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Lisa Francine

School Library Monthly - Student Inquiry and Web 2.0 - 54 views

www.schoollibrarymonthly.com/...Berger2010-v26n5p14.html

infolit information_literacy inquiry researchmodels stripling pamberger 2.0

shared by Lisa Francine on 27 Jan 13 - Cached
  • Lisa Francine on 27 Jan 13
     
    "The Stripling Inquiry Model has six phases; however, it's not a linear process but rather a recursive one in which the learner might revisit a previous stage to ask additional questions or organize information, as the need arises. Each phase involves critical thinking skills that empower young people to learn on their own and develop the thinking skills to be independent, lifelong learners. The phases are as follows: Connect: observe, experience, connect a subject to self and previous knowledge Wonder: predict, develop questions and hypotheses Investigate: find and evaluate information to answer questions, test hypotheses Construct: draw conclusions, arrive at new understandings Express: apply understandings to a new context, share learning with others Reflect: examine one's own learning and ask new questions (Stripling 2003, 8). Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills. The key is to focus on student learning, not the Web 2.0 technology. The focus is on the phase(s) of inquiry at which students are concentrating and deciding which technology tool can best support the thinking processes and instructional strategies of that phase of inquiry. This increases the effectiveness of both the learning experience and the use of technology. An outline of the inquiry phases aligned with Web 2.0 technology tools and instructional strategies can be seen in Figure 2."
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
Randy Yerrick

How Do My Students Think: Diagnosing Student Thinking - 100 views

www.apa.org/...student-thinking.aspx

shared by Randy Yerrick on 19 Feb 14 - No Cached
  • Randy Yerrick on 19 Feb 14
     
    This site discusses many aspects of student thinking and how to assess if students are learning and how they are thinking. Discusses the do's and dont's that teachers can use prior to instruction and acknowledges frequently asked questions.
Ann Steckel

Do you think like a millennial? Take our quiz! - What does YOLO mean? - CSMonitor.com - 5 views

www.csmonitor.com/...What-does-YOLO-mean

think quiz com

shared by Ann Steckel on 01 May 15 - No Cached
  • Ann Steckel on 01 May 15
     
    "When they're not listening to their "rap" music or wasting time on their "Eye-Phones," millennials are finding other ways to differentiate themselves from past generations. Members of this generation, born between the early 1980s and early 2000s, are the first generation raised in a whirlwind of technological advances. They get flack for thinking differently, maybe being a little impulsive, maybe making more money, and maybe not. So how do you fare . . . do you think like a millennial? "
Tony Baldasaro

Inversions - Practical Theory - 1 views

practicaltheory.org/...index.php

VLE education chris_lehmann

shared by Tony Baldasaro on 15 Sep 09 - Cached
  • Then, class, rather than being a time when all kids sat and received the instruction, could be the time when they reinforce skills by doing problem sets, worked on real-world application projects, collaborated with teachers to reinforce concepts, etc... in some ways, it's an inversion of what we traditionally think of as a math class.
  • If we use technology to invert that idea, so that kids could watch the teacher's demonstration of the skills and concepts at home (and with the ability to rewind when necessary,) we could allow kids the opportunity to apply and practice their knowledge in the space where they can get help, collaborate, etc... doesn't that make more sense? (Interestingly, I was trying to imagine what that would look like in an English classroom, and I realized that is, in many respects, similar to what we do already when we ask kids to read the book at home, and then come in and interact with the community to uncover the deeper aspects of the text. Hm.)
  • Tony Baldasaro on 15 Sep 09
     
    I'm about 80% of the way through Disrupting Class by Clayton Christensen and Michael Horn. (Yeah, I know... I'm the last one to read it.) There's a lot that's very interesting about the book, and while we should critically examine the book, it is still a fascinating read. If nothing else, it is continuing to make me think about how much more could happen in our classrooms if we created more opportunities for students to learn basic skills and content outside of class, rather than inside class. I've been thinking a lot about math class. How many students would learn math more efficiently if they could watch math videos, narrated by a teacher with problems done "on the board" as they watched with multiple examples of concepts (think geometry here, as an example) that speak to different learning modalities.
Ann Steckel

What Happened to Downtime? The Extinction of Deep Thinking & Sacred Space :: Articles :... - 63 views

the99percent.com/...-of-Deep-Thinking-Sacred-Space

creativity thinking downtime

shared by Ann Steckel on 18 May 11 - No Cached
  • When you're rushing to a solution, your mind will jump to the easiest and most familiar path. But when you allow yourself to just look out the window for 10 minutes – and ponder – your brain will start working in a more creative way. It will grasp ideas from unexpected places.  It's this very sort of unconscious creativity that leads to great thinking. When you're driving or showering, you're letting your mind wander because you don’t have to focus on anything in particular. If you do carve out some time for unobstructed thinking, be sure to free yourself from any specific intent.
  • There is no better mental escape from our tech-charged world than the act of meditation. If only for 15 minutes, the ability to steer your mind away from constant stimulation is downright liberating. There are various kinds of meditation. Some forms require you to think about nothing and completely clear your mind. (This is quite hard, at least for me.) Other forms of meditation are about focusing on one specific thing - often your breath, or a mantra that you repeat in your head (or out loud) for 10-15 minutes. At first, any sort of meditation will feel like a chore. But with practice, it will become an energizing exercise.


  • There is no better mental escape from our tech-charged world than the act of meditation. If only for 15 minutes, the ability to steer your mind away from constant stimulation is downright liberating. There are various kinds of meditation. Some forms require you to think about nothing and completely clear your mind. (This is quite hard, at least for me.) Other forms of meditation are about focusing on one specific thing - often your breath, or a mantra that you repeat in your head (or out loud) for 10-15 minutes. At first, any sort of meditation will feel like a chore. But with practice, it will become an energizing exercise.


Jennie Snyder

Design Thinking in Schools: An Emerging Movement Building Creative Confidence in our Yo... - 46 views

gettingsmart.com/...ding-creative-confidence-youth

creativity designthinking design education innovation

shared by Jennie Snyder on 08 Dec 13 - No Cached
  • design thinking is a set of tools, methods, and processes by which we develop new answers for challenges, big and small.
  • Through applying design thinking to challenges, we learn to define problems, understand needs and constraints, brainstorm innovative solutions, and seek and incorporate feedback about our ideas in order to continually make them better. The more we apply design thinking to the challenges we see, the deeper we strengthen the belief in our ability to generate creative ideas and make positive change happen in the world.
  • If you are interested in finding a program or resources to help integrate design thinking in your school, the directory offers a great set of organizations already listed for inspiration and new connections.
  • ...2 more annotations...
  • We are living in an age of increased complexity, and are facing global challenges at an unprecedented scale. The nature of connectivity, interactivity, and information is changing at lightening speed. We need to enable a generation of leaders who believe they can make a difference in the world around them, because we need this generation to build new systems and rebuild declining ones. We need them to be great collaborators, great communicators, and great innovators.
  • As we help today’s students build their foundation of core academic knowledge and skills, we also need to look at the ways we are helping our youth build their confidence in their abilities to create.
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Clint Heitz

ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views

www.ascd.org/...1316-steineke.aspx

writing writing-content-area

shared by Clint Heitz on 09 May 18 - No Cached
  • Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
  • If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
  • Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
  • ...1 more annotation...
  • If you want students to be better readers, writers, and thinkers in every content area, then writing every day in every class is key. Be sure to make that informal and spontaneous writing short, frequent, and shared.
  • Clint Heitz on 09 May 18
     
    "Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
Nigel Coutts

Supporting Mathematical Thinking through the Eight Cultural Forces - The Learner's Way - 18 views

thelearnersway.net/...ough-the-eight-cultural-forces

supporting thinking eight forces cultural education mathematics

shared by Nigel Coutts on 28 Jul 19 - No Cached
  • Nigel Coutts on 28 Jul 19
     
    At the heart of mathematics are a set of connected thinking dispositions. The mathematician uses these dispositions as the cognitive tools of their trade. While the traditional imagining of mathematics might be all about the accurate application of well-rehearsed algorithms and processes, in the real world of mathematics, it is all about the thinking. As we consider what our students need from their mathematical education, we should not overlook the importance of these dispositions. 
Martin Burrett

The Positive Power of Negative Thinking - 16 views

ukedchat.com/...sitive-power-negative-thinking

thinking

shared by Martin Burrett on 11 Dec 17 - No Cached
  • Martin Burrett on 11 Dec 17
     
    "Fads in education come and go, with many settings being full of optimism, hope, and trying to instil a positive mindset among their pupils. Yet, all these positive, happy signals sometimes fall short of providing individuals the skills to think more critically within the world they engage in. Many people believe that thinking negatively is a bad thing, and do not consider it as a positive force for good. Expecting things to go wrong can be a great force for good, and with grades and expectations in schools set very high, what happens when things don't go to plan? People are completely stuffed. If exams scores do not reach expected levels, then deciding on a college, university, or vocational options can throw individuals off-course, but having considered the negative outcome options can provide a backup plan of which they still have some control."
Nigel Coutts

Essential Reading for Teachers Interested in Thinking - The Learner's Way - 22 views

thelearnersway.net/...al-reads-for-teaching-thinking

education thinking learning teaching

shared by Nigel Coutts on 10 May 20 - No Cached
  • Nigel Coutts on 10 May 20
     
    If you are interested in building a classroom culture where thinking is noticed, named and celebrated, there are three books which make essential reading. They provide clear evidence for why teachers should focus their efforts on encouraging and normalising thinking and offer research-backed strategies to support this. The books are the result of ongoing research by Harvard's Project Zero and their lead author Ron Ritchhart.
thebda

From Plantation Thinking to Rainforest Thinking | headguruteacher - 12 views

headguruteacher.com/...hinking-to-rainforest-thinking

thinking reform leadership analogy model

shared by thebda on 10 Mar 13 - No Cached
  • School culture is dominated by the notion that, in all areas, there is a right way to do things and that, consequently, schools or teachers should be doing things in a certain way; this requires controls and accountability measures.
  • Rainforest Thinking is a powerful concept. 
Roland Gesthuizen

Everything you know about curriculum may be wrong. Really. « Granted, but… - 61 views

grantwiggins.wordpress.com/...curriculum-may-be-wrong-really

curriculum teaching learning

shared by Roland Gesthuizen on 16 Feb 13 - No Cached
  • suppose today’s content knowledge is an offshoot of successful ongoing learning in a changing world – in which ‘learning’ means ‘learning to perform in the world.’
  • Problem-based learning and the case method not only challenge the conventional paradigm but suggest that K-12 education is increasingly out of touch with genuine trends for the better in education.
  • the point of learning is not just to know things but to be a different person – more mature, more wise, more self-disciplined, more effective, and more productive in the broadest sense. Knowledge is an indicator of educational success, not the aim
  • Roland Gesthuizen on 16 Feb 13
     
    "if we think of action, not knowledge, as the essence of an education; let's see what results from thinking of future ability, not knowledge of the past, as the core; let's see what follows, therefore, from thinking of content knowledge as neither the aim of curriculum nor the key building blocks of it but as the offshoot of learning to do things now and for the future"
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views

threeteacherstalk.wordpress.com/...ecially-in-high-school-english

SDW reading conferences literacy high school sdwwl conferring 21daysSDW

shared by Sharin Tebo on 21 Oct 15 - No Cached
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Sharin Tebo

Creative Educator - Build Thinking Skills with Informational Text Projects - 38 views

creativeeducator.tech4learning.com/...th_Informational_Text_Projects

MakingThinkingVisible MTV Engagement creativity commoncore thinking skills projects texts literature

shared by Sharin Tebo on 20 Nov 14 - No Cached
  • This informational text piece lends itself to having students create an associative letter project versus a traditional report. In an associative letter project, students are assigned a letter that they must use to find words representing the text they’ve just read. For example, “R is for the Montgomery Bus Boycott” might lead a student to choose words like race, rights, or Rosa as the focus of a variety of paragraphs that describe the Montgomery Bus Boycott.
    • Sharin Tebo
      Sharin Tebo on 20 Nov 14
       
      I like this associative activity!
  • By providing students with meaningful, thought-provoking experiences, you can turn informational text study into an exercise in creative and critical thinking!
  • Informational text isn’t going to bring about the death of creativity; rather, creativity depends upon what we ask students to do with the text once they’ve read it. If we ask students to read a non-fiction passage then fill out a worksheet about the passage, we are missing a chance to provide our students with an opportunity to create imaginative, artistic end products demonstrating critical thinking skills hard at work.
  • ...1 more annotation...
  • Grades 6-8 Exemplar Informational Text: Freedom Walkers, the Story of the Montgomery Bus Boycott, by Russell Freedman Creative Thinking Approach: Associative Letter Project In Freedom Walkers,
taconi12

365 things to make you go "Hmmm..." | Thinking skills resources | Sparky Teaching - 7 views

www.sparkyteaching.com/...hmmm.php

thinking math problemsolving

shared by taconi12 on 14 Feb 12 - No Cached
  • taconi12 on 14 Feb 12
     
    perfect for registration, Circle Time, PSHE, Thinking Skills lessons, introductions, plenaries ...whenever you want to set your class off thinking).
BalancEd Tech

Thinking about a lack of thinking « Granted, but… - 45 views

grantwiggins.wordpress.com/...nking-about-a-lack-of-thinking

CommonCore Thinking CurriculumDesign

shared by BalancEd Tech on 09 Sep 12 - No Cached
    • BalancEd Tech
      BalancEd Tech on 09 Sep 12
       
      A must read! Thinking, Core Curriculum, Pacing, Knowledge, Learning, Teaching ...
    • Mark Smith
      Mark Smith on 15 Sep 12
       
      Absolutely wonderful. Thanks for sharing.
Eric Arbetter

Thinking Like Breathing | Thoughtful Learning: Curriculum for 21st Century Skills, Inqu... - 3 views

www.thoughtfullearning.com/...2523

creativity critical thinking

shared by Eric Arbetter on 04 Mar 12 - No Cached
  • Eric Arbetter on 04 Mar 12
     
    The author shows how critical thinking and creative thinking go hand-in-hand.  Great infographics.
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