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Nigel Coutts

Getting started with teaching for deep learning. - The Learner's Way - 15 views

thelearnersway.net/...ing_started_with_deep_learning

education learning deep-learning

shared by Nigel Coutts on 31 May 20 - No Cached
  • Nigel Coutts on 31 May 20
     
    There is an understandable interest in deep-learning, after all, who wants their students to have a superficial understanding of the content. Read the marketing of almost any school and you are likely to find some statement about the deep-learning that is achieved as a result of their excellent teaching and learning platform. Likewise, ask any teach about their philosophy of teaching and you will hear how they engage their students with learning that promotes a deep-understanding.
Nigel Coutts

What it takes for deep learning in primary education? - The Learner's Way - 7 views

thelearnersway.net/...-learning-in-primary-education

deep learning primary education teaching

shared by Nigel Coutts on 27 Oct 19 - No Cached
  • Nigel Coutts on 27 Oct 19
     
    Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?
Nigel Coutts

Getting started with Deep-Learning - Part B - The Learner's Way - 7 views

thelearnersway.net/...rted-with-deep-learning-part-b

education deep-learning understanding learning teaching thinking

shared by Nigel Coutts on 08 Jun 20 - No Cached
  • Nigel Coutts on 08 Jun 20
     
    With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.
Bernadette Roche

Seminars About Long-term Thinking - The Long Now - 49 views

longnow.org/podcast

Long-term seminars thinking

shared by Bernadette Roche on 11 Aug 11 - No Cached
  • Bernadette Roche on 11 Aug 11
     
    The Long Now Foundation has some great talks by deep thinkers (the one I assigned to my class was on Deep Agriculture by Michael Pollan, from 2009).
K Couch

Video - 4 views

test2.ocean.washington.edu/...video

video ocean volcano deep sea vents resources

shared by K Couch on 03 Jan 12 - No Cached
  • K Couch on 03 Jan 12
     
    deep sea vents, styrofoam head shrinker (pressure). Many videos from the ocean. 
Maureen Greenbaum

The Future of College? - The Atlantic - 29 views

www.theatlantic.com/...375071

future college education pedagogy

shared by Maureen Greenbaum on 16 Aug 14 - No Cached
  • proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
  • inductive reasoning
  • Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
  • ...45 more annotations...
  • subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
  • felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
  • One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
  • because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
  • adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
  • past half millennium, the technology of learning has hardly budge
  • fellow edu-nauts
  • Lectures are banned
  • attending class on Apple laptops
  • Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
  • Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
  • “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
  • One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
  • when you have a noncurated academic experience, you effectively don’t get educated.
  • Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
  • “The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
  • What, he asks, does it mean to be educated?
  • methods will be tested against scientifically determined best practices
  • Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
  • We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
  • memory of material is enhanced by “deep” cognitive tasks
  • he found the man’s view of education, in a word, faith-based
  • ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
  • e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
  • pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
  • Professors are able to sort students instantly, and by many metrics, for small-group work—
  • a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
  • he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
  • Lectures, Kosslyn says, are pedagogically unsound,
  • I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
  • The MOOCs will eventually make lectures obsolete.”
  • Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
  • The MOOCs will eventually make lectures obsolete.”
  • certain functions of universities have simply become less relevant as information has become more ubiquitous
  • Minerva challenges the field to return to first principles.
  • MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
  • It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
  • part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
  • “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
  • I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
  • it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
  • for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
  • Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
  • professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
  • The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Alicia Garbelman

Document Deep Dives - 47 views

www.smithsonianmag.com/...Document-Deep-Dives.html

Primary sources smithsonian history documents resources

shared by Alicia Garbelman on 25 May 13 - No Cached
  • Alicia Garbelman on 25 May 13
     
    With the help of experts, Smithsonian.com provides a close analysis of documents that changed history.
Marc Patton

Project 24 Framework | Alliance for Excellent Education - 24 views

www.all4ed.org/...-learning-project-24-framework

Planning Teacher_Resources

shared by Marc Patton on 07 Feb 13 - No Cached
  • Marc Patton on 07 Feb 13
     
    The Alliance's objective is to encourage districts to stop and take a deep breath before buying more technology
Jac Londe

We are living in a bacterial world, and it's impacting us more than previously thought - 1 views

phys.org/...acting-previously-thought.html

living bacterial world bacterie

shared by Jac Londe on 18 Feb 13 - No Cached
  • Jac Londe on 18 Feb 13
     
    ""The true number of bacterial species in the world is staggeringly huge, including bacteria now found circling the Earth in the most upper layers of our atmosphere and in the rocks deep below the sea floor," "
Martin Burrett

How to: survive teacher training by @NQTBlogger101 - UKEdChat.com - 12 views

ukedchat.com/...cher-training-by-nqtblogger101

article NQT new teachers new teacher

shared by Martin Burrett on 19 Aug 16 - No Cached
  • Martin Burrett on 19 Aug 16
     
    I tried to think of a different way of titling this post, I wasn't keen on the word 'surviving' but the more I thought about it, the more I realised that actually, you really do feel like you're surviving… Just about. I've been onto Twitter, Instagram and even scrolled through my personal Facebook a few times to discover that Teacher Training Nerves are setting in. Now, I know you've probably (definitely) heard some complete horror stories but let's begin with an open mind. Having just completed the PGCE, I totally understand why you are so nervy and that is why I've created this post… So, sit back, take a deep breath and repeat "I can do this"...
Martin Burrett

UKEdMag: 'I'm rubbish at Maths' How personal experience can influence teaching by @kara... - 11 views

ukedchat.com/...luence-teaching-by-karadubai28

maths mindset

shared by Martin Burrett on 09 Nov 16 - No Cached
  • Martin Burrett on 09 Nov 16
     
    I'm rubbish at Maths' are words that regularly come out of mouth during my adult life. This fixed mindset is deep rooted. When faced with a Maths challenge I have immediate flashbacks to those bottom set Maths lessons where everyone else were given more complicated problems with bigger numbers to solve. I may have a fixed mindset in terms of my own capabilities, but I believe every child has the capacity to be a fantastic Mathematician, if they are given the opportunity and are encouraged to have the belief in the 'power of yet'.
Bochi 23

FV #32 - That is Deep... 9 Traits of Good Visualizations - 69 views

www.edulicious.com/...ts-of-good-visualizations.html

visuals visualization

shared by Bochi 23 on 13 Apr 12 - No Cached
  • Bochi 23 on 13 Apr 12
     
    Not all data visualizations you find are created equal... what are the critical characteristics of the good ones? Here's one opinion. Plus, a great visual to share.
Steve Ransom

Would Gandhi Use Social Media?, by Nipun Mehta - 26 views

www.dailygood.org/view.php

socialmedia arabspring statistics Internet change reform mindfulness

shared by Steve Ransom on 10 Jul 12 - No Cached
  • but with a conscious mindfulness of their strengths and weaknesses.
  • What transformation does is shift the pattern of addiction altogether; changing the habits of your heart was the true genius of these social change giants.
  • The Internet, then, is great for spreading awareness and it can be quite powerful in terms of its impact as well.  Where it lacks, though, is the third element -- transformation.
  • ...6 more annotations...
  • FaceBook's organizing principle is to retain the online attention of its users and monetize it by displaying ads
  • More than half of the world’s population is now on a social networks, and it's increasing everyday
  • If we are to have sustainable revolutions that last for generations, our modern day technologies have to be designed for this element of inner transformation.
  • Each of those legendary service heroes started with changing themselves at the root level, and despite leading vast revolutions, always kept that front and center.
  • When organized, such inner-transformation driven designs work at the intersection of three big circles: outer change, systemic change and personal change.
  • Giftivism: the practice of radically generous acts that change the world.  It works by transforming the heart of the change maker, even more than the impact on its external beneficiaries.  A key metric of giftivism is that it works to uplift the 100%.  It has no enemies.  It is unconditionally kind to everyone.
  • Steve Ransom on 10 Jul 12
     
    Why change/impact is so hard... it must begin or move to the inner self. Passion-driven action... no tools, policies, initiatives, services,... are ever enough if we don't address the deep-seated ideas and behaviors that need to change.
Mr. Eason

Susan Linn: About That App Gap: Children, Technology and the Digital Divide - 53 views

www.huffingtonpost.com/...pp-gap-and-kids_b_1560784.html

technology digital divide children

shared by Mr. Eason on 19 Jul 12 - No Cached
  • children from low-income families spend more time handling technology -- across platforms -- than their wealthier counterparts, and across class, kids mainly use their "handling skills" for entertainment. They play games, watch videos, and visit social networking sites.
  • there's scant evidence that anyone but the companies who make, sell, and advertise on these new technologies benefit from the time young children spend with them, there's plenty of reason to be worried about it.
  • studies showing that the bells and whistles of electronic books actually detract from reading comprehension.
  • ...4 more annotations...
  • I'm worried that screen-based reading, with omnipresent hyperlinks, interferes with comprehension and memory, and that heavy Internet use appears to encourage distractedness and discourage deep thinking, empathy, and emotion.
  • fast-paced video games trigger dopamine squirts in our brains -- kind of like cocaine.
  • here's what worries me most: We're turning to the companies that profit from these technologies to help parents manage their kids' relationship with screens. While it's great that the Federal Communications Commission is launching a campaign to promote digital literacy, the fact that companies like Best Buy and Microsoft are funding it make it unlikely that weaning kids from their products will be a priority.
  • the skills they will always need to thrive -- deep thinking, the ability to differentiate fact from hype, creativity, self-regulation, empathy, and self-reflection -- aren't learned in front of screens. They are learned through face-to-face communication, hands-on exploration of the world, opportunities for thoughtful reflection, and dreams.
Roland Gesthuizen

Inquire Within | It's not about getting the right answers but rather, asking really goo... - 7 views

inquiryblog.wordpress.com

inquiry blog inquirylearning teaching reflection learning inquire PBL

shared by Roland Gesthuizen on 21 Nov 11 - No Cached
  • If we live in a collaborative world, why do we often wait until the work environment before we learn from others?  Why do teachers fight the system, or more likely just ignore it?
  • Roland Gesthuizen on 21 Nov 11
     
    How can we create the desire to inquire? That is a hard issue to grapple with (and worthy of much inquiry by educators), but I'm sure that: 1) it's not grades, and 2) there's no silver bullet to get students motivated to dig deeper and extend their own learning.  However, I think one great way to create deep motivation for some learners is encouraging them to leave a legacy.
Jeremy Brueck

Closing in on Close Reading - 73 views

www.ascd.org/...osing-in-on-Close-Reading.aspx

Common Education reading literacy ELA Common Core CommonCore Close reading close_reading closereading

shared by Jeremy Brueck on 26 Jul 13 - No Cached
  • close reading means reading to uncover layers of meaning that lead to deep comprehension.
  • Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.
  • If reading closely is the most effective way to achieve deep comprehension, then that's how we should teach students to read.
  • ...7 more annotations...
  • But the teaching of reading veered significantly off track when those personal connections (also well represented on some high-stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.
  • the shift to teaching reading as a set of thinking strategies too often left readers with the notion that the text was simply a launching point for their musings, images that popped into their heads, and random questions that, in the end, did little to enhance their understanding of the text itself.
  • examining meaning thoroughly and analytically
  • directing attention to the text, central ideas, and supporting details
  • reflecting on meanings of individual words and sentences
  • developing ideas over the course of the text
  • The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008)
  • kari schack on 26 Jul 13
     
    Close Reading
H DeWaard

Allowing Students to deeply understand assessment. - 60 views

www.heidisiwak.com/...o-deeply-understand-assessment

shared by H DeWaard on 30 Jan 15 - No Cached
  • H DeWaard on 30 Jan 15
     
    Teacher, Heidi Siwak, applies deep thinking about assessment with her students using the Ontario curriculum achievement chart.
paul lowe

The Wealth of Networks » Chapter 1: Introduction: A Moment of Opportunity and... - 0 views

yupnet.org/8

benkler networks networked_information web2.0 wealth_of_nations paulphd

shared by paul lowe on 01 May 09 - Cached
  • paul lowe on 01 May 09
     
    Yochai Benkler's wealth of nations book online Next Chapter: Part I: The Networked Information Economy » read paragraph Chapter 1: Introduction: A Moment of Opportunity and Challenge 1 Information, knowledge, and culture are central to human freedom and human development. How they are produced and exchanged in our society critically affects the way we see the state of the world as it is and might be; who decides these questions; and how we, as societies and polities, come to understand what can and ought to be done. For more than 150 years, modern complex democracies have depended in large measure on an industrial information economy for these basic functions. In the past decade and a half, we have begun to see a radical change in the organization of information production. Enabled by technological change, we are beginning to see a series of economic, social, and cultural adaptations that make possible a radical transformation of how we make the information environment we occupy as autonomous individuals, citizens, and members of cultural and social groups. It seems passé today to speak of "the Internet revolution." In some academic circles, it is positively naïve. But it should not be. The change brought about by the networked information environment is deep. It is structural. It goes to the very foundations of how liberal markets and liberal democracies have coevolved for almost two centuries.
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