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Justin Medved

Breakout EDU - 0 views

www.breakoutedu.com/how-it-works

games

shared by Justin Medved on 22 Jul 15 - No Cached
  • Justin Medved on 22 Jul 15
     
    "Breakout EDU creates ultra-engaging learning games for people of all ages. Games (Breakouts) teach teamwork, problem solving, critical thinking, and troubleshooting by presenting participants with challenges that ignite their natural drive to problem-solve. Breakouts are perfect for classrooms, staff trainings, dinner parties, and at home with the family! At the end of a Breakout, your players will be eager for the next! Speciality K-12 Breakouts can be used to teach core academic subjects including math, science, history, language arts and have embedded standards that apply problem solving strategies within a real world OR collaborative context."
garth nichols

Problem Solving with GAS - Open Source Teacher - 0 views

sites.google.com/...problem-solving-with-gas

chrome GAFE gafesummit problem solving coding

shared by garth nichols on 07 Dec 14 - No Cached
  • garth nichols on 07 Dec 14
     
    Here is a great resource for add-ons, extensions, and scripts to enhance your workflow via Chrom
amacrae

The Third Teacher - 1 views

DIIGO_FILE_HOME/5qz9p/5nc2

shared by amacrae on 19 Nov 16 - No Cached
  • 2Getting Started with the Physical EnvironmentOVERALL ...It is both an art and a science to design (as opposed to decorate) a learning environment that responds to our ultimate goal as educators – to develop independent and rigorous thought. Therefore, if we want to foster discovery and reflection, dialogue and the sharing of ideas, the overall physical environment should include:•A large gathering space for whole-group work and discussions, located near whiteboards, easels and/or projector screens.•A gathering space for small-group and whole-group discussions – where students can see clearly the representations of learning that are posted on boards or screens and hear classmates as they share ideas.•Flexible and reconfigurable space for small-group collaborative work and inquiry – space must allow for groupings of various sizes, such as pairs, triads and groups of four or more.•Desks and tables configured to facilitate discussion by allowing eye contact with peers and teacher, the unencumbered flow of traffic and enough space for students to write collaboratively.•Active areas for inquiry, investigation and wonder and quiet areas for thinking and exploring technology – all areas need to be accessible to students for communicating and documenting their own learning (e.g., computers, computer software, tablets, digital cameras and video recorders, document cameras, interactive white boards).•Instructional materials organized in such a way as to provide easy selection and access for all students – materials may include computer software, educational web sites and applications, found materials, graphic organizers, newspapers and other media, resource texts, etc.FOR MATHEMATICS ...Mathematically literate students demonstrate the capacity to “formulate, employ and interpret mathematics” (OECD, 2012, p. 4); they view themselves as mathematicians, knowing that mathematics can be used to understand important issues and to solve meaningful problems, not just in school but in life. By extension, the physical environment for mathematics learning should include: •Spaces where students can use manipulatives to solve problems and record their solutions.•Board and/or wall space to display student solutions for Math Congress and Bansho – student solutions should be easily visible from the group gathering space.•Space to post co-created reference charts such as glossary terms and past and current summaries of learning that specifically support the development of the big ideas currently under study.•Instructional materials organized in such a way as to provide easy selection and access for all students; may include mathematics manipulatives, calculators and other mathematical tools, mathematical texts, hand-held technology.FOR LITERACY ... Today’s literate learners experience “a constant stream of ideas and information” – they need strategies for interpretation and making sense and lots of practice in identifying meaning, bias and perspective (Ontario Ministry of Education, 2009, 2006). By extension, the physical environment for literacy learning should include: •Spaces where students can talk, listen, read and write.A place for wonder, mystery and discovery ...“We need to think about creating classroom environments that give children the opportunity for wonder, mystery and discovery; an environment that speaks to young children’s inherent curiosity and innate yearning for exploration is a classroom where children are passionate about learning and love school.” (Heard & McDonough, 2009)
  • maintain that the key to learning in today’s world is not just the physical space we provide for students but the social space as well (
  • A large gathering space
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  • mall-
Justin Medved

Big Picture | 4.0 Schools - 0 views

4pt0.org/big-picture

shared by Justin Medved on 11 Sep 13 - No Cached
  • Justin Medved on 11 Sep 13
     
    "4.0 Schools launches ventures that solve tough problems in education. We bring educators, entrepreneurs and technologists together to deliver relevant solutions that reimagine the way we teach and learn. Our community has a bias toward products that aren't band-aids on an outdated system. Instead, they are anchored to new ways of thinking about a fundamental set of questions: What is school for? Where does learning happen? What should kids learn? Who delivers learning?"
Justin Medved

Sarah Bylsma » Blog Archive » Hard Times Calls for Educational Reform - 2 views

cohort21.com/...s-calls-for-educational-reform

criticalthinking

shared by Justin Medved on 13 Nov 13 - No Cached
  • Justin Medved on 13 Nov 13
     
    "Forbes Magazine recently released a survey by the American Management Association which found that knowledge in the three Rs (Reading, Writing and Arithmetic) is no longer sufficient for managers (Quast). It suggests "to ensure success in the workforce of the future, the three Rs need to be fused with the four Cs: Critical thinking and problem-solving skills, communication skills, collaboration skills and creativity and innovation skills" (Quast)."
celeste Kirsh

Diving Into Deeper Learning: Marc Chun | TedX DenverTeachers - 1 views

www.tedxdenverteachers.org/into-deeper-learning-marc-chun

shared by celeste Kirsh on 29 Nov 13 - No Cached
  • celeste Kirsh on 29 Nov 13
     
    "The complex issues we face today require a key set of problem-solving skills.  How can schools best prepare students to be ready to take on these challenges?  How can they help ensure students have the "deeper learning" skills of critical thinking, collaboration, communication, and metacognition, as well as have the content knowledge they need?  Presented by Marc Chun, Education Program Officer at the Hewlett Foundation. "
  • garth nichols on 29 Nov 13
     
    Hi Celeste, This is a great video for me! I'm going to be looking at building grit and perseverance in the classroom context, and these skills are all a part of "intellectual character" that I am exploring. thanks, garth.
lesmcbeth

From Google Ventures, The 6 Ingredients You Need To Run A Design Sprint | Co.Design | b... - 1 views

www.fastcodesign.com/...ou-need-to-run-a-design-sprint

DesignThinking design Innovation

shared by lesmcbeth on 08 Oct 15 - No Cached
  • lesmcbeth on 08 Oct 15
     
    This article is part of a series aimed at companies who would like to organize a DT sprint to solve a problem, but it's a great series for teachers to read if you're thinking of using DT in your classroom!
garth nichols

The Secret Skill Behind Being An Innovator | LinkedIn - 0 views

www.linkedin.com/...kill-behind-being-an-innovator

innovator cohort21 analogy

shared by garth nichols on 29 Mar 14 - No Cached
  • Let’s look more closely at what is happening, conceptually, when we make an analogy. “The essential requirement for analogical thinking,” Holyoak and Thagard write, “is the ability to look at specific situations and [] pull out abstract patterns that may also be found in superficially different situations.” That’s important, so I’ll say it again in a slightly different way: A useful analogy reveals the deep commonalities beneath superficial differences.
  • What does this allow us to do? The scientists Kevin Dunbar studied used analogies, first, to formulate hypotheses that they could then test. Their thought process went something like this: If we know that X does Y when Z, is it possible that A does Y when Z, too? Let’s find out. That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.
  • The appearance in the transcript of words indicating uncertainty, such as “maybe,” “I don’t know,” and “I don’t understand,” was often followed by an attempt to draw an analogy—to compare the ambiguous situation to a situation with which the scientists were familiar.
  • ...3 more annotations...
  • At such moments, the scientists were employing analogies as different sort of bridge—a conceptual catwalk that provides just enough space to move forward and keep searching for solutions. As Schunn writes: “Scientists and engineers do not always seek to completely eliminate uncertainty (and indeed, sometimes it is not possible to do so) but often drive problem solving with the aim of converting it into approximate ranges sufficient to continue problem solving.”
  • To aid in finding just the right analogy, it helps to have a deep pool of potential targets. The Boston Strategy Group, a consulting firm, has created an online gallery of sources of analogical inspiration for its consultants and their clients to use. We can do this, too—bookmarking or pinning websites that inspire connections, keeping a folder of ripped-out articles or pictures from newspapers and magazines. A class or a workplace team can create a shared repository of analogical targets.
  • The best use of an analogy, as we’ve seen, is as as a bridge—and once we’ve crossed over the bridge, we can leave it behind.
  • garth nichols on 29 Mar 14
     
    Great article for why analogies are important
garth nichols

Newman's prompts - 1 views

www.curriculumsupport.education.nsw.gov.au/...newman

error-analysis assessment for learning

shared by garth nichols on 22 Apr 14 - No Cached
  • The Australian educator Anne Newman (1977) suggested five significant prompts to help determine where errors may occur in students attempts to solve written problems. She asked students the following questions as they attempted problems.1.       Please read the question to me. If you don't know a word, leave it out.2.       Tell me what the question is asking you to do.3.       Tell me how you are going to find the answer.4.       Show me what to do to get the answer. "Talk aloud" as you do it, so that I can    understand how you are thinking.5.       Now, write down your answer to the question.These five questions can be used to determine why students make mistakes with written mathematics questions.
  • garth nichols on 22 Apr 14
     
    Error analysis - how can we incorporate this into students final evaluation mark? Isn't having students understand their errors a key part in education? Maybe evaluation doesn't finish once you've handed the assignment/test back?
Marcie Lewis

Urban Outfitters' Co-Founder Is Building A College Campus - Business Insider - 1 views

www.businessinsider.com/lding-a-college-campus-2013-10

innovation problem_solving designthinking

shared by Marcie Lewis on 22 Oct 13 - No Cached
  • Marcie Lewis on 22 Oct 13
     
    A new kind of campus - designed to be a semester experience in problem solving looking at global problems.
garth nichols

Beyond teacher egocentrism: design thinking | Granted, and... - 2 views

grantwiggins.wordpress.com/...er-egocentrism-design-thinking

Design education curriculum

shared by garth nichols on 27 Sep 13 - No Cached
  • As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning.
  • From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result.
  • It is the learner who decides to try to learn (or not) from what happens.
  • ...4 more annotations...
  • We think like a designer, not like a teacher, when we say: the teacher is just one element in the design. The choice of task, pedagogy, groupings, flow of work, resources, furniture, light, noise level, role of people and text – all of these design elements are arguably as important as the teacher.
  • What are those conditions, in a nutshell? I would highlight the following: Thought-provoking intellectual challenges (inquiries, questions, problems) The challenge has been designed to optimize self-sustaining and productive work by learners, related to a clear and intellectually worthy goal The learners have become reasonably competent in classroom routines that foster productive goal-focused work The challenge cannot be accomplished by a worksheet, checklist or recipe. It requires strategic use of knowledge and skill, creative problem-solving, and critical thinking; and the eliciting of multiple perspectives on how to address the challenge and gauge progress. There is an unambiguous product or performance goal (even if there is ambiguity about how to achieve the goal), supported by clear criteria and standards, thus permitting ongoing student self-assessment and self-adjustment. There is enough feedback within the challenge (and resources) that the work can be maximally self-sustaining and productive. The teacher is therefore freed up to coach for a significant amount of time, permitting personalized feedback and guidance (as well as just-in-time mini-lessons). This coaching role also permits the teacher to determine what is and isn’t working in the challenge, and thus enables the teacher to quickly change gears if the desired learning is not occurring or the process is not working.
  • In other words, it is a poor design for learning that puts all the burden of teaching and processing on the teacher. Then, the teacher can neither coach nor understand what is going on in the minds of learners. Worse, endless teaching, no matter how expert, soon becomes passive and without much meaning to learners who must wait days, sometimes weeks, to get meaningful chances to interact with the content, to try out their ideas on others, and to get the feedback they need.
  • Group-worthy tasks – Focus on central concepts or big ideas that require active meaning-making The challenge itself has ambiguity or limited scaffold and prompting so that student meaning-making and different inferences about the task and how to address it will emerge. Are best accomplished by ensuring that multiple perspectives are found tried out in addressing the task. This not only rewards creative and non-formulaic thought but undercuts the likelihood that one strong student can do all the key work. Provide multiple ways of being competent in the task work and the task process Can only be done well by a group, but are designed to foster both individual and group autonomy. (The teacher’s role as teacher and direction-giver should be minimized to near zero). Demand both individual and group accountability Have clear evaluation criteria
Derek Doucet

7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views

gettingsmart.com/...-tools-for-a-flipped-classroom

flipped classroom personalized learning

shared by Derek Doucet on 09 Mar 13 - No Cached
  • 7 Essential Tools for a Flipped Classroom
  • The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
  • Google Docs
  • ...13 more annotations...
  • The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
  • Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
  • YouTube
  • Ideal for first-time flippers
  • Teachem
  • Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
  • The Flipped Learning Network
  • A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
  • Camtasia Studio
  • Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
  • Edmodo or Schoology
  • eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
  • iscussion and collaboration features, and grading and assessment options.
  • Derek Doucet on 09 Mar 13
     
    7 Essential Tools for a Flipped Classroom - nothing earth shattering but a nicely compiled list. 
Justin Medved

Thinking Skills Club - Home - 0 views

www.thinkingskillsclub.com

executive functions

shared by Justin Medved on 25 Mar 13 - No Cached
  • The Brain Puzzle The Thinking Skills Club organizes fun, cognitively enriching games into a curriculum disguised as a brain puzzle. The puzzle pieces fill with colour as games are passed in all 6 areas of the site: Executive Function, Problem Solving, Memory, Processing Speed, Social Skills and Attention.
garth nichols

Educational Leadership:Technology-Rich Learning:Tech Leaders Speak Up About Learning - 0 views

www.ascd.org/...s-Speak-Up-About-Learning.aspx

cohort21 leadership tech

shared by garth nichols on 07 Apr 13 - No Cached
  • The key to infusing technology for deep learning is professional development for teachers. At our school, each teacher wrote his or her own professional development plan. Then we changed the job description of the technology teacher to include meeting with each teacher to refine and review these plans. Instead of teaching computers to the students, the new technology integration coach—a new title to reflect new duties–was now available to partner with the teacher in the classroom. As teachers became more comfortable, the coaching sessions centered on how to extend learning.
  • At the same time, our administrative team began using e-communication folders for parent communication, e-portfolios for teachers, and Moodle for virtual classroom environments. Teachers experienced rich, efficient collaboration and communication through technology. This resulted in more effective face-to face communication.
  • Three things are basic to preparing students to be deeper learners: (1) access to quality curriculums, teaching, and learning, (2) robust information resources, technology tools, devices, and infrastructures, and (3) a student-centered learning environment that promotes critical thinking and problem solving.
  • ...1 more annotation...
  • One of a leader's most important roles is to be a model for teachers–who then become models for students. Modeling digital learning in professional learning communities, faculty meetings, parent events, and everyday tasks helps adult learners in the school challenge themselves to authentically learn how to use technology.
  • garth nichols on 07 Apr 13
     
    This is a great article for how to introduce edtech into a school - it has real world examples as well
Marcie Lewis

Above And Beyond - YouTube - 1 views

www.youtube.com/watch

21clearning 21stcenturyskills 21st century skills problem_solving critical_thinking differentiation

shared by Marcie Lewis on 29 Dec 12 - No Cached
  • Marcie Lewis on 29 Dec 12
     
    Great video on 21st Century Learning, critical thinking, problem solving, differentiation
garth nichols

An A+ student regrets his grades - The Globe and Mail - 0 views

www.theglobeandmail.com/...article7359620

Grades Education Real World

shared by garth nichols on 25 Jan 13 - No Cached
  • One of the few classes that effectively taught me how to take information from the classroom to the real world was instructed by Doug Wightman at Queen’s University. The course covered concepts from how to start a start-up, build business models and prototypes, to venture deals, stock options and term sheets. But it didn’t end there. Toward the end of the course, many students had working prototypes, and a few managed to execute and launch their ideas. This course taught me something important: We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.
  • Culture is a problem, and we need to fix it – from the ground up. There’s a psychosocial dynamic of not questioning current practices of education. But we can’t let this get in the way. Embrace education with all your heart, and remember that schooling is only a small part of the puzzle. The remainder is what you’ll have to discover and solve through your own journey.
  • garth nichols on 25 Jan 13
     
    What do grades mean today for students? A student tells us!
mrdanbailey61

Inquiry is Differentiation | Discovering the Art of Mathematics (DAoM) - 2 views

www.artofmathematics.org/...inquiry-is-differentiation

inquiry differentiation mathematics

shared by mrdanbailey61 on 22 Oct 16 - No Cached
  • explains some of the individual differences that influence problem solving
  • psychologist David Jonassen
  • Given the reality of all these differences, how can I even dream of a functional classroom in which every student is learning at their own learning edge?
  • ...7 more annotations...
  • I believe that inquiry helps tremendously in reaching learners on different levels at the same time
  • work at their own pace
  • This is kind of funny because whole class discussions actually help make knowledge more equal which makes the classroom experience less differentiated. So while this is not really a tool to help students at their individual learning edges, it is a tool to bring out the differences and spread ideas and questions around the class.
    • mrdanbailey61
      mrdanbailey61 on 22 Oct 16
       
      This is a puzzle - how do we democratize input? This is why I like the idea of Twitter in the classroom - can be a way for reluctant speakers to particpate.
  • Ok, by now I know that it is impossible to find one particular task that will be just at the right level for all my students.
  • Another way of bringing in differentiation into your class is by letting students work on two different topics simultaneously. The students choose when they are ready to switch tasks for a while and then come back later to pick up the first topic again.
  • students know pretty well how they compare to other students and that they don’t like having to fit in and be the same all the time
  • Assessment and differentiation is a tricky subject,
  • mrdanbailey61 on 22 Oct 16
     
    I am not a math teacher, but I really like the ideas here. I am working at getting a handle on differentiation and inquiry-based learning for my subjects and classes (Our classes typically have 5-10 students with assessments and IEPs)..
garth nichols

SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education - 1 views

usergeneratededucation.wordpress.com/...r-moving-towards-education-3-0

SAMR education education 3.0 Personalized digitalcitizenship

shared by garth nichols on 25 Feb 14 - No Cached
  • Briefly, Education 1.0, 2.0. and 3.0 is explained as: Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student.  It is a type of essentialist, behaviorist education based on the three Rs – receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics.  All are viewed as the same.  It is a standardized/one-size-fits-all education. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert.  Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves.  Education 2.0 has progressive roots where the human element is important to learning.  The teacher-to-student and student-to-student relationships are considered as part of the learning process.  It focuses on the three Cs – communicating, contributing, and collaborating. Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists.  These are qualitatively different than the three Cs of Education 2.0.  Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator. Education 3.0: Altering Round Peg in Round Hole Education
  • garth nichols on 25 Feb 14
     
    What's the difference between Education 1.0, 2.0 and 3.0? #SAMR
Justin Medved

Why the war over math is distracting and futile - The Globe and Mail - 2 views

www.theglobeandmail.com/...article17178295

math

shared by Justin Medved on 04 Mar 14 - No Cached
  • The big questions on today’s blackboard is how to make math relevant for tomorrow,
  • “At the beginning of the 20th century, Latin was a required subject – it was seen as fundamental,” he says, to show how, as society changes, so does what it values. “By the end of century, Latin was gone. What will mathematics be by the end of this century?”
  • Dr. Small is showing a third option for two-number multiplication when a father raises his hand and asks: “But what’s the most efficient way?”“What’s your definition of efficient?” Dr. Small responds. “I think it’s probably the calculator.”
  • ...1 more annotation...
  • But so it goes. The one side says, “drill and kill.” The other says “drill for skill.” Basically, though, just about every mathematician and math education researcher who was interviewed for this story agrees that the perfect math class should have a mix of skills and problem solving. They just can’t agree on the amounts of each, when to add them, and what to skip.
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