We can't know what the classroom will look or feel like. We do know, however, that most school districts are organized to deliver education that inhibits rather than encourages innovation. That needs to change.
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Depth of Knowledge in the Content Areas | SeansDesk.com - 64 views
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Sean has put together four posters to get us to take a look at our instructional practices and the cognitive depth we're working to achieve.
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User-Friendly Advice for Accessible Web Design - ProfHacker - 34 views
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including accessible for those with cognitive disabilities... great tips in the comments
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Asking Why and Why and Why - The Learner's Way - 16 views
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As children, we ask "Why?" a lot. It is a part of childhood, that special time when the many forces acting upon our cognitive development converge around a singular desire to ask "Why". It becomes the central focus of our conversational style, an incessant exclamation into the void which tests the patience of any nearby adult. But asking "Why" offers so much more.
Working Memory Underpins Cognitive Development, Learning, and Education - 36 views
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Dyslexia: When spelling problems impair writing acquisition - 11 views
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"Dyslexia is a learning difficulty which affects the ability to adopt the automatic reflexes needed to read and write. Several studies have sought to identify the source of the problems encountered by individuals with dyslexia when they read. Little attention, however, has been paid to the mechanisms involved in writing. Sonia Kandel, Professor at the GIPSA-Lab of the Université Grenoble Alpes (CNRS/Université Grenoble Alpes/Grenoble INP) and her team [1] decided to look at the purely motor aspects of writing in children diagnosed with dyslexia. Their results show that orthographic processing in children with dyslexia is so laborious that it can modify or impair writing skills, despite the absence of dysgraphia in these children. The findings of this study are published in the November 2017 edition of Cognitive Neuropsychology."
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Top tips for re-engaging disengaged students - 33 views
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"Ideas for re-engaging students who seemed disengaged acknowledged that disengagement is a mutli-dimensional construct and that it does not simply refer to behavioural engagement, but emotional / relational engagement (including relationship with peers, staff and home) and psychological and cognitive engagement (how challenging and relevant the content of the lesson is). Therefore, suggestions to improve engagement ranged from using music or movement at the start of the lesson to set a tone / pace and expected participation, to demonstrating your own enthusiasm or passion as a teacher, showing them ' you are there for them not the job…knowing them as a person" (@TheBenHornbury)"
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shared by Nigel Coutts on 20 Jun 20
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Are we there yet? Are we there? - The Learner's Way - 6 views
thelearnersway.net/...are-we-there-yet-are-we-there
learner agency education teaching learning thinking
shared by Nigel Coutts on 20 Jun 20
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This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".
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shared by Jennie Snyder on 27 Jan 13
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Lydia Dobyns: A '21st Century' Education Is SO Last Century - 34 views
www.huffingtonpost.com/...tury-education-_b_2441252.html
deeperlearning edleader21 change 21stcentury learning
shared by Jennie Snyder on 27 Jan 13
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like "Deeper Learning" as a way to convey both the acquisition of knowledge and the transference/application of knowledge along with developing skills employers find valuable -- collaboration, communications and critical thinking
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t's time to move on and work together to develop education systems that meet students where they live and provide a relevant education to develop cognitive and non-cognitive skills
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Of course, schools and classroom practices need to be current -- what teacher or district leader would say that we should continue to teach the way we did back in the "good ol' days?" Can you show me a successful organization or business that prides itself on keeping things exactly the way they were?
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We need to believe the adults delivering education services are capable of being innovative, adaptive and collaborative and welcome being accountable for student outcomes. Then we need to invest in this belief by providing both the professional development and the infrastructure to make this belief a reality for all students and all teachers.
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Ultimately, it is about delivering core education in today's world by today's standards of success.
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I believe this is the basic approach: Education needs to be more relevant and rigorous for students. Educational institutions need to be more engaging and empowering for teachers. A high school diploma needs to be more directly applicable and valued in the economy. These are attainable goals; all education investments should be measured against these objectives.
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Lydia Dobyns: A '21st Century' Education Is SO Last Century http://t.co/fieSUgnj #deeperlearning #edleader21
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What might schools learn from McDonald's? - The Learner's Way - 13 views
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Walk into any McDonald's, anywhere in the world, and you know where you are and what to expect. For the homesick traveller, the consistency of McDonald's' design aesthetic is comforting. You know how this is going to work, you understand what to do, and you know what you are likely to get. McDonald's requires minimal cognitive load on the customer's behalf.
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Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views
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treated accordingly.
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Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
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public schools have done away with "tracking"
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deemed low achievers or of low cognitive ability?
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Jonathan Kozol brought accusations against a system they found racist and sadistic.
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He condemns a lot more than the eduction system. His approach to reform is much more like Finland's, holistic.
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to restore equity to
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Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
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-- a practice viewed by many in the education establishment as synonymous with tracking
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Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
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Again, a nasty generalization. Not only that, but the following practices he cites aren't products of heterogeneous grouping.
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In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
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Dallas Independent School District
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Ed research from Texas?? They want to teach evolution in science classes.
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The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
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this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
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Practices do not support this assertion. Upward trajectory is very limited.
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Why Learning and Multitasking Don't Mix | The Creativity Post - 82 views
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But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts.
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But when students are doing serious work with their minds, they have to have focus.”
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“Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.”
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Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.
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“Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”
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“there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”
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mental fatigue
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takes longer
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negatively associated with students’ grades
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Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Pro... - 38 views
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People perceive what they are looking for, and often only what they are looking for, and our well-intentioned attempts to guide their cognition could just as easily lead to participants missing the information most important to them.
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Similarly, we did not attempt to define how participants should interact with each other, but instead focused on supporting an environment that would be responsive to whatever means they chose for themselves.
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they would instead reflect the perspective or world view of some organizer telling them what their objectives should be, what they should learn, what counts as success.
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Participants, for example, could experience the course as a series of lectures, and some did, but many skipped the experience. Others treated the course as project-based, creating artifacts and tangible products. Others viewed the course as conversation and community, focused on interaction with other participants.
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We were, for example, criticized for offering lectures, because it did not follow good constructivist pedagogy; our response was that connectivism is not constructivism,
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and that it was up to those who preferred to learn through constructivist methods to do so, but not appropriate that they would require that all other participants learn in the same way.
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Openness also applies to the content of the course, and here the idea is that we want to encourage participants not only to share content they received from the course with each other (and outside the course), but also to bring into the course content they obtained from elsewhere.
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Learning requires perception, not only of the thing, but also of its opposite.
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In a connectivist course, for example, lurkers are seen as playing as equally important and valuable role as active participants
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shared by Maureen Greenbaum on 10 Jun 13
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Andy Kessler: Professors Are About to Get an Online Education - WSJ.com - 2 views
online.wsj.com/...4659404578504761168566272.html
online education online learning onlinelearning cost
shared by Maureen Greenbaum on 10 Jun 13
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For the same $7,000 a year that New York City spends per student on school buses, you can now get a master's from one of the most well-respected programs in the country.
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Students who worked with online content passed at a higher rate than classroom-only students, 91% to 60%
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Today's job market—whether you're designing new drugs, fracking for oil, writing mobile apps or marketing Pop Chips—requires graduates who can think strategically in real time, have strong cognitive skills, see patterns, work in groups and know their way around highly visual virtual environments. This is the same generation that grew up playing online games like Call of Duty and World of Warcraft, but who are almost never asked to use their online skills in any classroom.
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Online education is about taking the "best in class" teachers and scaling them to thousands or millions of students rather than 25-30 at a time.
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What are questions? by Jason Fried of 37signals - 43 views
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“Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
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“Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
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I really like this acknowledgement of the role questions play in our cognitive process. They aren't just the knowledge equivalent of a meal ticket...they're our dinner date!
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Questions are your mind’s receptors for answers. If you aren’t curious enough to want to know why, to want to ask questions, then you’re not making the room in your mind for answers. If you stop asking questions, your mind can’t grow.
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Interesting statement about the role of questionging in acquiring new infomation. Your mind has to ask the question in order for your brain to have a place to hold onto the information.....interesting perspective. -
I frequently say a similar thing when I talk about having students share their questions after a first reading. Their questions are such a great diagnostic of what they are ready to learn! Having students ask and answer their own questions not only gives them the info. they need now, but teaches them to be self-directed learners for a lifetime.
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Electronic Journal for the Integration of Technology in Education - 60 views
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Characters in alphabets began as pictures with meaning (West, 1997).
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As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
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culture's
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predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
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Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
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Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
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If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
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Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
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Because visual literacy precedes verbal literacy in human development,
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learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
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West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
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The literature suggests that using visual elements in teaching and learning yields positive results.
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Young students use Facebook in the classroom - 80 views
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Poor idea. First of all, it models disrespect for terms of service: One item on Facebook's terms of service page says "You will not use Facebook if you are under 13." Second, we know from a growing body of psychological and neuroscience research that once people (esp young people) have developed friends networks, that they spend hours and hours of their time at home doing facebook, at the expense of real-time face-to-face socializing, exercise, and homework. The quality of work they do goes down dramatically when they switch back and forth from Facebook to their homework (the Facebooking activity impairs their ability to remember what they were doing before they switched). This can also contribute to sleep deprivation, which itself results in a whole host of poor health/cognitive problems. A better alternative: teaching kids alternative exciting ways of social networking and working collaboratively online that don't have the massive distraction factor of Facebook: teach them how to make flip videos and post them on drop box; teach them how to make wikis; use a Ning social network; teach them how to use Google Docs, forms, etc. Teach them how to use Diigo! Even teaching them how to twitter is a wiser idea. . . just.
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Making the most of Bloom's Taxonomy - 109 views
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Spend time in any school talking to teachers and even students about thinking and learning and you are likely to hear the phrase 'Bloom's taxonomy' passed around. More than likely you will see it displayed on a wall as a set of processes learners engage with when working in the cognitive domain but how might we maximise the benefits of Bloom's Taxonomy
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Educational Leadership:Faces of Poverty:Boosting Achievement by Pursuing Diversity - 19 views
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This is a critical point. Allowing middle class families to pick and choose where there kids should go without valid reasons (i.e. work) can hurt high poverty schools.
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Residential poverty tends to be concentrated, and successful school integration requires either a district with enough socioeconomic diversity within its boundaries or a group of neighboring districts which, when combined, have enough diversity to facilitate an interdistrict integration plan.
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A weighted lottery is the simplest way for schools to ensure that they enroll a diverse student body while still relying on choice-based enrollment.
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ndividual success stories and a review of research suggest that it is possible, by offering all students a single challenging curriculum, to reduce the achievement gap without harming the highest achievers (Burris, Wiley, Welner, & Murphy, 2008; Rui, 2009).
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In the middle grades, students at City Neighbors start their day with half an hour of highly specialized, small-group instruction called intensive. Intensive provides an opportunity for extra support or enrichment in different subjects, allowing teachers to meet different students' needs while still teaching most of the academic time in mixed-ability classrooms.
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Sounds like an intervention block, something many buildings have or are looking at.
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small but growing number of schools are attempting to boost the achievement of low-income students by shifting enrollment to place more low-income students in mixed-income schools. Socioeconomic integration is an effective way to tap into the academic benefits of having high-achieving peers, an engaged community of parents, and high-quality teachers.
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A 2010 meta-analysis found that students of all socioeconomic statuses, races, ethnicities, and grade levels were likely to have higher mathematics performance if they attended socioeconomically and racially integrated schools (Mickelson & Bottia, 2010).
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Research supporting socioeconomic integration goes back to the famous Coleman Report, which found that the strongest school-related predictor of student achievement was the socioeconomic composition of the student body (Coleman et al., 1966).
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nd results of the 2011 National Assessment of Educational Progress in mathematics show steady increases in low-income 4th graders' average scores as the percentage of poor students in their school decreases (U.S. Department of Education, 2011).
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a number of studies have found that the relationship between student outcomes and the socioeconomic composition of schools is strong even after controlling for some of these factors, using more nuanced measures of socioeconomic status, or comparing outcomes for students randomly assigned to schools (Reid, 2012; Schwartz, 2012).
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Rumberger and Palardy (2005) found that the socioeconomic composition of the school was as strong a predictor of student outcomes as students' own socioeconomic status.
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Socioeconomic integration is a win-win situation: Low-income students' performance rises; all students receive the cognitive benefits of a diverse learning environment (Antonio et al., 2004; Phillips, Rodosky, Muñoz, & Larsen, 2009); and middle-class students' performance seems to be unaffected up to a certain level of integration.
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A recent meta-analysis found "growing but still inconclusive evidence" that the achievement of more advantaged students was not harmed by desegregation policies (Harris, 2008, p. 563).
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he findings suggested that, more than a precise threshold, what mattered in these schools was maintaining a critical mass of middle-class families, which promoted a culture of high expectations, safety, and community support.
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istricts have chosen to let school boundaries reflect or even amplify residential segregation.
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Paul Ford: What is Code? | Bloomberg - 35 views
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There are keynote speakers—often the people who created the technology at hand or crafted a given language. There are the regular speakers, often paid not at all or in airfare, who present some idea or technique or approach. Then there are the panels, where a group of people are lined up in a row and forced into some semblance of interaction while the audience checks its e-mail.
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Fewer than a fifth of undergraduate degrees in computer science awarded in 2012 went to women, according to the National Center for Women & Information Technology
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The average programmer is moderately diligent, capable of basic mathematics, has a working knowledge of one or more programming languages, and can communicate what he or she is doing to management and his or her peers
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The true measure of a language isn’t how it uses semicolons; it’s the standard library of each language. A language is software for making software. The standard library is a set of premade software that you can reuse and reapply.
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A coder needs to be able to quickly examine and identify which giant, complex library is the one that’s the most recently and actively updated and the best match for his or her current needs. A coder needs to be a good listener.
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Code isn’t just obscure commands in a file. It requires you to have a map in your head, to know where the good libraries, the best documentation, and the most helpful message boards are located. If you don’t know where those things are, you will spend all of your time searching, instead of building cool new things.
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Some tools are better for certain jobs.
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C is a simple language, simple like a shotgun that can blow off your foot. It allows you to manage every last part of a computer—the memory, files, a hard drive—which is great if you’re meticulous and dangerous if you’re sloppy
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Object-oriented programming is, at its essence, a filing system for code.
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Where C tried to make it easier to do computer things, Smalltalk tried to make it easier to do human things.
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Style and usage matter; sometimes programmers recommend Strunk & White’s The Elements of Style—that’s right, the one about the English language. Its focus on efficient usage resonates with programmers. The idiom of a language is part of its communal identity.
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Coding is a culture of blurters.
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Programmers carve out a sliver of cognitive territory for themselves and go to conferences, and yet they know their position is vulnerable.
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Programmers are often angry because they’re often scared.
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Programming is a task that rewards intense focus and can be done with a small group or even in isolation.
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For a truly gifted programmer, writing code is a side effect of thought
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As a class, programmers are easily bored, love novelty, and are obsessed with various forms of productivity enhancement.
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“Most programming languages are partly a way of expressing things in terms of other things and partly a basic set of given things.”
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Of course, while we were trying to build a bookstore, we actually built the death of bookstores—that seems to happen a lot in the business. You set out to do something cool and end up destroying lots of things that came before.
