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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.
Elizabeth Resnick

eGFI - For Teachers » Grades 6-8 - 5 views

teachers.egfi-k12.org/...2

engineering project based learning

shared by Elizabeth Resnick on 11 Apr 12 - No Cached
  • Marshmallow Design Challenge Posted on September 28th, 2011 by mxl In this lesson, K-12 student teams have a limited period of time (18 minutes) to build the tallest free-standing spaghetti structure that can support a marshmallow. They learn how engineers collaborate to design, test, and improve on their ideas, as well as examine hidden assumptions that can derail the creative process and final product. Read More
  • Lesson: Design From Nature Posted on September 25th, 2011 by mxl In this lesson, students in grades 6-8 discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature — in this case, reverse engineering a flower — can lead to new innovations and products. Read More
  • Lesson: Concrete for Kids Posted on September 6th, 2011 by mxl Concrete for Kids is a fun, hands-on activity to introduce students to engineering and concrete as an engineered material that engineers use to make the structures we use every day, including bridges, buildings, and roads. In this two-period lesson, teams of students in grades K-12 mix and pour concrete to form beams which, once hardened, are tested to see how much weight they can hold before breaking. Read More
  • Elizabeth Resnick on 11 Apr 12
     
    Engineering lesson plans.  Sort by grade level.  
Chris Betcher

Google For Educators - 67 views

www.google.com/gta.html

google academy teacher education edtech GTA GCT

shared by Chris Betcher on 24 May 10 - Cached
  • Anne McCormack on 24 May 10
     
    Google Teachers Academy in London, July 2010
  • Chris Betcher on 12 Jan 11
     
    The Google Teacher Academy is a FREE professional development experience designed to help primary and secondary educators from around the globe get the most from innovative technologies. Each Academy is an intensive, one-day event where participants get hands-on experience with Google's free products and other technologies, learn about innovative instructional strategies, receive resources to share with colleagues, and immerse themselves in an innovative corporate environment. Upon completion, Academy participants become Google Certified Teachers who share what they learn with other primary and secondary educators in their local region.
Sigrid Murphy

Five U.S. innovations that helped Finland's schools improve but that American reformers... - 64 views

pasisahlberg.com/-american-reformers-now-ignore

Finland

shared by Sigrid Murphy on 27 Aug 14 - No Cached
    • anonymous
      anonymous on 27 Aug 14
       
      Interesting Top Five
    • anonymous
      anonymous on 27 Aug 14
       
      Answer explanation is almost as important as mathematic problem solving.  If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation.  Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
    • anonymous
      anonymous on 27 Aug 14
       
      Why don't we consider relating almost every lesson to everyday life?  Seems like an obvious thing to do to me!
  • ...16 more annotations...
    • anonymous
      anonymous on 27 Aug 14
       
      Wow!  I think the concept of doing less of something in order to make time for experimentation is a fabulous idea!  Do you mean there are different aspects of student assessment and testing beyond a bubble sheet?  :)
  • Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States
    • anonymous
      anonymous on 27 Aug 14
       
      Finland's successful practices are something they learned here in the U.S.  So, why aren't our teachers here in the U.S. employing those same practices successfully?
  • Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders.
  • in an ideal classroom, pupils speak more than the teacher
    • anonymous
      anonymous on 27 Aug 14
       
      Hooray!
  • the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.
  • cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system
  • Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.
  • After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that schools must find ways how to cultivate these different individual aspects in balanced ways.
  • it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods.
    • anonymous
      anonymous on 27 Aug 14
       
      Alternative assessments!  Performance, portfolio, self-assessment, self-reflection, and assessment of learning methods...
  • Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school
    • anonymous
      anonymous on 27 Aug 14
       
      Working together and reflecting on current practices - Reflection helps to expand, improve, and provides an opportunity to learn and exchange ideas to solve problems
  • the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do
    • anonymous
      anonymous on 27 Aug 14
       
      Sadness Abounds!  We are teaching folks what works best.  Then, they enter the classroom and get wrapped up in bureaucracies and test-based accountability to the point that teachers are just going through the motions instead of facilitating quality learning
  • Sigrid Murphy on 28 Aug 14
     
    Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in Education: A New Perspective, Educational Research and Innovation" measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S.
Roland Gesthuizen

Innovation Design In Education - ASIDE: A Year Without Worksheets - 151 views

theasideblog.blogspot.com/...year-without-worksheets.html

education innovation design teaching blog worksheet

shared by Roland Gesthuizen on 22 Jan 12 - No Cached
  • Roland Gesthuizen on 22 Jan 12
     
    we are proposing a year without worksheets. We are going to emphasize a year of personal teaching, original materials, innovative lessons, and imaginative activities. .. in bucking carbon-copied shortcuts, to hone in on layered, dynamic, self-pioneered worksheets that excite students with pictures and appeal. We will hopefully force ourselves to avoid the bluffing that comes with 30 minutes of "silent work at one's desk.
Rob Jacklin

Overview | Teaching Copyright - 0 views

www.teachingcopyright.org/...hs

teaching overview copyright curriculum

shared by Rob Jacklin on 31 May 09 - Cached
Kathleen N liked it
  • Rob Jacklin on 31 May 09
     
    This curriculum is designed to give teachers a comprehensive set of tools to educate students about copyright while incorporating activities that exercise a variety of learning skills. Lesson topics include: the history of copyright law; the relationship between copyright and innovation; fair use and its relationship to remix culture; peer-to-peer file sharing; and the interests of the stakeholders that ultimately affect how copyright is interpreted by copyright owners, consumers, courts, lawmakers, and technology innovators.
Bruce Gorrill

From Distraction to Engagement: Wireless Devices in the Classroom (EDUCAUSE Quarterly) ... - 55 views

www.educause.edu/...192959

Web2.0 Education teaching social media Distraction

shared by Bruce Gorrill on 03 Jan 10 - Cached
  • Bruce Gorrill on 03 Jan 10
     
    The "professor versus laptop (or other wireless access device)" issue is a false construct if we view technology-mediated learning as a social system offering many ways to alter one component and thus change the whole system. Rather than seeing distraction as a challenge, educators can see it as an opportunity to reflect upon and change the design of their entire instructional approach. Creative and innovative educators can use technology innovations to help reform teaching, similar to the way Guttenberg's press helped bring about scientific revolution and modern authorship.
Misha Miller

Using Groups Effectively: 10 Principles » Edurati Review - 50 views

eduratireview.com/...oups-effectively-10-principles

collaboration groups pedagogy

shared by Misha Miller on 20 May 13 - No Cached
  • Misha Miller on 20 May 13
     
    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
C CC

News: Floating School nominated for Design Award | UKEdChat.com - Supporting the #UKEdC... - 1 views

ukedchat.com/...floatingschool

floating school design education news ukedchat nigeria

shared by C CC on 14 Feb 14 - No Cached
  • C CC on 14 Feb 14
     
    Innovative floating school designed and created in Nigeria
Thieme Hennis

Educade | Find, create and share lesson plans and teaching tools to empower your classroom - 3 views

educade.org

project-based learning diy platform technology education teaching tools

shared by Thieme Hennis on 26 Feb 14 - No Cached
  • Thieme Hennis on 26 Feb 14
     
    DIY Lesson plans and materials for K12 and above. Very cool platform. Example project: USE MAKEY MAKEY TO DESIGN A VIDEOGAME CONTROLLER Students design and make controllers with clay, Play-Doh, bananas, or whatever they desire and link their controller through circuits to their laptop with this innovative circuit board kit. GRADE LEVEL: 4-9 Created by Agustin Molfino Curriculum Writer PLATFORM TYPE LIKE SHARE
Breen O'Reilly

Sound Design in Looper - 28 views

www.npr.org/...rld-of-musical-clicks-and-pops

shared by Breen O'Reilly on 07 Feb 13 - No Cached
  • Breen O'Reilly on 07 Feb 13
     
    Innovative sound design explained
Brianna Crowley

Why Schools Don't Teach Innovation - Walt Gardner's Reality Check - Education Week - 10 views

blogs.edweek.org/..._schools_teach_innovation.html

innovation education

shared by Brianna Crowley on 18 Apr 12 - No Cached
  • most schools are designed and operated to penalize failure. Yet unless students are allowed to fail, they can't learn.
  • young innovators are intrinsically motivated.
  • Reformers can't have it both ways. If they want schools to develop the next Steve Jobs or J.J. Rowling, they have to let go of their obsession with test scores as indispensable evidence of quality education
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Jennie Snyder

Beginner's Guide to K-12 Design Thinking - LiveBinder - 58 views

www.livebinders.com/...play

designthinking creativity design education innovation curriculum

shared by Jennie Snyder on 08 Dec 13 - No Cached
  • Jennie Snyder on 08 Dec 13
     
    LiveBinder with resources on Design Thinking in K-12 Education
Thieme Hennis

About « OERRH - 19 views

oerresearchhub.org/about

research oer oer-initiative openness open-access open-education reference

shared by Thieme Hennis on 11 Jun 13 - No Cached
  • Thieme Hennis on 11 Jun 13
     
    "The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question 'What is the impact of OER on learning and teaching practices?' and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. By the end of this research we will have evidence for what works and when, but also established methods and instruments for broader engagement in researching the impact of openness on learning. OER are not just another educational innovation. They influence policy and change practices. In previous research (OpenLearn, Bridge to Success and OLnet) we have seen changes in institutions, teacher practice and in the effectiveness of learning. We integrate research alongside action to discover and support changes in broader initiatives. Our framework provides the means to gather data and the tools to tackle barriers. The project combines: A targeted collaboration program with existing OER projects An internationalfellowship program Networking to make connections A hub for research data and OER excellence in practice The collaborations cover different sectors and issues, these include: the opening up of classroom based teaching to open content; the large-scale decision points implied by open textbooks for community colleges; the extension of technology beyond textbook through eBook and simulation; the challenge of teacher training in India; and the ways that OER can support less formal approaches to learning. By basing good practice on practical experience and research we can help tackle practical problems whilst building the evidence bank needed by all."
Marc Patton

Digital Learning Day :: Online Course - 70 views

digitallearningday.org/...online-course

Online_Learning_Environments Teacher_Resources

shared by Marc Patton on 07 Feb 13 - No Cached
  • Marc Patton on 07 Feb 13
     
    This free, Massive Online Open Course for Educators (MOOC-Ed) developed by the Friday Institute for Educational Innovation at NC State University, is designed to help educators like you successfully lead the digital learning transition of K-12 education.
Bob Rowan

Technology Student Association - 39 views

www.tsaweb.org

Computer Class Technology education association competition DebR

shared by Bob Rowan on 11 May 12 - Cached
  • Bob Rowan on 11 May 12
     
    Mission: Leadership and opportunities in technology, innovation, design and engineering. Members apply STEM (science, technology, engineering and mathematics) concepts through co-curricular programs. Suggested by Deb Rottinger, 5/11/2012
Gerald Carey

Thinkmap Visual Thesaurus - An online thesaurus and dictionary of over 145,000 words th... - 174 views

www.visualthesaurus.com/landing

thesaurus online visual interactive

shared by Gerald Carey on 15 Dec 11 - No Cached
  • Gerald Carey on 15 Dec 11
     
    From the website: "Welcome to the Visual Thesaurus, an interactive tool that allows you to discover the connections between words in a visually captivating display. Word maps let you search for just the right word and then explore related concepts, revealing the way words and meanings relate to each other. It's a word-lover's delight, with more than 145,000 words and 115,000 meanings organized in an innovative and intuitive design." However, it costs $3/month and $20/year to subscribe.
Roland Gesthuizen

Warren McCullough's Web Stuff - ICT Supporting the Curriculum - 152 views

wazmac.com

resourcebank list education schools edutech

shared by Roland Gesthuizen on 03 Dec 11 - Cached
  • Roland Gesthuizen on 03 Dec 11
     
    Links to all sorts of resources for schools, particularly related to the use of technology in K-12 schools. These pages are designed to support innovative teachers who are integrating ICT in the curriculum.
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