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A curriculum built on the fundamental questions of our disciplines - The Learner's Way - 12 views

thelearnersway.net/...l-questions-of-our-disciplines curriculum fundamental questions disciplines education learning teaching
shared by Nigel Coutts on 08 Jul 18 - No Cached
  • Nigel Coutts on 08 Jul 18
     
    As we make plans for how we will engage our students in their learning the decisions we make become fundamental to how they will grow to understand the purposes of learning. How our learners approach the curriculum and the disciplines is fundamental to the outcomes we may achieve for them. One path will set them up to view learning as the acquisition of information the other to see it as a process of asking and exploring questions of significance through the many unique lenses.
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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.
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TedxDublin | eLearning Island - 7 views

donalomahony.edublogs.org/...tedxdublin education
shared by Donal O' Mahony on 09 Sep 12 - No Cached
  • Donal O' Mahony on 09 Sep 12
     
    One of the speakers at TedxDublin spoke engagingly about the importance of Fundamental Science. I ask - What is fundamental education?
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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
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The Sad Reality Of Education Technology | Edudemic - 100 views

edudemic.com/...eality-of-education-technology phd edtech technology social learning social networking social media EML515
shared by trisha_poole on 05 Sep 12 - No Cached
  • This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
  • The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
  • we need to teach them how to find information and more importantly what to do with the information that they find
  • ...4 more annotations...
  • It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
  • The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
  • This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
  • With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
  • Nick Schlotter on 07 Sep 12
     
    I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
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Why Teachers Matter More in a Flipped Classroom - jonbergmann.com - 53 views

jonbergmann.com/rsmattermoreinflippedclassroom flipclass teaching relationships personalisedlearning Internet education
shared by Roland Gesthuizen on 02 Jan 14 - No Cached
  • Teaching is fundamentally about human interactions and that can’t be replaced by technology.
  • The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher to personalize and individualize the learning for each student. Each student gets his/her own education which is tailored to his/her needs.  Instead of a one size fits all education-each student gets just what they need when they need it.
  • Roland Gesthuizen on 02 Jan 14
     
    "Teaching is fundamentally about human interactions, and that can't be replaced by technology."
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Access to Knowledge as a Foundation for an Open World (EDUCAUSE Review) | EDUCAUSE - 9 views

www.educause.edu/...209327
shared by Daryl Bambic on 22 Aug 10 - Cached
  • The rights to be a creator, to govern and develop one's own knowledge, and to share with others are fundamental freedoms for the Internet age.
  • Daryl Bambic on 22 Aug 10
     
    The rights to be a creator, to govern and develop one's own knowledge, and to share with others are fundamental freedoms for the Internet age.
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Cell Biology Fundamentals - 86 views

www.johnkyrk.com/index.html Tools teaching resources science Biology
shared by donnatmachado on 08 May 11 - Cached
  • donnatmachado on 08 May 11
     
    animated overview of cell biology fundamentals
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Strikes loom as heads put in charge of pay - news - TES - 10 views

www.tes.co.uk/article.aspx
shared by Roland Gesthuizen on 08 Dec 12 - No Cached
  • In a move to link pay more closely with performance, the main pay scale for classroom teachers will be abolished, handing sweeping new powers to heads to decide pay levels.
  • the move would “effectively demolish the national pay framework”, and cause “inconsistency and unfairness” for teachers
  • changes would allow schools greater power to “reward their best teachers”.
  • ...1 more annotation...
  • It will cause schools to spend more time concerned with appraisals and performance management than on curriculum and student behaviour
  • Roland Gesthuizen on 08 Dec 12
     
    "Schools face the prospect of widespread strike action after ministers announced a fundamental overhaul of teachers' pay that will scrap automatic rises for tens of thousands of staff."
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Mapping History - 121 views

mappinghistory.uoregon.edu/...index.html socialstudies history secondary maps
shared by Stacy Olson on 22 Feb 13 - Cached
  • onepulledthread on 22 Feb 13
     
    interactive and animated site to illustrate historical events.  Currently features maps, modules, other  material on American, European, Latin American, and African history.
  • Stacy Olson on 09 Apr 13
     
    Interactive and animated representations of fundamental historical problems and illustrations of historical events.
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Questions at the heart of learning - The Learner's Way - 25 views

thelearnersway.net/...tions-at-the-heart-of-learning collaboration teaching learning questions
shared by Nigel Coutts on 23 Oct 16 - No Cached
  • Nigel Coutts on 23 Oct 16
     
    At the heart of learning are the questions to which we do not yet know the answers and the journey to the questions we have not yet asked. Such simple truths and yet understandings that can have fundamental consequences for approach to learning and growth.
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When fish come to school, kids get hooked on science - 14 views

ukedchat.com/...ool-kids-get-hooked-on-science biology science fish study research
shared by Martin Burrett on 11 Nov 16 - No Cached
  • Martin Burrett on 11 Nov 16
     
    "A programme that brings live fish into classrooms to teach the fundamentals of biology not only helps students learn, but improves their attitudes about science, a new study finds. The study of nearly 20,000 K-12 students, who raised zebrafish from embryos over the course of a week, found that kids at all grade levels showed significant learning gains. They also responded more positively to statements such as "I know what it's like to be a scientist." The results, to be published by the journal PLOS Biology, suggest that an immersive experience with a living creature can be a particularly successful strategy to engage young people in science, technology, engineering and maths."
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http://mathdl.maa.org/images/upload_library/22/Polya/07468342.di020748.02p0019l.pdf - 0 views

mathdl.maa.org/...07468342.di020748.02p0019l.pdf pdf resources Euler Álgebra
shared by BTerres on 26 Mar 12 - No Cached
  • BTerres on 26 Mar 12
     
    Euler y el teorema fundamental del Álgebra
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MIT open-sources online learning | Cutting Edge - CNET News - 142 views

news.cnet.com/...t-open-sources-online-learning mit online online learning learning cnet
shared by Kate Pok on 19 Dec 11 - No Cached
  • Kate Pok on 21 Dec 11
     
    you can actually earn a degree from MIT now; is this a fundamental change in the way we think of education and access to education?
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How Renaissance People Think | The Creativity Post - 102 views

www.creativitypost.com/...how_renaissance_people_think creativity_post thinking_styles creativity
shared by Dianne Laycock on 31 Dec 11 - No Cached
  • Dianne Laycock on 31 Dec 11
     
    "If only everyone, regardless of gender, learned to harness and appreciate both forms of thinking, we could minimize instances where people seem to just be talking past each other. Many, many years of psychological research has shown quite convincingly (to me, at least) that each mode of thought is fundamentally different from the other and when we are in a particular mode of thought we actually perceive everything around us differently and use different information to make decisions. "
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There Are No Technology Shortcuts to Good Education « Educational Technology ... - 73 views

edutechdebate.org/...gy-shortcuts-to-good-education technology education edutech hardware funding schools edutechdebate
shared by Roland Gesthuizen on 21 Nov 11 - No Cached
  • “At its best, the fascination with ICT as a solution distracts from the real issues. At its worst, ICT is suggested as substitute to solving the real problems, for example, ‘why bother about teachers, when ICT can be the teacher’. This perspective is lethal.”
  • some uses of computers in education can be justified, although with the ever-applicable caution that while technology can augment good schools, it hurts poor schools.
  • Though children are naturally curious, they nevertheless require ongoing guidance and encouragement to persevere in the ascent. Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day
  • Roland Gesthuizen on 21 Nov 11
     
    There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
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Grade Change: Tracking Online Education in the United States, 2013 | The Sloan Consortium - 34 views

sloanconsortium.org/...grade-change-2013
shared by Maureen Greenbaum on 20 Jan 14 - No Cached
  • 7.1 million of higher education students are taking at least one online course. The 6.1 % growth rate represents over 400,000 additional students taking at least one online course. The percent of academic leaders rating the learning outcomes in online education as the same or superior to those as in face-to-face instruction, grew from 57% in 2003 to 74% in 2013. The number of students taking at least one online course continued to grow at a rate far in excess of overall enrollments, but the rate was the lowest in a decade.
  • Maureen Greenbaum on 20 Jan 14
     
    Using responses from more than 2,800 colleges and universities, this study is aimed at answering fundamental questions about the nature and extent of online education: Download 45 page pdf
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I believe in One Size Fits All PD - 5 views

us1.campaign-archive1.com/?u=dfa2b25e8b508d24535e69e6d&id=2df7e4f061&e=21e86877f8 PD teachertraining blog
shared by Roland Gesthuizen on 07 Sep 13 - No Cached
  • Roland Gesthuizen on 07 Sep 13
     
    "This may be a better metaphor for how we might want to approach effective teacher training. These hats can be worn by many users regardless of head size. They adapt to the wearer, but they're still good hats that get the job done. That's how I truly see "one size fits all" professional development. Stretchy and adaptable but fundamentally effective for every user."
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Basic item analysis for multiple-choice tests. Kehoe, Jerard - 1 views

pareonline.net/getvn.asp assessment socy201 multiple choice evaluation item-analysis psychometric
shared by smilex3md on 19 Aug 13 - Cached
  • smilex3md on 19 Aug 13
     
    Basic Item Analysis for Multiple-Choice Tests. Jerard Kehoe, Virginia Polytechnic Institute and State University This article offers some suggestions for the improvement of multiple-choice tests using "item analysis" statistics. These statistics are typically provided by a measurement services, where tests are machine-scored, as well as by testing software packages. The basic idea that we can capitalize on is that the statistical behavior of "bad" items is fundamentally different from that of "good" items. Of course, the items have to be administered to students in order to obtain the needed statistics. This fact underscores our point of view that tests can be improved by maintaining and developing a pool of "good" items from which future tests will be drawn in part or in whole. This is particularly true for instructors who teach the same course more than once.
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