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garth nichols

Problem or opportunity? Depends on how you look at things. - The Principal of Change - 5 views

georgecouros.ca/...6932

shared by garth nichols on 16 Dec 16 - No Cached
  • You cannot simply swap out the word, “problem” with “opportunity”; your thinking has to shift that way.  For example, a subtle change in the question, “When am I going to have time to do this?”, to, “How would I work this into my day in a meaningful way?”, changes the way we frame what is in front of us.  One question is looking for ways things won’t work, and the other is trying to find a way.
  • A subtle change in language, can change how we move forward, and how we tackle the challenges  embrace the opportunities in front of us.
  • garth nichols on 16 Dec 16
     
    Hey everyone, let's make a change in our language, so that we can make a real change in our schools!
  • Vicky Boomgaardt on 20 Dec 16
     
    I love the power of making subtle changes in our language. I am going to take this quote and post it in my office- so good to remember going forward. I've been trying to encourage my students (and my own children) to change from saying "have to" to "get" to help them see the opportunity in their everyday actions. While not always successful, it can have a profound effect on the way they see things.
Adam Caplan

5 Things to Share With Your Teachers About Educational Technology | Rob Furman - 0 views

www.huffingtonpost.com/...o-share-with-yo_b_6218982.html

tech integration coaching

shared by Adam Caplan on 05 Dec 14 - No Cached
  • 5 Things to Share With Your Teachers About Educational Technology
  • Here is a list of the top 5 things you should share with your teachers in regards to educational technology:
  • 3. Please ask questions.
  • ...5 more annotations...
  • 2. It's OK to be a risk-taker.
  • 1. Technology is here: Today, tomorrow and forever.
  • 4. Change is inevitable and continual. The process of change needs to change! School systems can take 3 to 5 years to implement a change. That cannot happen with new technologies. By the time you implement the change, the technology is outdated.
  • 5. Enjoy the experience. This is probably the most important statement of all. The experience of learning something new needs to be an enjoyable experience.
  • Remember these 5 important rules when introducing new technology: • Teachers need to take risks • Teachers need to accept that technology is here to stay • Teachers need to ask questions • Change needs to occur as a continual cycle • Learning new technology should be enjoyable!
garth nichols

Discomfort, Growth, and Innovation | Edutopia - 0 views

www.edutopia.org/...-and-innovation-alyssa-tormala

innovation growth education-change

shared by garth nichols on 28 Oct 17 - No Cached
  • We’ve all heard the calls for innovation ringing through the education field. This age of exponential change leaves us no choice—we must change or our students will fall behind.
  • about 16 percent of any group actively pursue change
  • So how do we encourage the rest of our colleagues toward this cycle of innovation? It comes down to one simple thing: School leaders and coaches must foster a culture that celebrates the discomfort inevitably resulting from change. And that requires three key strategies.
  • ...1 more annotation...
  • This is not a quick fix. It requires an investment of time, energy, and patience that may not be realized for years. But by creating a culture in which our teachers celebrate discomfort, we also enable them to encourage their students in the same way.
Justin Medved

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf - 1 views

www.edu.gov.on.ca/...CBS_ThirdTeacher.pdf

learning_spaces

shared by Justin Medved on 21 Apr 13 - No Cached
  • Justin Medved on 21 Apr 13
     
    Designing the Learning Environment for Mathematics and Literacy, K to 8 Imagine the ideal learning environment for today's learner. What would it look like? Think about how much the world has changed in the last three decades and how rapidly it will continue to change in the years to come. How do we ensure that the instruction we provide is responsive to the shifting demands of the 21 st century? Researchers and practitioners in a wide range of disciplines - early childhood and developmental education, psychology and cognitive science, school architecture and design - 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(Fraser, 2012; Helm et al., 2007; OWP/P Architects et al., 2010). The learning environment, they suggest, is "the third teacher" that can either enhance the kind of learning that optimizes our students' potential to respond creatively and meaningfully to future challenges or detract from it. Susan Fraser, for example, writes: "A classroom that is functioning successfully as a third teacher will be responsive to the children's interests, provide opportunities for children to make their thinking visible and then fosterfurtherlearning and engagement." (2012, p. 67)
garth nichols

A High School in Massachusetts Where the Students Are the Teachers | TIME.com - 0 views

healthland.time.com/...-the-students-are-the-teachers

shared by garth nichols on 02 Apr 13 - No Cached
  • Sam Levin, an alum of Monument who is currently a sophomore at the University of Oxford in England studying biological sciences, started the program in 2010. Frustrated with his public-high-school schedule and realizing that his friends weren’t inspired to learn, Levin complained to his mother about how unhappy he and his classmates were, to which she responded: “Why don’t you just make your own school?” And so he did — albeit in small steps. In ninth grade, Levin started a school-wide garden that was solely cared for by students; some woke up early on Saturdays to work with the plants. The garden is still functioning and serves at-need families in the community. After witnessing the commitment that his classmates had to nurturing something they had created themselves, Levin was convinced that they were capable of putting more time and energy into their studies — as long as it was something they cared about. “I was seeing the exact opposite in school. Kids weren’t even doing the things they needed to do to get credit. There was something at odds with students getting up to work for no credit or money [on the garden] at 7 in the morning, but not wanting to wake up to read or do a science experiment,” says Levin. “I saw the really amazing and powerful things that happened when high school students stepped it up and were excited about something.”
  • The semester is split in half, with the first nine weeks focused on natural and social sciences. Each Monday morning, the students formulate a question with the help of their classmates. For example, “How are plants from different parts of a mountain different from each other?” or “What causes innovation?” The students spend the rest of the week researching the answer and creating a presentation to summarize their findings to share with their classmates at the end of the week for feedback and critique. The students are in charge of keeping themselves on task, creating their research plans and meeting their deadlines.
  • By taking ownership of their learning, the students at Monument are forced to think creatively and capitalize on their own talents in order to excel. The class framework is similar to what will be expected of them in college and in the workforce, when they have to make their own educated and independent decisions.
  • ...2 more annotations...
  • Still, the project is not without its challenges, and the program continues to evolve. This year was the first time students in the program could receive general credit for the course instead of elective credit. Powell also says it’s not necessarily right for every student. “It is a challenge to think that a teenager can have that much freedom to figure out what they want to study and manage their time,” says Powell. “People are more on board now that they have observed the program, but there are still some skeptics with legitimate reasons, and we are always addressing challenges.”
  • His hope is that the Independent Project will continue to challenge current theories about education, and help teachers and policymakers think more creatively about the best way to help young people learn. Ultimately, that understanding should lead to systemic changes that open up more opportunities for children to get the education that will benefit them the most. “It is one thing to help school by school, and that is how a lot of change happens, but at the same time, the long-term goal and broader ambition is to make changes to the education system,” he says.
  • garth nichols on 02 Apr 13
     
    A different approach to learning via whole school change.
farley_mike

Games for Change | Games for Change is the leading global advocate for supporting and m... - 0 views

www.gamesforchange.org/

education gaming games activism web2.0

shared by farley_mike on 20 Nov 13 - Cached
  • farley_mike on 20 Nov 13
     
    Founded in 2004, Games for Change facilitates the creation and distribution of social impact games that serve as critical tools in humanitarian and educational efforts.
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.
garth nichols

Teachers' Expectations Can Influence How Students Perform : Shots - Health News : NPR - 1 views

www.npr.org/...influence-how-students-perform

students teaching growthmindset dweck

shared by garth nichols on 13 May 14 - No Cached
  • So since expectations can change the performance of kids, how do we get teachers to have the right expectations? Is it possible to change bad expectations?
  • "It's really tough for anybody to police their own beliefs," he said. "But think about being in a classroom with 25 kids. The demands on their thinking are so great."
  • "If I believe boys are disruptive and my job is control the classroom, then I'm going to respond with, 'Johnny! You're out of line here! We need you to sit down right now.' "
  • ...2 more annotations...
  • But if the teacher doesn't carry those beliefs into the classroom, then the teacher is unlikely to see that behavior as threatening. Instead it's: " 'Johnny, tell me more about what you think is going on ... But also, I want you to sit down quietly now as you tell that to me,' " Pianta says.
  • "It's far more powerful to work from the outside in than the inside out if you want to change expectations," he says. In other words, if you want to change a mind, simply talking to it might not be enough.
  • garth nichols on 13 May 14
     
    Teachers' Expectations can shift their students, and even their own teaching. This is what Cohort 21 is all about too!
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...
Justin Medved

Skills in Flux - New skills of for the 21st century - 2 views

www.nytimes.com/...skills-in-flux.html

skills 21stcenturyskills

shared by Justin Medved on 25 Mar 15 - No Cached
  • Justin Medved on 25 Mar 15
     
    "As the economy changes, the skills required to thrive in it change, too," says David Brooks in this New York Times column, "and it takes a while before these new skills are defined and acknowledged." He gives several examples: * Herding cats - Doug Lemov has catalogued the "micro-gestures" of especially effective teachers in his book, Teach Like a Champion 2.0 (Jossey-Bass, 2015). "The master of cat herding," says Brooks, "senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education." * Social courage - In today's loosely networked world, this has particular value - the ability to go to a conference, meet a variety of people, invite six of them to lunch afterward, and form long-term friendships with four of them. "People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time," says Brooks. "They build not just contacts but actual friendships by engaging people on multiple levels." * Capturing amorphous trends with a clarifying label - People with this skill can "look at a complex situation, grasp the gist and clarify it by naming what is going on," says Brooks. He quotes Oswald Chambers: "The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance." * Making nonhuman things intuitive to humans - This is what Steve Jobs did so well. * Purpose provision - "Many people go through life overwhelmed by options, afraid of closing off opportunities," says Brooks. But a few have fully cultivated moral passions that can help others choose the one thing they sho
garth nichols

"Will this be on the test?" - Medium - 0 views

medium.com/...is-be-on-the-test-237ae9cc53b4

entrepreneurship AltMBA Godin DesignThinking education

shared by garth nichols on 02 Mar 16 - No Cached
  • But, you might say, it’s the internet. We’ve come to associate the internet as low-engagement, a drive-by experience. We take for granted that the internet offers us things that are slightly flaky, or easy. So we’re not surprised when the drop out rate is so high. Easy in, easy out.But it doesn’t have to be this way.The course was as well-designed as a real-world lecture and the teacher was qualified and engaging, but it’s not a surprise that the dropout rate was so high: As soon as education gets difficult (and useful education always gets difficult) it’s social pressure, peer pressure and our own need to fit in and achieve that often keeps us going. The typical online course provides precious little of any of these elements.
  • Lectures are at the heart of the last century of higher learning. A proven scholar orates in front of a class of selected students.Tests are the way institutions enforce compliance. They’re the stick.And accreditation is the carrot. Put up with the lectures and the tests and we’ll give you the certificate, the scarce piece of paper that is (supposed to be) worth far more than the effort you went through to get certified.
  • We’ve seen that when knowledge jobs meet the internet, they change. And now we’re seeing that online education is having trouble acting like a job as well.
  • ...2 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
  • garth nichols on 02 Mar 16
     
    Seth Godin cogently responds to "How to fix Online Education". He is exploring his answer by running the AltMBA - I am currenlty enrolled in it. I can't wait for the experience!
Justin Medved

Outlook for online learning in 2013: online learning comes of age - 1 views

www.tonybates.ca/...ok-for-online-learning-in-2013

learning mooc onlinelearning collaboration

shared by Justin Medved on 24 Jan 13 - No Cached
  • Initially in many institutions the move will be crude pedagogically, with an emphasis on video recording of lectures and flipped classes, or merely increasing the amount of online learning supporting regular classes. Over time, though, as instructors get more experience in hybrid learning, get more instructional design support, and greater pressure from the administration, full course re-design will increase, but major redesigns around hybrid learning may take as long as five years in many institutions. One reason for this slow adoption of re-design is the current lack of appropriate models for hybrid learning that have been tested and evaluated; this will change though as experience grows. Best practice for hybrid learning will emerge, as it did for fully online learning.
  • 10. Expect the unexpected: One year: 100%; Three years: 100%; Five years: 100% These are the monsters lurking in the shadows. In online learning, the only thing you can really be certain of is the uncertainty. These are Donald Rumsfeld’s unknown unknowns, so by definition they are unpredictable or non-forecastable. However, there are also some known unknowns that perhaps we should discuss. (MOOCs are good examples – they were known in 2011, but the likelihood that they would take off in 2012 in the way they did was not known, at least by most pundits.) Here are some possible bogeymen to lie awake worrying about:
  • the privatization of post-secondary education in the USA. Many states are in dire financial trouble. Will this result in some states privatizing their public post-secondary education systems? What price would Alabama State University fetch from a commercial buyer and how would that affect the state’s finances? If some states do decide on privatization, expect online learning to increase – indeed, online learning will likely increase in financially challenged states without privatization, because, rightly or wrongly, it will be seen as cheaper; also expect federal student financial aid to take a hit in the USA as Congress grapples with the deficit. a major Internet player (Apple, Google, Facebook or Amazon) jumps into the online learning market, perhaps in partnership with some elite universities, and takes a major share of the for-credit online market, because of lower costs, quality content, and accreditation from elite universities (but with a different category of degree from their on-campus programs) The US Congress backs publishers and shuts down all publicly funded open educational resources; copyright legislation is tightened on US-based Internet companies making it all but impossible to use educational resources over the Internet for free major power shortages/outages, due to bad weather/a surge in energy prices/political activists (pick your reason) makes online delivery increasingly unreliable during winter quantum computing arrives at a reasonable cost and completely changes the game.
  • Justin Medved on 24 Jan 13
     
    "What's primarily going to drive this move to the centre is not MOOCs but hybrid learning, by which I mean the re-design of courses to integrate the best of online and campus-based teaching. This is being driven by dissatisfaction with very large lecture classes in first and second year university courses, the need for increased productivity/better learning in times of economic austerity, and faculty's increasing familiarity with online learning in supporting regular lecture-based classroom teaching."
Marcie Lewis

Annie Kidder: Are Parents the True Levers of Change in Education Systems? - YouTube - 0 views

www.youtube.com/watch

parents change education

shared by Marcie Lewis on 23 Mar 14 - No Cached
  • Marcie Lewis on 23 Mar 14
     
    Interesting discussion about the power of parents in change; interesting to think about parental voices in the context of independent schools
garth nichols

Pasi Sahlberg - The Finnish Paradox - 0 views

pasisahlberg.com/the-finnish-paradox

finnish paradox cohort21

shared by garth nichols on 07 Jan 14 - No Cached
  • In the global perspective, the Finnish education system seems to be a paradox. When much of the rest of the world is implementing more oversight of schools to assure teachers meet specific goals, lengthening the school day, toughening academic standards, and increasing homework, Finnish children continue to enjoy a relatively short school day, a broad curriculum, and a light homework load. In addition, Finnish children do not attend private tutoring sessions or spend any time preparing for standardized tests, as so many of their peers around the world must.
  • Perhaps the most surprising part of the Finnish educational philosophy is the central role of play in children’s lives, both in and out of school. Formal learning doesn’t start before the first grade when children are seven years old. Before that, children spend their time in play to develop a sense of independence and responsibility, and to learn about themselves and others. In the early years of elementary education, children furthermore learn to read and do math through various forms of play, music, and drama.  The old adage of “less is more” is carried out every day in Finnish schools, as I describe in “Finnish Lessons: What can the world learn from educational change in Finland” (2011).
  • Finland’s success is a result of finding its own way of change rather than doing more of the same than others. This is particularly true in enhancing educational quality and equity.  Some foreign observers claim that Finnish educational success results from the country’s smallness, cultural homogeneity, and wealth. Those thinking this way often fail to distinguish the Finnish way from the global education reform movement (or GERM) that sees competition, standardization, frequent testing, and privatization as the most effective drivers of change.
  • garth nichols on 07 Jan 14
     
    As an addendum to Dr. Yong Zhoa's article about why Finland is still really the tops of education despite recent PISA results...read about the Finnish Paradox
su11armstrong

Changing democracy, 140 characters at a time - The Globe and Mail - 2 views

www.theglobeandmail.com/...article11433436

technology education cohort21 twitter culture

shared by su11armstrong on 28 Apr 13 - No Cached
  • su11armstrong on 28 Apr 13
     
    Written by John Boyko (LCS faculty)
Claire Hazzard

Can Social Media Have a Role to Play in Managing a Successful Classroom? | Langwitches ... - 0 views

langwitches.org/...anaging-a-successful-classroom

social_media

shared by Claire Hazzard on 17 Oct 15 - No Cached
  • immediately
  • Social Media is one venue (of many) to LEARN… why should it not play a role in our schools?
  • Social
  • ...14 more annotations...
  • schools
  • Media
  • Social
  • Our students are gravitating (on their own) to Social Media
  • Learning for the 22nd century
  • Social Media adds so many layers of depth
  • Communication has changed in the world around us.
  • Information has changed our lives.
  • The lines between our lives and “digital lives” are blurring
  • The world is shrinking.
  • YES, social media can play a role in a successful classroom
  • why would we not want to expose, facilitate and support our students in becoming literate in the area of global, network, media, information literacies and digital citizenship?
  • CSI Twitter- Crime Scene Investigation
  • Guide to Twitter in the K-8 Classroom
  • Bluky Ng on 17 Oct 15
     
    A few reasons why to use social media in education
  • Claire Hazzard on 17 Oct 15
     
    Useful read on using SM with different levels
amacrae

Math and Science Education - Pencils Down | Quanta Magazine - 0 views

www.quantamagazine.org/re-math-ngss-science-education

education math science

shared by amacrae on 15 Oct 16 - No Cached
  • amacrae on 15 Oct 16
     
    Article about whether we are given time to explore changes in education
garth nichols

Using "Think-Time" and "Wait-Time" Skillfully in the Classroom. ERIC Digest. - 2 views

www.ericdigests.org/...think.htm

Wait Time Pause

shared by garth nichols on 14 Mar 16 - Cached
  • garth nichols on 14 Mar 16
     
    "when students are given 3 or more seconds of undisturbed "wait-time," there are certain positive outcomes: * The length and correctness of their responses increase. * The number of their "I don't know" and no answer responses decreases. * The number of volunteered, appropriate answers by larger numbers of students greatly increases. * The scores of students on academic achievement tests tend to increase. When teachers wait patiently in silence for 3 or more seconds at appropriate places, positive changes in their own teacher behaviors also occur: * Their questioning strategies tend to be more varied and flexible. * They decrease the quantity and increase the quality and variety of their questions. * They ask additional questions that require more complex information processing and higher-level thinking on the part of students."
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