Little Prince asks the fox to play with him—to enter his world. "I cannot play with you," says the fox. "I am not tamed."
Makerspaces in Libraries: Play, Discovery, and Collegiality | Whyte | The iJournal: Gra... - 1 views
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This article is from the journal of U of T's School of Information Science. Based on research in public libraries, it speaks about the importance of promoting play, discovery, and collegiality in makerspaces. It offers some encouragement re: letting students mess around, after at least a little guidance!
Educational Leadership:Relationships First:Fox Taming and Teaching - 1 views
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The curious traveler asks what it means to be tamed.
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"You become responsible, forever, for what you have tamed."
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This article was referred to me by my colleague Nicole Davies as I was writing and thinking about making contact with students in more meaningful ways in the classroom. A neat metaphor...
6 Illustrations That Show What It's Like in an Introvert's Head - 5 views
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Love these illustrations as a way to visualize what a quiet student is doing on the inside!
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Very interesting article - the illustrations gave me a lot to think about. Knowing a bit of this now, it will be interesting to think about how to manage collaborative work, from grouping to helping students to find the right pacing so that everyone has time to figure out what they need to say and do. In short, getting the tortoise and the hare to the start line at roughly the same time?
MLTS Sparks - 3 views
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A series of videos about the future of education...great food for thought, sparks for discussion, etc.
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These look great - thank you. I partciularly like the idea of group testing near the end of in A Test of Value.
5 Strategies to Deepen Student Collaboration | Edutopia - 2 views
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In order to make collaborative tasks authentic, we have to make them complex enough that working together makes sense.
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One way to do this is through rigorous projects that require students to identify a problem (for example, balancing population growth in their city with protection of existing green spaces) and agree—through research, discussion, debate, and time to develop their ideas—on a solution which they must then propose together.
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We have to help students understand the what, why, and how of collaboration. We can do this in several ways:
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A Lightning-Fast Way To Make A Digital Prototype | Co.Design | business + design - 3 views
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How to prototype with Keynote
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Finally, a use for Keynote ;) Make sure to export to PDF so the rest of the world can open it.
Math Teachers Should Encourage Their Students to Count Using Their Fingers in Class - T... - 2 views
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This is not an isolated event—schools across the country regularly ban finger use in classrooms or communicate to students that they are babyish. This is despite a compelling and rather surprising branch of neuroscience that shows the importance of an area of our brain that “sees” fingers, well beyond the time and age that people use their fingers to count.
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Remarkably, brain researchers know that we “see” a representation of our fingers in our brains, even when we do not use fingers in a calculation
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Evidence from both behavioral and neuroscience studies shows that when people receive training on ways to perceive and represent their own fingers, they get better at doing so, which leads to higher mathematics achievement. The tasks we have developed for use in schools and homes (see below) are based on the training programs researchers use to improve finger-perception quality.
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Great article on the strategies and rethinking of them in Math class for younger grades
GV guide to research - 2 views
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Great resource on user testing.
How Do I Differentiate Through Project-Based Learning? - TeachThought PD - 3 views
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"There are many opportunities to differentiate from the start of a PBL unit to its climactic conclusion. In my book, So All Can Learn: A Practical Guide for Differentiation (February 2017), I explain that the key is to think of Differentiation as a lens that's used to view lessons and units for planned opportunities of supports that meet all learner needs. For PBL units, as with traditional units, lesson planning is where the learning experiences take shape. Here are some PBL strategies that can be differentiated to bring out the power of meeting learner needs, so all can learn. Strong PBL units include standard elements that make for rich experiences. They include: Authentic Purpose Entry Event Need to Know protocol Checkpoints Student Voice"
Framework for 21st Century Learning - P21 - 4 views
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“21st century student outcomes”
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are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.
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Disciplines include: English, reading or language artsWorld languagesArtsMathematicsEconomicsScienceGeographyHistoryGovernment and Civics
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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.
DIGITAL CITIZENSHIP - SCREENAGERS - 3 views
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This is a great resource - I particularly liked the link to the infographic. We just has a workshop on this for our students in grades 4-8 - I have sent it along to teachers at our school. They might get some good ideas for followup discussions.
About French Quest - French Quest - 4 views
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FrenchQuest is a tool that supports blended learning in the French language learning classroom.
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Thanks for sending this link. It looks interesting - I have passed it on to our middle school French teachers.
Ideaflip | Realtime brainstorming and collaboration - 6 views
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What a great idea to take brainstorming out of the classroom, and have the students do some thinking together asynchronously
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Thanks for sending this link - I think it has great potential for planning with colleagues and with students. I tried it out with some ideas about some upcoming lessons and invited my colleague.
The Third Teacher - 1 views
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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)
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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 (
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A large gathering space
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3 Ways to Be Less Boring | Edutopia - 6 views
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Use Wait Time Two
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Try "Do Not Call On Me" Signals
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Enjoy Your Students
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How can we help those who never put up there hands?
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Lately I have tried something where I tell the students I will be asking at least 21 questions (the number of students in my class) and for them to choose the question they will answer. Some of the questions were simple yes/no, but it got those who never say anything, putting their hand up and answering a question. I even got a smile from some of them.
Learner-driven learning | SmartBrief - 3 views
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An interesting (and quick read) that reinforces the importance of a 'learner- driven' learning environment and how it can impact buy-in as well as student success.
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Thank you for the reference. Having the students drive the bus, instead of being passengers in learning is so important.
7 Ways to Hack Your Classroom to Include Student Choice - 3 views
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Giving students choice in testing is not something you see in many classrooms.
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You might also consider adding a variety of question types, like constructed response, multiple choice with multiple correct answers, true/false and yes/no items. In doing so, you are giving students even more choice and modeling your classroom tests after Common Core assessments, especially if you build your tests online.
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Letting students make choices in the classroom makes them feel like stakeholders in the classroom.
35 Psychology-Based Learning Strategies For Deeper Learning - 4 views
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Brain-based learning strategies
Forget Talent: Why Practice is Key to Most Prodigies' Success | MindShift | KQED News - 1 views
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Peak: Secrets From The New Science Of Expertise,
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talent” is often a story we tell ourselves to justify our own failure or to protect children from the possibility of failure.
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