dialogue. Over time the constraints could be loosened."
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Howsabout we use something besides abstract nouns, words that remove us from feeling and touch? Cool, hell this is downright cold.
  • emotional blackmail and silencing tactic?
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Oh, yes, Simon.  You are effectively self-silencing.  The best kind of kink in the communication hose, n'est ce pas?
  • "Who is in? Who is out?" and when and where and who decides?
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      I am always an outsider, by termperament and by design.  Iconoclast is the word I use to describe myself.  I actually get a bit sick when I feel I am on the IN. I love the OUT. And I don't need a fucking box cutter to get out.  Something goofy, hilarious, and irritating about the video.  A classic out-y as far as I can tell.  Not so much a prophet as someone who says, "Fuck you. Now what are you going to do about it."  I live in a part of Kentucky where that attitude has been raised to an art form.  It's called cutting off your nose to spite your face.  I am a practitioner.  
  • ...18 more annotations...
  • There is not one community. There are multiple communities. These multiple communities are not fixed (much).
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Or alternatively there is no community?
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
  • I don't do belonging very well.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Rumi: You are granite. I am an empty wineglass. My question is this:  who are you and who is the community.  And more...maybe you are the falling glass or the rising granite.  Confusing and confabulatory, no doubt.  
  • I am a man for example. (of this I AM SURE).
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Cool this down?  No, I dinna think so.  Not a hoochycoochy man.  
  • I am a human tangle embodied.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      And more.  More than a man, a h-u-m-a-n.   And an entangled body way more tangled than just your communities.  And weaving from past to future through memes and genes.  A regular Gordian Knot.
  • So I suppose I could say that the varied and fluctuating communities in and around rhizo14 have varied and fluctuating curricula.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Which is to say--there is no curriculum.  Omnia saecula saeculorum.
  • Rhizomatic Learning, it would seem to me that this is as far as we can take it.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Which I never wanted to take down into the academic abatoire to tear apart and eat.  The rotten corpse afterwards just stank.  
  • no 'cool web' or 'hot web'
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Well...I am happy in my ignorance as to what this signifies much less means.  For the month of February I have been living pretty damned close to the bone, flaying and being flayed.  Hard, sharp edges to my life can't even be bothered to say, fuck this shit, I got better thought to thunk. 
  • Keith Hamon has written a great (IMHO) post about complexity ethics.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Tried to read this.  in fact, what I do understand of it I wrote about in a different context a couple of weeks ago.    
  • Assertive Humility.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Oxymorons point to the paradox of language, the Babel-ical inadequacy of words.  How helpful are they except to make us sit bold upright and pay heed to how entangled and embodied our knowing (and not knowing) are.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Of course, in all humility, I am being totally derivative in this annotated response.  Nothing original although I am repeatedly striking my flint to your rock.
  • There are moments when I am moved to formal academic research.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      I am almost never driven to formal academic research.  It shrivels and circumscribes and confines like an unwanted annotation.
  • I prefer to be inclusive.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      I weary of the fond hope of reciprocation.  In myself and in others.  Mostly in others.  I am unashamed to admit I need it. I am astonished that it is so little given online.  So I give it elsewhere and, as is said in labour circles, I withdraw my goodwill.  
  • I wonder how these co-exist - in a warm soup of happiness?
  • Thank you for your part in my tangle.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      Quantum entanglement back atcha.
  • I am in good company.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
  • That in itself gives me some cause for hope.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
  • There is a light side and there is a dark side.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
      My way or the highway?
  • I am in a bit (?) of a tangle.
  • I am not at all sure whether drawing a line is appropriate.
    • Terry Elliott
      Terry Elliott on 06 Mar 15
       
Sheri Edwards

Games In The Classroom: What the Research Says | MindShift - 2 views

blogs.kqed.org/...assroom-what-the-research-says

clmooc tweet_favs

shared by Sheri Edwards on 28 Jun 14 - No Cached
  • summarizing a bit of the scant research that’s specific to the classroom
  • According to the SRI study, a simulation differs from a game in that it does not employ a points or “currency” based reward system and it doesn’t have level based achievement goals. In addition, simulations have an “underlying model that is based on some real-world behavior.”
  • there’s no need for more commodified motivation
  • ...6 more annotations...
  • Play is useful because it simulates real life experience — physical, emotional, and/or intellectual — in a safe, iterative and social environment, not because it has winners and losers.
  • The achievement lies in the act of learning and understanding itself.
  • interactive digital tools can offer an efficient means to provide effective contextualized learning experiences.
  • games as most beneficial for “low-performing students,” “students with emotional/behavioral issues,” “student with cognitive or developmental issues.” In other words, students who have been labeled and/or diagnosed because they struggle within the traditional school environment, benefit from game-based approaches
  • Gaming inherently involves systems-thinking which is best taught through collaborative learning.
  • There are connected, networked ways of knowing that will dominate the digital future. Sharing and collaboration go hand-in-hand with integrating non-competitive and non-commodified ways of playing. The way students play and learn today is the way they will work tomorrow.
  • Sheri Edwards on 01 Jul 14
     
    More to consider. Games In The Classroom: What the Research Says | MindShift http://t.co/sn6lHuXAPZ via @MindShiftKQED #clmooc @onewheeljoe
Terry Elliott

Symphony of Ideas: 2014 - a year of connection, disconnection, and loss - 0 views

ideasymphony.blogspot.jp/...-connection-disconnection.html

ifttt delicious diigo

shared by Terry Elliott on 14 Jan 15 - No Cached
  • 2014 was a year of work. 2015 should be a year of fun. That's my resolution.
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      Then you have to play without end or purpose in sight.  That is the infinite game.
  • Indeed, wrestling myself away from my smartphone might be just the signal my muse needs to come around to visit me again
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      I am beginning to practice what James Altucher suggests here:  http://www.jamesaltucher.com/2014/05/the-ultimate-guide-for-becoming-an-idea-machine/
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      One my ideas was that we could start a 10 Creative Ideas Club using Hackpad.  Here is link to prototype: https://hackpad.com/The-10-Creative-Ideas-Club-lQtZ3D1hY7x
  • Relocating the muse
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      Keep jabbing at the dog named Resistance that protects the Muse. Keep jabbing.
  • ...1 more annotation...
  • One of my desires as a teacher and learner is to obscure the artificial boundaries that exist between formal and informal learning, 'school' and 'real life'. Such distinctions between digital connection and analog, 'face to face' connections should also be blurred.
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      I think one way to do this blurring is to observe and share more of your own life.  I am beginning a series of posts called "Petty Joys" that chronicle the 'small beer' of my life, stuff I love that doesn't rise to the level of epiphany.  I am blurring the lines so that the editor in my head doesn't send out a rejection letter.  My first petty joy is the peanut butter stirrer. Watch for it.
Terry Elliott

Tutor Mentor Institute, LLC - 0 views

tutormentor.blogspot.com

shared by Terry Elliott on 13 Dec 15 - Cached
  •    Career Ladder - Helping Inner City Youth Through School to Careers by Daniel F. Bassill
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      I am reading Henry Jenkins, et al's latest book, Participatory Culture.  Everything I see here fits what I have read so far.  And also asks the question: how do we get youth to participate in this particular culture--the one that moves them through poverty and into careers.   I will have to make this one of the core questions as I read Participatory Culture.
  • "What Will it Take to Assure that all Youth Born or Living in High Poverty are Starting Jobs and Careers by Age 25?"
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      Trying to imagine what this meant to me in my life.  I don't think it was the skills so much that my parents gave me as the attitude to keep on.  
  • the ideas exchanged by participants, and the relationships created, are as important as the learning that takes place.
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      the "c" in cMOOC stands for 'connectivism', a learning philosophy that argues that connection is the secret sauce the element in the play that makes learning inevitable.  Part of that connection is exchange (what I call reciprocation) and relationship (the fruit of reciprocation).
  • ...5 more annotations...
  • Last night the hangout focused on a platform called Youth Voices, where youth from around the country are connecting and sharing ideas and reflections. 
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      I feel badly that I have not made a better attempt to connect/facilitate between others. That's why I tried to get Daniel and Simon together in a Hangout.  
  • encourage him to use concept mapping tools like Kumu
  • I found one under the topic of "How Can We Reduce Costs and Still Get the Care We Need?"  
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
      A valuable tool.  Here is a quick response: https://farm1.staticflickr.com/741/23114808664_5298e18c36_b.jpg
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
  • They could be learning many new skills and habits (see article about passionate employee). 
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
      This has always been an issue in education--where is the best leverage for improving learning? where the best place to use any resource to get the most value?   Is this too narrow a way of looking at the problem?  too bottom line?  Seems to value "cost" efficiency over all other values?   So...do we need to be putting our magic into tutors/mentors and teachers or into learner/employees?
  • This process could engage youth in thousands of locations, focusing on many complex problems, not just health care or poverty.
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
      I have always been for the idea that learners need to be more responsible for their own learning.  They should begin to be responsible for the problems they generate in their own lives and the ones they see generated around them.  It is the distribution of these problems and the relative inequity of this distribution that is most troubling.  Those who have the greatest opportunity to face the most difficulty problems are also those who are given the least resources to deal with them.  How fair is it to ask children to deal with the large issues of safety, health care, and poverty around them?  
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