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Julie Shy

Visible Thinking - 6 views

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    Visible Thinking includes a number of ways of making students' thinking visible to themselves, to their peers, and to the teacher, so they get more engaged by it and come to manage it better for learning and other purposes.




    When thinking is visible in classrooms, students are in a position to be more metacognitive, to think about their thinking. When thinking is visible, it becomes clear that school is not about memorizing content but exploring ideas. Teachers benefit when they can see students' thinking because misconceptions, prior knowledge, reasoning ability, and degrees of understanding are more likely to be uncovered. Teachers can then address these challenges and extend students' thinking by starting from where they are.
Julie Shy

Educational Leadership:Creativity Now!:The Case for Curiosity - 1 views

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    But what we admire and what we deliberately cultivate aren't the same. When researchers dig deeper, they find that many adults think of curiosity as a trait possessed by some but not others. Or they think that as long as the environment isn't too repressive, children's natural sense of inquiry will surface (Engel, 2011). In fact, when Hilary and I asked teachers to list which qualities were most important without giving them a list to choose from, almost none mentioned curiosity. Many teachers endorse curiosity when they're asked about it, but it isn't uppermost on their minds-or shaping their teaching plans.
David McGavock

Kathryn Schulz: On being wrong | Video on TED.com - 1 views

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     if you really want to rediscover wonder, you need to step outside of that tiny, terrified space of rightness and look around at each other and look out at the vastness and complexity and mystery of the universe and be able to say, "Wow, I don't know. Maybe I'm wrong."
Julie Shy

The News Literacy Project - 4 views

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    The News Literacy Project (NLP) is a national educational program that taps experienced journalists to help middle and high school students "sort fact from fiction in the digital age."

    According to its website, the project teaches students critical-thinking skills that will help them become smarter consumers and creators of information across all types of media. It shows students "how to distinguish verified information from spin, opinion, and misinformation-whether they are using search engines to find websites with information about specific topics, assessing a viral eMail, viewing a video on YouTube, watching television news, or reading a newspaper or a blog post."

    Working with educators, students, and journalists, NLP says it has developed original curriculum materials "based on engaging activities and student projects that build and reflect understanding of the program's essential questions. The curriculum includes material on a variety of topics … that is presented through hands-on exercises, games, videos, and the journalists' own compelling stories."
Julie Shy

Real-world math problems are everywhere | - 3 views

  • Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.” But I wonder if we often try too hard to create real-world problems when, if all we did were look around and ask “what do you wonder?” and “what do you notice?”, we would find that math problems are everywhere.
  • “I know that teachers are asking, “Are there any questions?” and “Do you understand?”; however, I’m not sure how many teachers are asking, “What do you notice?” or “What do you wonder?” So many times, teachers will ask if there are any questions, or whether students understand, only to be met with blank stares. This leads to nobody’s “needs” being met.”
  • “Asking good questions is key to any well-functioning classroom. The CCSS include students’ ability to communicate mathematically. Asking good questions gets conversations started. Simply by asking students what they notice and/or what they wonder, students will begin to communicate mathematically. Asking them what they notice and what they wonder puts the ownership back on the student, encouraging them to think and communicate about math.”
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    We hear this everywhere - students should be doing "real-world" math and they should be applying what they learn in math to "real-world situations."
David McGavock

Truth is the foundation of trust | PostIndependent.com - 1 views

    • David McGavock
       
      Something I agree with

  • Sometimes it seems as though all the infighting is self destructive and financially draining.
  • Well, $14 trillion of debt later, I wonder if she still likes the sound.
    • David McGavock
       
      Written with no acknowledgement of the situation that was handed to him. I would like to see the Ross Talbott plan for avoiding a depression.
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    • David McGavock
       
      Truth, truth, truth. He repeats the need for truth and for relationship. At the same time he provides no basis for the arguments he makes. Truth requires evidence.
  • Who then, are the wise? Are they the ones who liked the way he sounded? Are they the ones who believe the lies?
    • David McGavock
       
      It would be helpful to have the details here rather than the chant that we can hear from "the press".
  • A famous saying is, “you shall know the truth and the truth shall set you free.” The opposite of truth is the lie, and the lie creates bondage and death. The lie is so dangerous because it is presented as truth by impressive and convincing people.

    The real truth is often initially painful but is always liberating. Truth is the light at the end of the tunnel.
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    One man's version of truth sans evidence.
David McGavock

Species diversity refutes the theory of evolution | PostIndependent.com - 1 views

  • Species diversity refutes the theory of evolution
  • Somehow, I always understood that the concept of evolution was the proof that there are no miracles.
  • Evolution presupposes that somehow some accidentally formed primordial soup
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  • the universe had a point origin extremely hot and of incredible speed.
    • David McGavock
       
      Changing topics - now we're on to saying that there is an infinite supply of fuel burn. Talk about spending (consuming) above our means...
    • David McGavock
       
      To say that a miracle is outside of science or that science cannot see the miracle is uninformed.
  • oil is not a “fossil fuel” and there is some process deep within our planet that is producing it.
  • When you compare that time against the $14 trillion-plus of the U.S. debt, it is comparatively a short time.
  • That understanding destroys the leverage politicians use to scare us into the idea that we are running out of oil.
  • incredible complexity deeply challenges any idea that it is the result of spontaneous generation.
  • volution was a foundational belief of Hitler
    • David McGavock
       
      The belief in evolution is the "cause" of nazi germany? I think not.
  • The rest of us are also somehow sub-human and must be conquered and/or killed
    • David McGavock
       
      And the arabs are fervent believers in evolution???
  • The concept of evolution is an effort to demonstrate that there is no God. That being the case, there are no eternal consequences. Evil is just what the government says it is.
    • David McGavock
       
      Evolution = no god = no eternal consequences = evil government. I'm not sure how all this ties together.
  • one thing that did not come into existence without a purpose and a creator.
    • David McGavock
       
      Christianity doesn't have the patent on creation. All faiths have a creation story describing causes.
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    "Species diversity refutes the theory of evolution"
David McGavock

http://www.ace-ncc.org/47L/CKW/?ID=7655524654&C=90109&E=1&T=B - 3 views

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    What You'll Learn
    Critical thinking is a vital component of every part of the school day. With each activity that students engage in, they are utilizing critical thinking skills - skills that must be fostered and encouraged by educators so students can perform at the highest level possible. This module will teach educators to employ various strategies and tactics that will ensure that they are continuously cultivating critical thinking skills in their students throughout the day so that student achievement is constantly being emphasized.
    In this course you'll learn how to encourage critical thinking and active learning, as well as tactical and structural recommendations to enhance your lessons, different approaches to thinking, and how to drive thinking through questions. You will discover:
    The intrapersonal components involved in critical thinking
    The role of critical thinking in student interactions
    How to incorporate critical thinking strategies into every activity and lesson plan
    The various approaches to thinking
David McGavock

How to Use the Internet Wisely, for Your Health and Your Country's - Howard Rheingold -... - 1 views

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    Editor's note: The following essay has been adapted from Howard Rheingold's new book Net Smart: How to Thrive Online, which offers Rheingold's insights on how to find quality information on the web, and then how to piece that information together "intelligently, humanely, and above all mindfully." The book was published in April by MIT Press.
Julie Shy

Harvard Education Letter - 1 views

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    Dupuy, Muhammad, and many other teachers are using a step-by-step process that we and our colleagues at the Right Question Institute have developed called the Question Formulation Technique (QFT). This technique helps students learn how to produce their o
David McGavock

Peeragogy Lit Review - Google Docs - 4 views

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    The contemporary movement towards peeragogy has roots in the work of these Western education scholars, who have contributed to what is known as the field of "critical pedagogy." This is an approach to teaching that encourages students to think critically and creatively about what they read as opposed to passively accepting it.
David McGavock

Child Development Research - 1 views

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    "Child Development Research
    Child Development Videos » History, Theory & Research » Child Development Research

    Child development research encompasses a broad range of topics, and included here are titles illustrating some of the many branches of developmental psychology and child development theory. Methods of research and observation have changed dramatically in the past century, allowing for vast amounts of new information to be compiled and assessed. Our collective knowledge of how children grow has grown exponentially, thanks to researchers from around the world. Titles in this section offer an in-depth look at this new and compelling research, and the lives of the individuals who founded them.
    "
David McGavock

The demise of quality content on the web - 4 views

  • I remember exactly when I decided to stop reading Mashable.
  • You can’t see a single word from the actual article without scrolling. It reminded me of a comment that Merlin Mann recently made in his typically funny and obnoxious style:

    merlin-mann.jpg

  • we seem to be in this bizarre race to the intellectual bottom to write the most generic article in the world so that everyone with an Internet connection will click through. And the only purpose seems to be to keep the advertising monster fed, fat, and happy.
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  • I’m worried that all the noise makes it increasingly difficult for quality content[1] to be seen. Worse, I’m worried that it’s discouraging the creation of quality content because what’s successful (i.e. what gets the most clicks) is mostly lowest-common-denominator blog post titles that either start with a number or end with a question mark.
  • The problem is not that people don’t have enough time, it’s that people don’t have enough attention.
  • The wells of attention are being drilled to depletion by linkbait headlines, ad-infested pages, “jumps” and random pagination, and content that is engineered to be “consumed” in 1 minute or less of quick scanning – just enough time to capture those almighty eyeballs[2]. And the reality is that “Alternative Attention sources” simply don’t exist.
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    "I used to believe that if you write with passion and clarity about a topic you know well (or want to know more about), you will find and build an audience. I believed that maybe, if you're smart about it, you could find a way for some part of that audience to pay you money to sustain whatever obsession drove you to self-publishing (and to do it without selling your soul in the process). "
David McGavock

Elke Weber - The Earth Institute - Columbia University - 2 views

  • Currently, Weber is focusing the majority of her time on two very different, but crucial issues: “… environmental decisions, in particular responses to climate change and climate variability, and financial decisions, for example pension savings.” 
  • Weber is past president of both the Society for Judgment and Decision Making and Society for Mathematical Psychology, and she is the current president of the Society for Neuroeconomics.
  • Her areas of expertise include cognitive and affective processes in judgment and choice, cross-cultural issues in management, environmental decision making and policy, medical decision making, and risk management.
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    "Working at the intersection of psychology and economics, Weber is an expert on behavioral models of judgment and decision making under risk and uncertainty. Recently, she has been investigating psychologically appropriate ways to measure and model individual and cultural differences in risk taking, specifically in risky financial situations and environmental issues. She describes her research as follows:

    "I try to gain an understanding and appreciation of decision making at a broad range of levels of analysis, which is not easy, given that each level requires different theories, methods and tools. So at the micro end of the continuum, I study how basic psychological processes like attention, emotion and memory (and their representation in the brain) influence preference and choice. At the macro end of the continuum, I think about how policy makers may want to present policy initiatives to the public to make them maximally effective. This range of topics and methods is challenging, but at least in my mind the different levels of analysis inform and complement each other." "
David McGavock

Users for Sale: Has Digital Illiteracy Turned Us Into Social Commodities? - 1 views

  • “The dot com boom failed because people didn’t want to buy shit online. They were just talking to each other,” said Douglas Rushkoff in a recent keynote speech at the WebVisions conference in Portland. “Content was never king. Contact was always king.”
  • We spoke to Rushkoff about the current state of web culture and his crusade to encourage programming literacy.
  • You argue that users are not the true customers of social networks like Facebook. What are the ramifications of this?
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  • We understand that the job of the person working in the Gap is to sell us clothes.

    “Usually, the people paying are the customers. So on Facebook, the people paying are marketers.”

    But we don’t apply this same very basic logic to online spaces. The easiest way to figure out who the customer is in an online space is to figure out who is paying for the thing. Usually, the people paying are the customers.

  • We are more likely to use our Facebook profile as a mirror, chalking up its deficiencies to the technology itself. We don’t consider that the ways in which Facebook screws with the way we see ourselves is its function, rather than some random artifact of social networking.
  • s this different from TV networks selling commercials against popular shows that they deliver over the airwaves for free?
  • But imagine what it would be like if you didn’t know that the evening news was funded primarily by Big Pharma. You would actually believe the stuff that they’re saying. You might even think those are the stories that matter.
  • When (if ever) are these free technologies worth trading a bit of privacy for?
  • The only thing standing between you and total surveillance is the fact that they don’t yet have the processing capability to mine their data effectively.
  • In answer to your question, engaging with people costs us privacy. It always has. I think the only way to behave is as if nothing is private. And then fight to make what you care about legal and acceptable.
  • You warn against the dangers of “selling our friends” by connecting our social graphs to various networks and apps. How does this damage our relationships, even if we’re doing it unwittingly?
  • Unwittingly, well, it’s more like when your friends keep inviting you to FarmVille or LinkedIn. When they unwittingly turn over their address book to one of these companies that’s really just in the business of swelling their subscriptions so that they can go have an IPO.
  • You advocate “programming literacy” in the online platforms we use every day. How much can the average web user be expected to understand?

  • I don’t think the average web users of this century will achieve basic programming literacy.
  • If they don’t know how to make the programs, then I’d at least want them to know what the programs they are using are for. It makes it so much more purposeful. You get much more predictable results using the right technologies for the right jobs.
  • I want people to be able to ask themselves, “What does this website want me to do? Who owns it? What is it for?”
  • You note how our traditional social contracts (e.g. I can steal anything I want, but I won’t do it out of shame, fear, etc.) break down due to the anonymity and distance of the web. How can we change this and still maintain an open online culture?
  • We have an economic operating system based in scarcity — that’s how we create markets — so we don’t have a great way yet of sharing abundant resources.
  • It’s a problem of imagination, not reality. We have imaginary boundaries.
  • rather than getting people to use the web responsibly and intelligently, it may be easier to build networks that treat the humans more responsibly and intelligently. Those of us who do build stuff, those of us who are responsible for how these technologies are deployed, we have the opportunity and obligation to build technologies that are intrinsically liberating — programs that reveal their intentions, and that submit to the intentions of their users.
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    We've finally figured out how to monetize social interaction, and Rushkoff, an award-winning author and media theorist who writes and speaks regularly on these topics, has reservations.
David McGavock

How to Disagree - StumbleUpon - 7 views

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    How to Disagree

    The web is turning writing into a conversation. Twenty years ago, writers wrote and readers read. The web lets readers respond, and increasingly they do-in comment threads, on forums, and in their own blog posts.

    Many who respond to something disagree with it. That's to be expected. Agreeing tends to motivate people less than disagreeing. And when you agree there's less to say. You could expand on something the author said, but he has probably already explored the most interesting implications. When you disagree you're entering territory he may not have explored.

    The result is there's a lot more disagreeing going on, especially measured by the word. That doesn't mean people are getting angrier. The structural change in the way we communicate is enough to account for it. But though it's not anger that's driving the increase in disagreement, there's a danger that the increase in disagreement will make people angrier. Particularly online, where it's easy to say things you'd never say face to face.
David McGavock

Wanna Solve Impossible Problems? Find Ways to Fail Quicker | Co.Design - 2 views

  • a British industry magnate by the name of Henry Kremer wondered: Could an airplane fly powered only by the pilot's body?

    Like Da Vinci, Kremer believed it was possible and decided to try to turn his dream into reality. He offered the staggering sum of £50,000 for the first person to build a human-powered plane that could fly a figure eight around two markers set a half-mile apart.

  • A decade went by. Dozens of teams tried and failed to build an airplane that could meet the requirements. It looked impossible.
  • MacCready’s insight was that everyone who was working on solving human-powered flight would spend upwards of a year building an airplane on conjecture and theory without a base of knowledge based on empirical tests. Triumphantly, they would complete their plane and wheel it out for a test flight. Minutes later, a year's worth of work would smash into the ground.
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  • The problem was the problem. MacCready realized that what needed to be solved was not, in fact, human-powered flight. That was a red herring. The problem was the process itself.
  • He came up with a new problem that he set out to solve: How can you build a plane that could be rebuilt in hours, not months? And he did.
  • MacCready’s Gossamer Condor flew 2,172 meters to win the prize. A little more than a year after that, the Gossamer Albatross flew across the English Channel.
  • So what's the lesson? When you are solving a difficult problem, re-frame the problem so that your solution helps you learn faster. Find a faster way to fail, recover, and try again. If the problem you are trying to solve involves creating a magnum opus, you are solving the wrong problem.
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    "Wanna Solve Impossible Problems? Find Ways to Fail Quicker
    A case study in how an intractable problem -- creating a human-powered airplane -- was solved by reframing the problem. "

    So what's the lesson? When you are solving a difficult problem, re-frame the problem so that your solution helps you learn faster. Find a faster way to fail, recover, and try again. If the problem you are trying to solve involves creating a magnum opus, you are solving the wrong problem.
David McGavock

A Speculative Post on the Idea of Algorithmic Authority « Clay Shirky - 1 views

  • people trust new classes of aggregators and filters, whether Google or Twitter or Wikipedia
  • algorithmic authority
  • do I have certification from an institution that will vouch for my knowledge of Eastern Europe?
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  • The social characteristic of deciding who to trust is a key feature of authority
  • information that can’t be evaluated independently
  • information that is correct by definition
  • authorities making untestable propositions
  • Why would you feel less silly getting the same wrong information from Britannica than from me? Because Britannica is an authoritative source.
  • Like everything social, this is not a problem with a solution, just a dilemma with various equilibrium states, each of which in turn has characteristic disadvantages.)
    • David McGavock
       
      "Not a problem with a solution" - there's something very freeing about that idea. So often we try and fix nature and our social "states" but they are too dynamic for a fix.
  • it takes in material from multiple sources, which sources themselves are not universally vetted for their trustworthiness, and it combines those sources in a way that doesn’t rely on any human manager to sign off on the results before they are published.
  • Algorithmic authority
  • just an information tool.
  • people come to trust it.
  • produces good results
  • people become aware not just of their own trust but of the trust of others:
  • his is the transition to algorithmic authority.
  • spectrum of authority
  • Good enough to settle a bar bet
  • Evidence to include in a dissertation defense
  • he criticism that Wikipedia, say, is not an “authoritative source” is an attempt to end the debate by hiding the fact that authority is a social agreement,
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    "Algorithmic authority is the decision to regard as authoritative an unmanaged process of extracting value from diverse, untrustworthy sources, without any human standing beside the result saying "Trust this because you trust me." This model of authority differs from personal or institutional authority, and has, I think, three critical characteristics. "
David McGavock

The principle of reciprocity :The Thinker - 3 views

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    " * A differing opinion, by itself, is no evidence of asshattery. That is basically what the principle of reciprocity says.
    * But, a violation of the principle of reciprocity is evidence of asshattery.
    * Therefore, when I call someone an asshat for violating the principle of reciprocity, I am not violating the principle of reciprocity myself, since my opinion is evidence-based.

    It's reassuring to know I can be a good critical thinker and still be allowed to call someone an asshat on occasion."
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