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Derek Doucet

What Project-Based Learning Is - and What It Isn't | PROJECT BASED LEARNING | MindShift | KQED News - 2 views

ww2.kqed.org/...ect-based-learning-is-and-isnt

cohort21 projectbasedlearning PBL SAMR

shared by Derek Doucet on 17 Oct 15 - No Cached
  • The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “project-oriented learning.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez.
    • Derek Doucet
      Derek Doucet on 17 Oct 15
       
      What are you doing with PBL?
  • anonymous on 19 Oct 15
     
    Thanks for the article. It is definitely making me think more about the projects that I do with the students. Great read.
Christi Lovrics

Growth Mindset: Clearing up Some Common Confusions | MindShift | KQED News - 0 views

ww2.kqed.org/...ring-up-some-common-confusions

mindset growth fixed MindShift growthmindset edchat

shared by Christi Lovrics on 19 Nov 15 - No Cached
  • Christi Lovrics on 19 Nov 15
     
    Another article, but love that it speaks to the common misconceptions.
mr_bornstein

Forget Talent: Why Practice is Key to Most Prodigies' Success | MindShift | KQED News - 1 views

ww2.kqed.org/...-key-to-most-prodigies-success

growth mindset

shared by mr_bornstein on 25 Oct 16 - No Cached
  • Peak: Secrets From The New Science Of Expertise,
  • talent” is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure.
  • “
  • ...14 more annotations...
  • a tendency to assume that some people have a talent for something and others don’t and that you can tell the difference early on. If you believe that, you encourage and support the ‘talented’ ones and discourage the rest, creating the self-fulfilling prophecy. … The best way to avoid this is to recognize the potential in all of us — and work to find ways to develop it.
  • “deliberate practice.”
  • ind a teacher who has been teaching other people to reach the level of performance that you want to attain. This basically means that teacher will be able to tell you the most effective ways to improve. A good teacher will also be able to find suitable units of improvement, so you don’t push yourself more than you can do.
  • start out, 15 or 20 minutes [a day]
  • think of something you want to attain and then get the help of teachers and parents to start you on the path of creating that
  • But you haven’t simply been waiting around for something that would allow you to instantaneously become good because that’s never happening.
  • You can improve your performance more in those one or two hours with a coach than in 5 to 10 years of regular practice with your friends.
  • you’re really trying to help the child develop this ability and become increasingly more able to monitor their own learning so they will eventually become independent
  • there is a way of helping a child get enjoyment from the mastery and the development of an ability.
  • before a public performance a child is much more motivated to practice and work on things that will translate into a better performance.
  • When that becomes important, you’ll have the motivation and willingness to do the training that will allow you to reach a high level of proficiency.
  • with certain kinds of math activities it’s hard to see how they will actually benefit you as an adult. So, I think education can be transformed into being more skills-based, where students will be able to see how, by learning certain skills, they’ll be able to do things that they couldn’t do before.
  • understand and integrate that knowledge in a way that allows you to use it.
  • I could infer and relate things that were related to me in a meaningful way.
mardimichels

Checklist: Are You Ready for iPads In Your School? | MindShift - 1 views

blogs.kqed.org/...ready-for-ipads-in-your-school

iPad

shared by mardimichels on 09 Dec 13 - No Cached
  • mardimichels on 09 Dec 13
     
    A checklist for those considering iPads in their schools - are you ready?
celeste Kirsh

More Progressive Ways to Measure Deeper Level of Learning | MindShift - 0 views

blogs.kqed.org/...asure-deeper-level-of-learning

assessment deeper know_do_reflect

shared by celeste Kirsh on 13 Apr 14 - No Cached
  • celeste Kirsh on 13 Apr 14
     
    An interesting look at ways to structure assessments to get to "deeper learning"; nothing earth shattering in this article, but some interesting ideas to consider!
garth nichols

Do You have the Personality To Be an Inquiry-Based Teacher? | MindShift - 3 views

blogs.kqed.org/...to-be-an-inquiry-based-teacher

inquiry 21st Century Learning PBL

shared by garth nichols on 30 Apr 14 - No Cached
  • Are you optimistic? Viewing the world as damaged or the future as bleak shuts down the brain by transmitting fear. Maintaining an optimistic attitude is an expression of love, inspiring curiosity and hope, and fostering emotional and physical health. Optimism is essential to teaching: Without hope, the reason to learn disappears. Are you open? The world is being refreshed and powered by divergent thinking. Outcomes are unclear, even dangerous. But faith in the flexible thinking of the human mind can support young people as they sort out their new world and have the freedom to discover solutions not yet visible. An open attitude activates the frontal lobes, the place of flow and creativity. Are you appreciative? Deep appreciation gives permission for failure, rather than penalizing for the “wrong” answer. It honors the stops and starts of human development. It conveys the ultimate message of a communal world: We are in this together. Are you flexible? In inquiry, the journey matters as much as the destination. Constant reflection is a necessity to improving thinking and doing. Metacognition encourages wisdom, the ultimate goal of any worthy education system. Flexibility tells the brain and heart to keep working, keep going—you’re getting there. Are you purposeful? Purpose binds teacher and student into the high-minded pursuit of solutions that matter. It is the reason that “authentic” education works and inauthentic education struggles. It tightens the connection between the learner and the teacher in ways that spur the natural creative impulse to change and improve the world.
  • garth nichols on 30 Apr 14
     
    This is an important list of attributes for 21st Century Teaching. As schools and teachers are looking to PBL, we often don't think about what is required in the social-emotional realm of teaching that will allow PBL to fly...here's some good info' on this...
garth nichols

Anyone Still Listening? Educators Consider Killing the Lecture | MindShift - 2 views

blogs.kqed.org/...s-consider-killing-the-lecture

focus lecture 21st Century Learning cohort21 edtech

shared by garth nichols on 30 Jun 14 - No Cached
  • garth nichols on 30 Jun 14
     
    Is it really the lecture though?
garth nichols

Design Thinking, Deconstructed | MindShift - 5 views

blogs.kqed.org/...design-thinking-deconstructed

DesignThinking

shared by garth nichols on 15 Dec 14 - No Cached
  • garth nichols on 15 Dec 14
     
    A great graphic that deconstructs the Design Thinking Process...super cool, and ready to implement
tantoniades

Life in a 21st-Century English Class | MindShift | KQED News - 4 views

ww2.kqed.org/...n-a-21st-century-english-class

shared by tantoniades on 17 Nov 15 - No Cached
  • Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.
    • tantoniades
      tantoniades on 17 Nov 15
       
      This is where I need to get.  I'm still very much in the "tacking on" phase.
  • My students started by creating a Flickr feed, Facebook page, a YouTube account, a Tumblr blog, and a Twitter account. They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont know what half of these things are, but I'm going to find out - we do Beloved, which is really similar thematically, and my assessment for the unit is really similar (even if it's not tech-based...yet).
  • A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I find this really annoying.  
  • ...3 more annotations...
  • The Museum Box site allows you to build  an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Intriguing.  Go on...
  • My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont mean to be a crank, but this has everything to do with teaching, and nothing to do with technology.
  • Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking. Instead, inquiry and technology are a natural part of our English classes.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Again, I know I'm being a cynical old grump, but you cannot use "technology" and "constructivist" like they're two parts of the same idea.  I think it's perfectly feasible to imagine a constructivist classroom that runs without tech, and vice versa.  Both of them running in harmony...that's the dream, all right.
  • tantoniades on 17 Nov 15
     
    An article about some ways technology can be used to help an inquiry-based high school English class...
  • Derek Doucet on 17 Nov 15
     
    Hey Tony - I think you'd be really interested in TPACK - a tech integration framework that looks at pedagogical knowledge, content knowledge and tech knowledge. For more info check out tpack.org! We'll be looking at these in our third face to face but it sounds like you're ready to delve!
Derek Doucet

Step by Step: Designing Personalized Learning Experiences For Students | MindShift | KQED News - 1 views

ww2.kqed.org/...rning-experiences-for-students

personalized learning learning vs. teaching collaboration

shared by Derek Doucet on 22 Oct 15 - No Cached
    • Derek Doucet
      Derek Doucet on 22 Oct 15
       
      What are your personal touches? How do you engage your students?
  • Educator Mia MacMeekin has put together a clear infographic hig
  • it’s referring to the personal touch of a teacher getting to know a student, learning about their interests and tailoring lessons to meet both their needs and their passion areas.
  • ...1 more annotation...
  • hlighting some of the ways teachers design “personalized” curriculum.
Christina Schindler

What Will Digital Portfolios Mean for College-Bound Students? | MindShift | KQED News - 1 views

ww2.kqed.org/...ean-for-college-bound-students

Cohort21 portfolios EdTech collaboration

shared by Christina Schindler on 04 Apr 16 - No Cached
  • The earlier that kids begin planning their college application, the better,
  • the practice of putting quality work into digital storage “gets them thinking critically” about college.
  • Photo and video provide a more complete version of a person, and students feel they’re “more than a piece of paper.” 
  • Christina Schindler on 04 Apr 16
     
    Interesting perspective on how DP's can enable students to consider their growth over time as they apply to post-secondary studies.  Interesting questions for the admin & education system as a whole to consider in the big picture outlook on this tool.
garth nichols

What The Screen Time Experts Do With Their Own Kids | MindShift | KQED News - 2 views

ww2.kqed.org/...experts-do-with-their-own-kids

technology social socialmedia

shared by garth nichols on 09 Feb 18 - No Cached
  • They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of “joint media engagement,” or simply sharing screen time.
  • But more than just limiting time, says Radesky, “I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.” For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.
  • She sums up her findings from over a decade of research: “As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.”
  • ...3 more annotations...
  • No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine.
  • “You don’t want to look at a screen before bed because it tells your brain to stay awake.”
  • His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages
  • garth nichols on 09 Feb 18
     
    "They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of "joint media engagement," or simply sharing screen time."
garth nichols

Launching a Makerspace: Lessons Learned From a Transformed School Library | MindShift | KQED News - 7 views

ww2.kqed.org/...m-a-transformed-school-library

makerspace makerspaces Library

shared by garth nichols on 24 Aug 16 - No Cached
Lara Gee liked it
  • garth nichols on 24 Aug 16
     
    A great story of How-To create Maker spaces...
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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