Skip to main content

Home/ Diigo In Education/ Group items tagged activities children

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Martin Burrett

Tinkatolli - 99 views

www.tinkatolli.me

games make create

shared by Martin Burrett on 29 Mar 12 - No Cached
  • Martin Burrett on 29 Mar 12
     
    This is a fun, cute, social 3D island world designed especially with children in mind. Children make an avatar and follow a quick tutorial and explanation of safety rules. The children can take their characters on quests, play educational games and interact with other users of the site. A fabulous feature of the site is that users are encouraged to 'make and do' offline as well. These activities can be uploaded to a scrapbook and multimedia blog. Offline activities also generate points in the game. The scrapbook is defaulted to private and no photos of children will be approved by moderators if the scrapbook is public. All the usual safety features are in place, including a 'report' and 'block' other users button. The basic account with most features is free, but there are optional 'paid for' extras. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Martin Burrett

Children from disadvantaged backgrounds do less vigorous physical activity - 2 views

ukedchat.com/...children-physical-activity

sports PE

shared by Martin Burrett on 01 Jul 19 - No Cached
  • Martin Burrett on 01 Jul 19
     
    "Children from disadvantaged backgrounds and certain ethnic minority backgrounds, including from Pakistani and Bangladeshi backgrounds, have lower levels of vigorous physical activity, according to researchers at the University of Cambridge. The patterns mirror inequalities seen in levels of childhood obesity, suggesting a need for a greater focus on the promotion of vigorous physical activity, particularly for those children from more disadvantaged backgrounds."
Martin Burrett

Being bored by @sheep2763 - 7 views

ukedchat.com/...being-bored

shared by Martin Burrett on 15 Mar 19 - No Cached
  • Martin Burrett on 15 Mar 19
     
    "I am of an age where if, as a child, you said you were bored the answer was likely to be, "Only boring people are bored," and be left to find something to do. There was always something to do, go outside and throw a tennis ball against a wall, go out on your bike, do some colouring, play with the Lego, do a jigsaw OR if you really got bored do your homework or tidy your bedroom! Nowadays it seems that the majority of children do not often seem to say that they are bored. They don't often have to find their own entertainment, use their imagination or even have several hours at a time that are not pre-filled with activities. Parents (normally) want to do their best for their children. Charlie wants to do football - that's 5:30 on Wednesday, Sammie wants to do ballet - that's 4:00 on Thursday, extra maths, Judo, trampolining, swimming, cubs… the list goes on, frequently only limited by the time to fit the activities for 2/3/4 children into a week."
Martin Burrett

3 percent of children hit daily activity target - 4 views

ukedchat.com/...child-activity

research fitness

shared by Martin Burrett on 04 Nov 18 - No Cached
  • Martin Burrett on 04 Nov 18
     
    "Only one in 30 children does the recommended amount of daily physical activity, new research suggests. Guidelines from the Chief Medical Officer say people aged five to 18 should do at least 60 minutes of "moderate-to-vigorous intensity physical activity" every day. Previous research has often used less than seven days of data on children's activity and created an average based on that."
C CC

Activity Passport Bookmark - UKEdChat - 9 views

ukedchat.com/...activity-passport-bookmark

UKEdChat teachers children outdoors activities

shared by C CC on 01 Jan 19 - No Cached
  • C CC on 01 Jan 19
     
    A free download activity passport bookmark, encouraging young people to undertake activities whilst they are still children/teenagers.
Javier E

Money Cuts Both Ways in Education - NYTimes.com - 19 views

www.nytimes.com/...10iht-letter10.html

education youth prospect inequality competition meritocracy self-image

shared by Javier E on 10 May 13 - No Cached
  • If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.
  • This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.
  • But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.
  • ...11 more annotations...
  • There is a lively debate among politicians and professors about whether the economy is becoming more polarized and about the importance of education. Dismissing the value of a college education is one of the more popular clever-sounding contrarian ideas of the moment. And there are still a few die-hards who play down the social significance of rising income inequality.
  • When you translate these abstract arguments into the practical choices we make in our personal lives, however, the intellectual disagreements melt away. We are all spending a lot more money to educate our kids, and the richest have stepped up their spending more than everyone else.
  • spending on children grew over the past four decades and that it became more unequal. “Our findings also show that investment grew more unequal over the study period: parents near the top of the income distribution spent more in real dollars near the end of the 2000s than in the early 1970s, and the gap in spending between rich and poor grew.”
  • But it turns out that the children being primed for that race to the top from preschool onward aren’t in such great shape, either.
  • “What we are finding again and again, in upper-middle-class school districts, is the proportion who are struggling are significantly higher than in normative samples,” she said. “Upper-middle-class kids are an at-risk group.”
  • troubled rich kids. “I was looking for a comparison group for the inner-city kids,” Dr. Luthar told me. “And we happened to find that substance use, depression and anxiety, particularly among the girls, were much higher than among inner-city kids.”
  • “I Can, Therefore I Must: Fragility in the Upper Middle Class,” and it describes a world in which the opportunities, and therefore the demands, for upper-middle-class children are infinite.
  • “It is an endless cycle, starting from kindergarten,” Dr. Luthar said. “The difficulty is that you have these enrichment activities. It is almost as if, if you have the opportunity, you must avail yourself of it. The pressure is enormous.”
  • these parents and children are responding rationally to a hyper-competitive world economy.
  • “When we talk to youngsters now, when they set goals for themselves, they want to match up to at least what their parents have achieved, and that is harder to do.”
  • we live in individualistic democracies whose credo is that anyone can be a winner if she tries. But we are also subject to increasingly fierce winner-take-all forces, which means the winners’ circle is ever smaller, and the value of winning is ever higher.
Maughn Gregory

Helping Children Become More Mindful | Tufts Now - 77 views

now.tufts.edu/...g-children-become-more-mindful

education children mindfulness WillardChris breathing

shared by Maughn Gregory on 24 Aug 11 - No Cached
  • kids are distracted and a little on edge these days, says the Tufts psychologist Christopher Willard
  • Child’s Mind: Mindfulness Practices to Help Our Children Be More Focused, Calm and Relaxed (Parallax Press)
  • The central idea of mindfulness, he says, is to bring a very focused awareness of the present moment into our everyday lives through things such as breathing exercises and actively listening to and observing the world around us.
  • ...3 more annotations...
  • Studies have shown that children can learn to regulate their emotions and concentrate better with the aid of mindfulness practices. Even children with attention deficit disorders have learned to concentrate better using these kinds of exercises.
  • Children as young as four, he says, can be taught to breathe in and out in a conscious way, with a little visual help. To do this, he suggests having the child lie on her back with a stuffed animal or pillow on her belly, which helps her become aware of her breathing as she watches the object go up and down.
  • Another mindfulness exercise is to ask a child to listen carefully for about a minute and then name five sounds he heard while being quiet.
Martin Burrett

Schools key to successful integration of child refugees - 5 views

ukedchat.com/...schools-child-refugees

refugees schools integration inclusion

shared by Martin Burrett on 01 Feb 18 - No Cached
  • Martin Burrett on 01 Feb 18
     
    "Schools can provide the ideal environment to improve integration and reduce the difficulties faced by refugee children in Western asylum countries, according to a new study from psychologists at City, University of London. The research, which involved speaking to refugees who had arrived in England and Denmark as children, highlights that schools can provide safe and stable setting where refugee children can develop meaningful and constructive connections to peers, teachers and other professionals, as well as being a place in which discrimination, racism and stigmatisation can be actively countered."
Martin Burrett

Girls need more positive experiences of ball skills - 3 views

ukedchat.com/...girls-ball-skills

girls sports

shared by Martin Burrett on 29 Mar 19 - No Cached
  • Martin Burrett on 29 Mar 19
     
    "Children's positive perception of moving is an important supporter for natural physical activity and developing motor skills. A study at the University of Jyväskylä suggests that children had high perceptions of motor skills. Some gender differences were identified, however: girls were better in locomotor skills and boys had higher perception and actual skills in ball skills. "Because ball skills are typically utilized in versatile surroundings and good ball skills are a predictor for more frequent physical activity levels in adolescence, we should encourage girls to play more with balls already in early education," says PhD student Donna Niemistö from Faculty of Sport and Health Sciences. "In boys, there could be more locomotor skills like galloping and hopping involved. Niemistö concludes, "All children regardless of gender have a right to have positive and encouraging experiences of movement.""
Gloria Maristany

ADD / ADHD and School: Helping Children with ADHD Succeed at School - 2 views

helpguide.org/...hd_add_teaching_strategies.htm

strategies adhd teaching

shared by Gloria Maristany on 15 Jul 11 - Cached
  • Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to get your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.
  • Seat the child with ADD/ADHD away from doors and windows.
  • Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.
  • ...20 more annotations...
  • Write important information down where the child can easily read and reference it. Remind the student where the information can be found. Divide big assignments into smaller ones, and allow children frequent breaks.
  • The self-esteem of children with ADD/ADHD is often quite fragile
  • Develop a “secret language” with the child with ADD/ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.
  • written behavior plan is near the student
  • consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
  • Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
  • cross off each item as it is completed.
  • run an errand or do a task for you
  • play a sport—or at least run around before and after school.
  • Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat.
  • do one step and then come back to find out what they should do next
  • extremely brief when giving directions
  • write directions down in a bold marker or in colored chalk on a blackboard.
  • Read to children. Read with children. Make reading cozy, quality time with you. Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.” Act out the story. Let the child choose his or her character and assign you one, too. Use funny voices and costumes to bring it to life.
  • If you understand how your child with ADD/ADHD learns best, you can create enjoyable lessons that pack an informational punch.
  • With organization
  • Establish a homework folder for finished homework. Check and help the child organize his or her belongings on a daily basis, including his or her backpack, folders, and even pockets. If possible, keep an extra set of textbooks and other materials at home. Help the child learn to make and use checklists, crossing items off as they are accomplished. Help organize loose papers by color coding folders and showing the child how to hole-punch and file appropriately.
  • Allow the child breaks as often as every ten to twenty minutes. Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
  • Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.
  • If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADD/ADHD in the classroom.
  • Gloria Maristany on 15 Jul 11
     
    Simple stategies for classroom
  • Gloria Maristany on 15 Jul 11
     
    Homework tips to share with parents
Roland Gesthuizen

How do you solve a problem like Maria? The right of children to seek adventure. | newte... - 44 views

newteachersblog.wordpress.com/...-of-children-to-seek-adventure

scouting adventure challenge OHS safety school education supervision

shared by Roland Gesthuizen on 05 Jan 14 - No Cached
  • It seems to me that some where along the line, we as the teaching profession lost the collective and professional will to challenge the stifling constraints of ‘health and safety’ and face-down the ‘nay-sayers whose obsession with ‘risk assessments’  vetoed almost every opportunity for children to experience real adventure.
  • Roland Gesthuizen on 05 Jan 14
     
    "Adventure activities are every child's birthright. I also think they are every child's educational entitlement. And I think, like Maria Kutschera, we should be speaking truth to power and aver the rights of children to experience adventure even where parents (and politicians) will misguidedly negate them."
Martin Burrett

Sports involvement linked to fewer depressive symptoms in children - 4 views

ukedchat.com/...sports-involvement

Sports mental health depression

shared by Martin Burrett on 29 Mar 19 - No Cached
  • Martin Burrett on 29 Mar 19
     
    "Participation in team sports is associated with fewer depressive symptoms in children, whereas non-sport activities have no association with symptoms, according to a study in Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, published by Elsevier. The association was found only for boys. The findings suggest that exercise could have anti-depressant effects in adolescents. "These interesting results provide important clues as to how exercise benefits mood in children and reveals the important role that gender plays in these effects," said Cameron Carter, MD, Editor of Biological Psychiatry: Cognitive Neuroscience and Neuroimaging."
Mark Gleeson

Budd:e Cybersecurity Education - Primary Teacher Resources - 3 views

budd-e.staysmartonline.gov.au/...index.html

cybersecurity teacher resources

shared by Mark Gleeson on 13 Feb 12 - No Cached
  • Mark Gleeson on 13 Feb 12
     
    The Budd:e Cybersecurity Education package consists of two activity-based learning modules, one for primary school students, and one for secondary school students.  Both modules contain engaging, media-rich activities and resources, developed in consultation with teachers and subject matter experts.  Here you will also find comprehensive Teacher Resources for Budd:e including background and contextual information, a video demonstration of the modules, lesson plans with learning outcomes for each activity, and curriculum maps for all Australian states and territories. Budd:e is part of the broader Australian Government cybersecurity initiative, aimed at creating a safer, more secure online environment for all Australian children.
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

www.newsweek.com/...the-creativity-crisis.html

shared by Marianne Hart on 13 Jul 10 - Cached
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
      Bill Genereux on 23 Aug 10
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
  • ...23 more annotations...
  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
      Ed Webb on 23 Jul 10
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • Christian Howd on 13 Jul 10
     
    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

en.wikipedia.org/Andragogy

shared by Robert Parker on 23 Sep 11 - Cached
  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
      GoldenLuca Oake on 08 Oct 12
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
      Robert Parker on 15 Sep 13
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
  • maureen greenbaum on 23 Sep 11
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • ...2 more comments...
  • Lauren Rosen on 23 Sep 11
     
    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
  • Maughn Gregory on 23 Sep 11
     
    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
  • GoldenLuca Oake on 08 Oct 12
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • Robert Parker on 15 Sep 13
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
Martin Burrett

Children gain confidence and social skills when schooled in local museum - 5 views

ukedchat.com/...-when-schooled-in-local-museum

museum field trips school trips

shared by Martin Burrett on 10 Nov 16 - No Cached
  • Martin Burrett on 10 Nov 16
     
    "A new report, published today by King's College London, shows the findings of four projects that for the first time in the UK placed Nursery, Key Stage 1 and Key Stage 2 children in their local museum for extended residencies. The groups undertook many of their daily lessons and activities at their local museums for a period of between two weeks and up to a full term."
Dallas McPheeters

Change and why we all see it differently - The Learner's Way - 14 views

thelearnersway.net/...-why-we-all-see-it-differently

education future

shared by Dallas McPheeters on 04 Feb 18 - No Cached
  • the rise of the ‘gig’ economy where freelance and short term contract work is common and training and retraining for new projects is the norm
  • it is more important to be able to learn than it is to be learned
  • If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity.
  • ...11 more annotations...
  • teaching children who have lived their entire lives in that very century
  • multiple reports that detail the skills and dispositions children will need
  • there are broad typologies which emerge along a continuum from those who actively seek to change to those who actively resist it. 
  • There are those for whom change is the next adventure
  • There are those who are open to change but need to be shown the evidence.
  • There are those who need to be show how the change will impact them
  • There are those who publicly embrace the change but in the privacy of the classroom continue as they have always done
  • There are those who are outright afraid of change
  • “A person’s sense of identity is partly determined by his or her values, which can mesh or clash with organizational values”
  • There are of course also those for whom the change is just wrong
  • Change is always complicated. A the least it involves people, personalities, cultures, beliefs, values, emotions and identity.
  • Nigel Coutts on 04 Feb 18
     
     If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.
taconi12

2008 World Population Data Sheet - Population Reference Bureau - 61 views

www.prb.org/...2008wpds.aspx

population ss lessdeveloped africa

shared by taconi12 on 17 Mar 12 - Cached
  • United States Italy Dem. Rep. Congo Population mid-2008 305 million 60 million 67 million Population 2050 (projected) 438 million 62 million 189 million Lifetime births per woman 2.1 1.3 6.5 Percent of population below age 15 20% 14% 47% Percent of population ages 65+ 13% 20% 3% Life expectancy at birth 78 years 81 years 53 years Annual births 4.3 million 568,120 2.9 million Annual deaths 2.4 million 575,300 0.8 million Annual births minus deaths 1.9 million -7,200 2.1 million Percent of population undernourished <2.5%
    • taconi12
      taconi12 on 17 Mar 12
       
      the stat about mortality in women is amazing.  make sure to use in lesson plan
  • n those countries, 1 in 75 women still die from pregnancy-related causes. In both sub-Saharan Africa and in the 50 countries defined by the United Nations as least developed, that risk is a shocking 1 in 22. In stark contrast, about 1 in 6,000 women in the developed countries die from pregnancy-related causes.
  • ...3 more annotations...
  • Worldwide, women now average 2.6 children during their lifetimes, 3.2 in developing countries excluding China, and 4.7 in the least developed countries. Lifetime fertility is highest in sub-Saharan Africa at 5.4 children per woman. In the developed countries, women average 1.6 children. The United States, with an average of 2.1 children, is an exception to this low-fertility pattern in the world’s wealthier countries.
  • es fewer than the minimum calories required to lead a healthy active life. That figure rises above 60 percent in several sub-Saharan countries.
  • developed countries, 35 percent of the population consum
1 - 20 of 67 Next › Last »
Showing 20▼ items per page