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Nigel Coutts

The challenge of educating for unknown unknowns - The Learner's Way - 6 views

    It is almost precisely eighteen years since Donald Rumsfeld uttered his now well-regarded commentary on the danger of "unknown unknowns". At the time his remarks brought more confusion than clarity and reinforced for many a belief that politicians use words to conceal the truth. Somehow though, Donald's words from 2002 seem to fit the world of today, and the challenges confronting educators all too well.
Nigel Coutts

Curiosity, critical thinking and agency as responses to the Australian Bushfire Crisis ... - 5 views

    The bushfire crisis that is currently impacting Australia is beyond devastating. The scale of these fires defies the imagination. For so long now we have lived with skies laden with smoke as a constant and inescapable reminder that this is not an ordinary summer. This is weather and drought at its most extreme. Our only salvation will be rain but this is not the season for that and the long term forecasts are not promising. Our young people, in particular, will be affected and will need special care in the weeks and months to come. What might this mean for schools and for student agency?
Steve Kelly

10 Ways Teacher Planning Should Adjust To The Google Generation - 135 views

  • 10 Ways Teacher Planning Should Adjust To The Google Generation
  • 1. Make the work Google-proof Put another way, design it so that Google is crucial to creating a response rather than finding one. If students can Google answers–stumble on what you want them to remember in a few clicks–there’s a problem with the instructional design. And asking them what they’ll do when they WiFi goes out probably isn’t compelling enough as an argument. Instead, anchor learning experiences around new kinds of thinking that force the synthesis of disparate ideas, media, and communities. Scenario-based learning, challenge-based learning, project-based learning, learning simulations, and so on. It’s all out there, ready to be integrated in your classroom.
MaryLiz Jones

Sample Maker Rubric | Edutopia - 80 views

    Design and creative thinking rubric - worth your time to review
Caroline Kuhn

Common Sense or Good Sense - 3 views

    Gramsci's idea of good sense vs common sense: THis process does not entail "introducing from scratch a scientific from of thought into everyone's individual life, but of renovatin gand making critical an already existing acrivity" 1971: p. 331 Gramsci
    This idea of good sense vs common sense can be used in my work in relation to the use of technology in an already old task like writing a dissertation. It is renovating and making critical an already existing activity. I need to think in which sense the use of the tool will make the activity critical. One idea could be that they are going to be more self-directed?? Not sure

Mooc creators criticise courses' lack of creativity | News | Times Higher Education - 22 views

    Original vision lost in scramble for profit and repackaging of old ideas, say pair.

MOOCs need to go back to their roots. - 14 views

    MOOCs Need to Go Back to Their Roots They were supposed to be educational communities, not hypertextbooks.

My Library - 5 views

    Great for high school students to dislodge their brains or anyone's brain from the comforts of simple thinking.
Bochi 23

FV #28 - Facilitating Critical Thinking By Using Visualizations - 10 views

    How one teacher uses data visualizations to get students thinking!

Harvard Education Letter - 126 views

  • When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own.
  • Typically, questions are seen as the province of teachers, who spend years figuring out how to craft questions and fine-tune them to stimulate students’ curiosity or engage them more effectively.
  • to introduce students to a new unit, to assess students’ knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
  • ...5 more annotations...
  • ask as many questions as you can; do not stop to discuss, judge, or answer any of the questions; write down every question exactly as it was stated; and change any statements into questions.
  • for an open-ended thinking process.
  • The teacher begins this step by introducing definitions of closed- and open-ended questions.
  • “Choose the three questions you most want to explore further.”
  • Students will be asking all the questions. A teacher’s role is simply to facilitate that process. This is a significant change for students as well.
    Mike and I have been using this in our classrooms for a few years and it has really made a helps to inspire learning.  
Eric Esterline

HIP2B2 - 66 views

    The site is designed with activities and information to help teach students critical thinking, problem solving and to get them to love learning. The site wants students to get a curiosity in math and science in every day life.
scott L

Critical Incident Questionnaire - 64 views

    recommended by DrGarcia as a way to develop back and forth between Ss and Ts related to video self-evaluation
pjt111 taylor

Probe-Create Change-Reflect: A spin-off blog - 9 views

    A blog related to my work helping mid-career or career-changing students to "develop reflective practice as we change our schools, workplaces, and lives." (Shameless plug)
k lieneke - Teaching Tactics that Encourage Active Learning - 126 views

    "Tactics that Encourage Active Learning Use the following tactics during class to ensure that students are actively engaged in thinking about the content. Students should be called on randomly (using the deck of cards method for instance) so that everyone participates. When students do not know when they will be called on they are much more likely to remain alert and engaged in the learning process. Students should be routinely called upon to: Summarize or put into their own words what the teacher or another student has said. Elaborate on what they have said. Relate the issue or content to their own knowledge and experience. Give examples to clarify or support what they have said. Make connections between related concepts. Restate the instructions or assignment in their own words. State the question at issue. Describe to what extent their point of view on the issue is different from or similar to the point of view of the instructor, other students, the author, etc. Take a few minutes to write down any of the above. Write down the most pressing question on their mind at this point. The instructor then uses the above tactics to help students reason through the questions. Discuss any of the above with a partner and then participate in a group discussion facilitated by the instructor."
Siri Anderson

Future of internet 2010 - AAAS paper.pdf (application/pdf Object) - 18 views

    PEW survey results on important questions such as: Is Google making us stupid? One has to wonder...
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