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Contents contributed and discussions participated by Matt Renwick

Matt Renwick

Why Is Innovation So Hard? - 47 views

  • How does innovation occur?  Through an inefficient process of ideation, exploration, and experimentation.
  • we create new value by combining seemingly unrelated things or ideas in new ways, transferring something from one environment to another, or finding new insights in patterns or aberrations. Innovative ideas rarely emerge from an “aha!” moment. Instead, they usually arise from thinking differently than we normally think and from learning.
  • we are highly efficient, fast, reflexive thinkers who seek to confirm what we already know.
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  • we are cognitively blind to disconfirming data and challenging ideas.
  • To innovate, people have to take their normal thinking to a much higher level. Most of us have to be taught how to do that.
  • Fear of failure, fear of looking bad, and fear of losing our job if we make mistakes all can lead to what Chris Argyris called “defensive reasoning”: the tendency to defend what we believe. This makes it hard to get outside of ourselves in order to “think out of the box.”
  • most organizations exist to produce predictable, reliable, standardized results. In those environments, mistakes and failures are bad.
  • To innovate, you must simultaneously tolerate mistakes and insist on operational excellence.
  • Humility, empathy, and the devaluation of hierarchical rank were critical to making this new culture work.
Matt Renwick

How Do Digital Portfolios Help Students Learn? - 74 views

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    Digital student portfolios can provide what other assessment tools cannot: Real, unabridged, minimally processed artifacts of learning that make sense to all the learners in the classroom, including the teacher. Technology used in this way can bring us as close as we can get to peering inside our students' hearts and minds to find out what they currently know and are able to do.
Matt Renwick

How Do You Find Time to Write a Book? | Reading By Example - 23 views

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    With yesterday's launch of my new eBook, this question seems to come up the most. It is sometimes followed up with...
Matt Renwick

The power of digital student portfolios SmartBlogs - 54 views

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    Students and teachers can use digital tools to document current understandings, make revisions as thinking changes, share student products both locally and globally and celebrate successes with peers and parents. Although this practice is only one part of a balanced assessment system, there are many benefits that learners, both student and teacher, can gain for developing digital portfolios.
Matt Renwick

Digital Student Portfolios: A Whole-School Approach | MiddleWeb - 73 views

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    The particular software and services used to create these portfolios is a subject of some interest, to be sure, but it is secondary to the "big idea" itself: compiling a dynamic collection of information from many sources, in many forms and with many purposes, all aimed at presenting the most complete story possible of a student's learning experience.
Matt Renwick

Data is… | Reading By Example - 47 views

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    Data is more than just numbers.
Matt Renwick

Rethinking Reading Logs | Reading By Example - 97 views

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    How have you augmented the outdated practice of reading logs?
Matt Renwick

Using formative tools for better project results - SmartBlogs - 63 views

  • She planned to keep reworking it, applying layers of acrylic until she got the play of light just the way she wanted. Then she laughed and said, “You should see what’s underneath! I bet there are three or four versions beneath this one.” Not only was the student producing a lovely painting — which would one day grace her family’s living room — but she was paying close attention to her learning process. At the end of each class, she added a short reflection to her project journal, which she was keeping on a Google Doc shared with her teacher.
  • As I listened to this student describe her learning experience, however, it seemed that the more meaningful assessment was happening long before the project came to a close.
  • Encourage students to make self-assessment a habit, too. Invite students to request workshops or mini-lessons in areas where they want more help. One PBL teacher reserves a corner of the class whiteboard for just this purpose. Use journals or blogs to encourage goal-setting, self-assessment and reflection throughout a project.
Matt Renwick

Project-Based Learning Through a Maker's Lens | Edutopia - 43 views

  • Choosing, thinking, reflecting, and sorting possible projects should be a career-long process. Good projects don't fade with time -- they get richer and more exciting for both teacher and student.
  • Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.
Matt Renwick

Where I Am Right Now with Being a Connected Learner | Reading By Example - 43 views

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    Where I Am Right Now with Being a Connected Learner | Reading By Example
Matt Renwick

Should We Unconnect from Our PLNs Over Summer Break? - 16 views

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    I think this is a dilemma that many professional educators face. Do we get away from all things school-related for the summer? Or should we stay connected to and continue to develop our personal learning networks and nurture our professional growth?
Matt Renwick

Building School-Based Student Digital Book Clubs | MiddleWeb - 5 views

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    "All learning is social. We develop new understandings from each other. Print, whether digital or on paper, happens to be one of the ways people communicate. Bridging these two worlds through social media such as Google+, Twitter, and Edmodo gives us that authentic experience of what read readers do."
Matt Renwick

Bush Institute study says principals need better support | Dallas Morning News - 21 views

  • Effective principals need clear goals, a culture of support and enough leeway to make decisions
  • 25 percent of a school’s impact
  • communication and respect
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  • culture of collective responsibility
  • avoid the one-size-fits-all mandates
  • disconnect exists between what is helpful and what is required
Matt Renwick

Co-inventing the Curriculum | DMLcentral - 68 views

  • But the task of co-creating their learning — not just the tools that make the task engaging to young learners
  • the pedagogy comes first
  • One-to-one technology is great when you have it, but with this collaborative approach, instead of thinking about giving every student pencil, paper and laptop, put all your assets on the table and look at how you can put them together — including skill assets.
Matt Renwick

Autism Issues Complicate Anti-Bullying Task - Education Week - 15 views

  • examine the entire school environment
  • Positive Behavioral Supports
  • target students' conversational ability and social skills
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  • increase the empathy and social skills
  • paraprofessionals were taught to initiate games and age-appropriate activities
  • understanding the 'hidden' curriculum
  • Those types of interventions can work if they're embedded in a systematic framework for addressing a school's climate
  • One-shot approaches—such as a school rally or asking students to sign pledges promising not to engage in bullying—"have relatively little impact
  • teach bullies different ways to behave
  • supports schoolwide approaches that spell out clear behavior expectations and schoolwide monitoring, such as the models of positive behavioral supports
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