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garth nichols

What Students Will Learn In The Future - 0 views

www.teachthought.com/...dents-will-learn-in-the-future

21st Century Learning future

shared by garth nichols on 29 May 14 - No Cached
  • ust as advances in technology enabled the growth of science, the extremely rapid growth of technology we’re experiencing today is impacting our perspectives, tools, and priorities now. But beyond some mild clamor for a focus on “STEM,” there have been only minor changes in how we think of content–this is spite of extraordinary changes in how students connect, access data, and function on a daily basis.
  • What kind of changes might we expect in a perfect-but-still-classroom-and-content-based world? What might students learn in the future? Of course any response at all is pure speculation, but if we draw an arc from classical approaches to the Dewey approach to what might be next–factoring in technology change, social values, and criticisms of the current model–we may get a pretty decent answer. This assumes, of course a few things (all of which may be untrue): 1. We’ll still teach content 2. That content will be a mix of skills and knowledge 3. Said skills and knowledge will be thematically arranged into “content areas”
  • The Content Of The Future: 8 Content Areas For Tomorrow’s Students 1. Literacy Big Idea: Reading and writing in physical & digital spaces Examples of traditional ideas and academic content areas included: Grammar, Word Parts, Greek & Latin Roots, The Writing Process, Fluency; all traditional content areas 2. Patterns Big Idea: How and why patterns emerge everywhere under careful study Examples of traditional ideas and academic content areas include: Grammar, Literature, Math, Geometry, Music, Art, Social Studies, Astronomy 3. Systems Big Idea: The universe—and every single thing in it–is made of systems, and systems are made of parts. Examples of traditional ideas and academic content areas include: Grammar, Law, Medicine, Science, Math, Music, Art, Social Studies, History, Anthropology, Engineering, Biology; all traditional content areas by definition (they’re systems, yes?) 4. Design Big Idea: Marrying creative and analytical thought Examples of traditional ideas and academic content areas include: Literature, Creativity, Art, Music, Engineering, Geometry 5. Citizenship Big Idea: Responding to interdependence Examples of traditional ideas and academic content areas include: Literature, Social Studies, History; Civics, Government, Theology 6. Data Big Idea: Recognizing & using information in traditional & non-traditional forms Examples of traditional ideas and academic content areas include: Math, Geometry, Science, Engineering, Biology; 7. Research Big Idea: Identifying, evaluating, and synthesizing diverse ideas Examples of traditional ideas and academic content areas include: English, Math, Science; Humanities 8. Philosophy Big Idea: The nuance of thought Examples of traditional ideas and academic content areas include: Ethics, Literature/Poetry, Art, Music; Humanities
  • garth nichols on 29 May 14
     
    Great article to frame long term planning. What aspects of learning in the future do you already do? Set one as your goal for implementation next year...
Marcie Lewis

Exploratorium: the museum of science, art and human perception - 1 views

www.exploratorium.edu

education science museum interactive resources

shared by Marcie Lewis on 05 Jan 13 - Cached
  • Marcie Lewis on 05 Jan 13
     
    The Exploratorium is a museum of science, art, and human perception in San Francisco. The website offers a place where students can explore their curiosity through videos, reading, educational games, and other activities. There is a wealth of scientific information that is engaging for young people!
Rita Pak

Coursera Announces PD Courses for Teachers - 3 views

blog.coursera.org/...ssional-development-courses-to

PD MOOC coursera

shared by Rita Pak on 03 May 13 - No Cached
  • Rita Pak on 03 May 13
     
    Amazing courses for all teachers.  Topics: Beginner teachers, student thinking, brain & inquiry, art education, literacy, science & society.  All courses are free and between 4-7 wks long
Justin Medved

http://www.jostens.com/students/content/files/students_guide_to_publishing.pdf - 0 views

www.jostens.com/...udents_guide_to_publishing.pdf

publishing blogging blogging_guidlines

shared by Justin Medved on 21 Oct 12 - No Cached
  • Justin Medved on 21 Oct 12
     
    Melody linked to this in her recent blog post. What is Personal Publishing? Publishing is the process of producing and publicly distributing information. You can publish a variety of content, including your ideas, experiences, stories, observations, or  opinions. Additionally, you can publish the pictures you take, videos you produce, or other  forms of art you create. Publishing your work allows you to share your life and obtain feedback from others as well as preserve long-lasting memories for years to come.
mrdanbailey61

Framework for 21st Century Learning - P21 - 4 views

www.p21.org/...p21-framework

21stcenturyskills 21stcenturylearning

shared by mrdanbailey61 on 20 Nov 16 - No Cached
  • “21st century student outcomes”
  • are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.
  • Disciplines include: English, reading or language artsWorld languagesArtsMathematicsEconomicsScienceGeographyHistoryGovernment and Civics
  • ...8 more annotations...
  • In addition to these subjects,
  • promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into curriculum:
  • Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy 
  • Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not.
  • A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
  • To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology.
  • Today's students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and work environments. P21's essential Life and Career Skills include:: Flexibility & Adaptability Initiative & Self Direction Social & Cross-Cultural Skills Productivity & Accountability
  • Leadership & Responsibility
  • mrdanbailey61 on 20 Nov 16
     
    This page gives an overview of a framework for 21st century skills and learning. I like how it values all of the academic disciplines and gives links to different sites that focus on broader interdisciplinary themes, innovation skills, information, media, and technology skills, and life and career skills.
garth nichols

Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views

www.edutopia.org/...s-larry-rosenstock-rob-riordan

project based learning staff_development learning projectbasedlearning

shared by garth nichols on 11 Apr 14 - No Cached
  • What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
  • For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
  • Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
  • ...2 more annotations...
  • What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
  • Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
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."
Elissa Gelleny

STEM and Writing: A Super Combination | Edutopia - 1 views

www.edutopia.org/...ination-heather-wolpert-gawron

stem edutopia writing

shared by Elissa Gelleny on 22 Nov 14 - No Cached
  • Elissa Gelleny on 22 Nov 14
     
    Read how a quantum physicist, who was a guest speaker in a language arts classroom, inspired the imagination and writing of the middle school students.
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)..
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
  • ...1 more annotation...
  • mall-
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
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
kcardinale

ISTE | 3 ways to get every student coding - 3 views

www.iste.org/...ArticleDetail

shared by kcardinale on 17 Nov 14 - No Cached
  • 3 ways to get every student coding
  • nstead of starting with an elective for computer science, create a class that is required for all students. Better still, integrate it into the core curriculum for a math or science class, or maybe even art.
  • day it is integrated into a required class called CSTEM (the C stands for creativity, collaboration and computer science)
  • ...3 more annotations...
  • Collaboration also makes coding more fun. Group projects turn it into a social activity, which engages all students, including girls
  • e rules of pair programming are simple: Each pair of students must share a single computer. One student acts as the “driver” and takes control of the mouse and keyboard. One students is the navigator, whose responsibilities include checking instructions, reading code and finding errors as they occur.
  • ast year, three sixth grade girls decided to use Processing with Khan Academy’s JavaScript implementation to create a multi-page yearbook.
  • kcardinale on 17 Nov 14
     
    A great article that was passed to me about coding and computer science in schools. Very fitting seeing as the Hour of Code is coming up soon.
a_harding

Joy: A Subject Schools Lack - The Atlantic - 1 views

www.theatlantic.com/...384800

shared by a_harding on 31 Jan 15 - No Cached
  • The thing that sets children apart from adults is not their ignorance, nor their lack of skills. It’s their enormous capacity for joy.
  • Human lives are governed by the desire to experience joy. Becoming educated should not require giving up joy but rather lead to finding joy in new kinds of things: reading novels instead of playing with small figures, conducting experiments instead of sinking cups in the bathtub, and debating serious issues rather than stringing together nonsense words, for example
  • In some cases, schools should help children find new, more grown-up ways of doing the same things that are perennial sources of joy: making art, making friends, making decisions
    • a_harding
      a_harding on 31 Jan 15
       
      Enter positive education! 
  • ...3 more annotations...
  • why not focus on getting them to take pleasure in meaningful, productive activity, like making things, working with others, exploring ideas, and solving problems?
    • a_harding
      a_harding on 31 Jan 15
       
      These are important 21st century skills that we already aim to teach. 
  • The more dire the school circumstances, the more important pleasure is to achieving any educational success
  • You can force a child to stay in his or her seat, fill out a worksheet, or practice division. But you can’t force a person to think carefully, enjoy books, digest complex information, or develop a taste for learning. To make that happen, you have to help the child find pleasure in learning—to see school as a source of joy
Justin Medved

How to Create a Works Cited with Google Docs | Google Gooru - 5 views

www.thegooru.com/create-works-cited-google-docs

googledocs

shared by Justin Medved on 21 Oct 14 - No Cached
  • Justin Medved on 21 Oct 14
     
    How to Create a Works Cited with Google Docs"
  • Meg Wallace on 27 Oct 14
     
    This is fantastic! I can't wait to use it with my 7/8 Language Arts students. It looks way easier than the Word version. Has anyone implemented in with their students, yet? How did it go?
Derek Doucet

What Project-Based Learning Is - and What It Isn't | MindShift - 3 views

blogs.kqed.org/...ect-based-learning-is-and-isnt

ProjectBasedLearning pedagogy collaboration Technology SAMR

shared by Derek Doucet on 22 Jan 15 - No Cached
  • For Terronez, the goal is to always connect classroom learning to its applications in the outside world.
  • If you inspire them to care about it and draw parallels with their world then they care and remember,”
  • takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.
  • ...4 more annotations...
  • hen students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning.
  • Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience.
  • In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “Freedom Fighters,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.
  • Take a look at High Tech High art teacher Jeff Robin’s video explaining the difference between project-oriented learning and project-based learning.
  • Derek Doucet on 22 Jan 15
     
    A good explanation of the importance of rooting learning in authenticity. It would be interesting to explore this all with the different lenses of TPACK, TIM, SAMR
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