the way that good ideas usually come into the world. They are, inevitably, constrained by the parts and skills that surround them.
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The Origins of Good Ideas - WSJ.com - 0 views
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innovation ideas creativity technology tinkering thinking wsj design
shared by Sheri Edwards on 09 Jul 13
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the adjacent possible defines all those molecular reactions that were directly achievable in the primordial soup. Sunflowers and mosquitoes and brains exist outside that circle of possibility. The adjacent possible is a kind of shadow future, hovering on the edges of the present state of things, a map of all the ways in which the present can reinvent itself.
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The strange and beautiful truth about the adjacent possible is that its boundaries grow as you explore them
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Johannes Gutenberg, for instance, took the older technology of the screw press, designed originally for making wine, and reconfigured it with metal type to invent the printing press.
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The premise that innovation prospers when ideas can serendipitously connect and recombine with other ideas may seem logical enough, but the strange fact is that a great deal of the past two centuries of legal and folk wisdom about innovation has pursued the exact opposite argument, building walls between ideas.
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they reduce the overall network of minds that can potentially engage with a problem, and they reduce the unplanned collisions between ideas originating in different fields.
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Modeled on the success of services like Twitter and Flickr, new Web startups now routinely make their software accessible to programmers who are not on their payroll, allowing these outsiders to expand on and remix the core product in surprising new ways.
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Nike announced a new Web-based marketplace it calls the GreenXchange, where it has publicly released more than 400 of its patents that involve environmentally friendly materials or technologies. The marketplace is a kind of hybrid of commercial self-interest and civic good. This makes it possible for outside firms to improve on those innovations, creating new value that Nike might ultimately be able to put to use itself in its own products.
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Nike is widening the network of minds who are actively thinking about how to make its ideas more useful, without adding any more employees
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the mission control engineers realize they need to create an improvised carbon dioxide filter, or the astronauts will poison the lunar module atmosphere with their own exhalations before they return to Earth.
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"We gotta find a way to make this fit into a hole for this," he says, and then points to the spare parts on the table, "using nothing but that."
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Literature -- Analyzing Theme - 0 views
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"Theme What exactly is this elusive thing called theme? The theme of a fable is its moral. The theme of a parable is its teaching. The theme of a piece of fiction is its view about life and how people behave. In fiction, the theme is not intended to teach or preach. In fact, it is not presented directly at all. You extract it from the characters, action, and setting that make up the story. In other words, you must figure out the theme yourself. The writer's task is to communicate on a common ground with the reader. Although the particulars of your experience may be different from the details of the story, the general underlying truths behind the story may be just the connection that both you and the writer are seeking. "
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Evaluating Sources: The CRAAP Test - Information Literacy Research Skill Building - Lib... - 0 views
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evaluating sources research information literacy literacy skill libguides washington state university
shared by Sheri Edwards on 18 Jun 14
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"Currency The timeliness of the information: When was the information published or posted? Does the time period that the information was published matter in relation to your topic? When was the information last revised? (onine often found in the footer area) If reviewing a web source, are the links current or are they broken? Relevance or Coverage The importance of the information in relation to your topic: What is the depth of coverage? Is the informtion provided central to your topic or does the source just touch on your topic? Is the information unique? Who is the intended audience? Basically, is the information at the appropriate level for your research or does it target a different type of audience? Is better information available in another source? Authority Consider the source: Can you tell who wrote it? If the author is not identified who is the sponsor, publisher, or organization behind the information? Are the author's credentials or organizational affiliations listed? Is contact information available? Is the source reputable? Accuracy The reliability, truthfulness, and correctness of the informational content: Where does the information presented come from? Are the sources listed? Are the sources reputable? Can you verify the information in other sources or from your own knowledge? Corroborate! Does the language or tone seem free of bias or ideologically based arguments? Purpose or Objectivity The reason the information exists: What is the purpose of the information? Inform? Teach? Sway opinion? Sell? Entertain? Can you determine possible bias? If you can are they clearly stated or do they become apparent through a close reading? Does the point of view appear objective? Does the site provide information or does it attempt to debunk other information? (Weighing positive evidence versus negative evidence) "
7. Charts | Design a Presentation | Extreme Presentation Method - 0 views
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Nate Kellogg - 0 views
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Five Special Strategies for Teaching Tweens | MiddleWeb - 0 views
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competence and achievement; opportunities for self-definition; creative expression; physical activity; positive social interactions with adults and peers; structure and clear limits; and meaningful participation in family, school, and community.
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physical movement. It’s not enough for tweens to move between classes every 50 minutes (or every 80 minutes on a block schedule)
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show students that not everyone starts at the same point along the learning continuum or learns in the same way.
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model asking difficult questions to which we don’t know the answers, and we publicly demonstrate our journey to answer those questions.
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We don’t limit students’ exposure to sophisticated thinking because they haven’t yet mastered the basics
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invite individual students to acquire, process, and demonstrate knowledge in ways different from the majority of the class if that’s what they need to become proficient.
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can teach a global lesson on a sophisticated concept for 15 minutes, and then allow students to process the information in groups tiered for different levels of readiness.
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present an anchor activity for the whole class to do while we pull out subgroups for minilessons on basic or advanced material.
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we should never let the test format get in the way of a student’s ability to reveal what he or she knows and is able to do
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In differentiated classes, grading focuses on clear and consistent evidence of mastery, not on the medium through which the student demonstrates that mastery.
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grade all the projects using a common scoring rubric that contains the universal standards for which we’re holding students accountable
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Of course, if the test format is the assessment, we don’t allow students to opt for something else. For example, when we ask students to write a well-crafted persuasive essay, they can’t instead choose to write a persuasive dialogue or create a poster. Even then, however, we can differentiate the pace of instruction and be flexible about the time required for student mastery.
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llow tweens to redo work and assessments until they master the content, and we give them full credit for doing so
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When we formally assess student writing, we focus on just one or two areas so that students can assimilate our feedback.