Google I/O conference, now in its seventh year.
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Futility Closet - An entertaining collection of educational related curiosities - 59 views
seekoutlearning.blogspot.com/...t-entertaining-collection.html
learning futility closet entertaining collection education
shared by Michael Sheehan on 22 Jan 14
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Dan Meyer - Capturing, Sharing, and Resolving Perplexityþff - CUE 2014 - 31 views
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Scholastic Canada Education-Teaching Tip of the Month * January 2012 - 21 views
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the power of compelling questions that drives deep interest, understanding, caring, and the application of 21st century skills.
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During a whole group inquiry, students gain competence by being guided through the process and develop necessary skills and tools to aid in self-initiated inquiries. Often students don't have the necessary background knowledge to pose their own questions or lack understanding in identifying a question worthy of investigation so the large group approach is essential when getting started.
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Begin by examining your curriculum and identifying a topic that you think will be interesting to students.
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Questions are open-ended in nature with no 'correct' answer; in fact, the answer is unknown. Inquiry questions represent what is at the "heart of the matter" and frame the unit as a puzzle or problem to be solved.
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"Growing Up Digital" Confusing Distraction and Curiosity - 63 views
criticaloptimist.blogspot.com/...traction-versus-wandering.html
review gilbert new_york_time distraction mind_wandering
shared by anonymous on 22 Nov 10
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On Campus, Vampires Are Besting the Beats - washingtonpost.com - 0 views
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Here we have a generation of young adults away from home for the first time, free to enjoy the most experimental period of their lives, yet they're choosing books like 13-year-old girls -- or their parents. The only specter haunting the groves of American academe seems to be suburban contentment.
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two-thirds of freshmen identify themselves as "middle of the road" or "conservative." Such people aren't likely to stay up late at night arguing about Mary Daly's "Gyn/Ecology" or even Robert Pirsig's "Zen and the Art of Motorcycle Maintenance."
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"I have stood before classes," he tells me, "and seen the students snicker when I said that Melville died poor because he couldn't sell books. 'Then why are we reading him if he wasn't popular?' "
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a notable uptick in superficiality and a notable uptick in the anesthetizing of that native curiosity that was once a prominent feature of the adolescent mind."
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"People don't necessarily read their politics nowadays. They get it through YouTube and blogs and social networks. I don't know that there is a fiction writer out there right now who speaks to this generation's political ambitions. We're still waiting for our Kerouac."
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Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for N... - 0 views
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A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
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politically impossible
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grades were squelching intellectual curiosity.
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growing use of e-portfolios
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most professors and students are much more likely to complain about grading than to praise its accuracy or value.
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the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
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the idea of consistent and clear grading just doesn’t reflect the mobility of students
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ending grades can mean much more work for both students and faculty members.
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When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
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the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
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they end up favoring the evaluation system
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Wheatley, Margaret J. Turning to One Another: Simple Conversations to - 1 views
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We no longer live in those sweet, slow days when life felt predictable, when we actually knew what to do next.
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Curiosity is what we need. We don’t have to let go of what we believe, but we don need to be curious about what someone else believes.
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When so many interpretations are available, I can’t understand why we would be satisfied with superficial conversations where we pretend to agree with one another
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I hope you’ll begin a conversation, listening for what’s new. Listen as best you can for what’s different, for what surprises you. See if this practice helps you learn something new.
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As we work together to restore hope to the future, we need to include a new and strange ally-our willingness to be disturbed. Our willingness to have our beliefs and ideas challenged by what others think. No one person or perspective can give us the answers we need to the problems of today. Paradoxically, we can only find those answers by admitting we don't know. We have to be willing to let go of our certainty and expect ourselves to be confused for a time
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The Edurati Review: Sailing the 7 C's of Motivation - 37 views
www.eduratireview.com/...ailing-7-cs-of-motivation.html
motivation PD education guide Training Teaching tweeted
shared by Peter Beens on 21 Jan 10
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A Vision for 21st Century Learning - 112 views
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TED@Palm Springs presentation on game-based learning; creation of "immersive learning environments." Meyers, A. (2009). A Vision for 21st Century Learning [Video]. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4
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I disliked this video. Is my classroom extraordinary? The rest of the classrooms in the U.S. have unmoving, silent children stuck in desks all day? The students don't talk to each other? They don't collaborate to solve problems? They don't read? They don't write in order to analyze and express opinions? They don't use math manipulatives, do science experiments, build, draw, and do projects? They don't laugh together, digress, and then get back on track? Because that's what we do. It doesn't strike me as a response to the Industrial Revolution as much as a response to students' curiosity and to their future needs. "If we get it right, kids won't even know they're learning something." So, we're doing it wrong if the kids are actually aware that they're learning? Better they should be metaphorically anesthetized by the computer experience? We don't want them inoculated against feeling the discomfort of struggle. Every respected neuroscientist on the planet says struggle is necessary to wire neurons together, which is the physical manifestation of learning. The simulation of the village looks very cool. I love computers. But if all their learning about ancient Rome is based on this simulation, where are the primary sources? Will students encounter any? Or is their experience of the village based on someone else's interpretation of primary sources? If so, then someone else gets to decide what is important to include in the Roman village. They get to choose and interpret the facts that are used to create the virtual ancient Roman experience. That goes against best practice teaching of the social sciences.
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College is a waste of time - CNN.com - 49 views
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Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
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People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change.
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I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
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36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
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college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
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A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
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About | Edge - 0 views
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Edge is different from the Algonquin Roundtable or Bloomsbury Group, but it offers the same quality of intellectual adventure. Closer resemblances are the early seventeenth-century Invisible College, a precursor to the Royal Society. Its members consisted of scientists such as Robert Boyle, John Wallis, and Robert Hooke. The Society's common theme was to acquire knowledge through experimental investigation. Another inspiration is The Lunar Society of Birmingham, an informal club of the leading cultural figures of the new industrial age — James Watt, Erasmus Darwin, Josiah Wedgewood, Joseph Priestly, and Benjamin Franklin. The online salon at Edge.org is a living document of millions of words charting the Edge conversation over the past fifteen years wherever it has gone. It is available, gratis, to the general public.
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Edge.org offers "open-minded, free ranging, intellectually playful ... an unadorned pleasure in curiosity, a collective expression of wonder at the living and inanimate world ... an ongoing and thrilling colloquium."
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encourages people who can take the materials of the culture in the arts, literature, and science and put them together in their own way. We live in a mass-produced culture where many people, even many established cultural arbiters limit themselves to secondhand ideas, thoughts, and opinions. Edge.org consists of individuals who create their own reality and do not accept an ersatz, appropriated reality. The Edge community consists of peole who are out there doing it rather than talking about and analyzing the people who are doing it.
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Harvard Education Letter - 126 views
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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.
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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.
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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.
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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.
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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.
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Lord, Save Me From The Krebs Cycle : Krulwich Wonders... : NPR - 71 views
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That's when we learn, not because we choose to, but because we know it might be on The Test, and too often, curiosity gets replaced by fear.
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Meet Banshee, Havok, 'n' Beast - 27 views
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The teacher acknowledges that failure is part of the learning process but also demonstrates the importance of having trust in the student after specifically stating his expectations. Stating expectations and following it up with trust is important for fostering a Student-Centered learning environment. Too few educators are willing to let go of control and allow students to become empowered by their own curiosity.
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What Are You Going To Do To Inspire Students? - 73 views
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so we focus more on the stuff we can change: curriculum, assessment, and instruction.
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(You’re not going to see a teacher-dominated classroom full of inspired students; the teacher’s enthusiasm is only useful as an initial catalyst.)
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ASCD Express 11.06 - Use Mobile Tech to Challenge and Engage Students - 34 views
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I gave the students complete autonomy on how to execute the task, which also increased their excitement about the assignment.
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If teachers design the activity well, students will be too absorbed in what they're doing to be off task.
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They posted their inferences to a shared Padlet wall so they could see one another's posts in real time.
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they had 20 minutes to complete the activity, which was enough time for them to accomplish the task without getting bored or wandering off task.
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Students have more opportunities to learn from one another, and they begin to value their peers as resources in the classroom.
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This collaboration makes it hard for a student to be off task because the group relies on each member to contribute to the final product.
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General Ignorance: It's all about what you don't know - YouTube - 73 views
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(Re)Marking upon #ProfChat - 11 views
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VCUOLE It appears that many students (graduate, undergraduate, professional) are oriented towards receiving answers rather than engaging in exploration. Would the 'curiosity cultivating' learning technologies provide a frustrating experience for such students?
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Possibly, but who says frustration is not a learning experience? The old adage "Give a man a fish and you feed him for a day, teach him how to fish and you feed him for a lifetime" comes to mind. Teach a student to be intellectually and technologically curious and you've given them tools for success long after they've left your tutelage. vcuole
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The challenges and opportunities confronting higher education pedagogy will not be adequately addressed by platforms designed to provide answers