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Martin Leicht

Treehouse teaching and laundry art: Educators find creative ways to reach kids - 5 views

www.washingtonpost.com/...b-bc68-96af0daae728_story.html

learning zoom online teaching laundry

shared by Martin Leicht on 11 Jan 21 - No Cached
  • was also concerned about her students’ lack of engagement — so few were completing the assignments she emailed to parents
  • Playing with her family’s laundry marked the first time Maliah seemed happy — actually happy — since the start of the pandemic.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - happy - happy is good. Happy kids want to learn or are more likely to learn.
  • Nobody should ever be penalized or put at a disadvantage for the supplies they don’t have,” Dillingham thought to herself. “But everyone’s got laundry!”
  • ...19 more annotations...
  • Clark started an online fundraiser to pay for bikes. He raised more than $10,000, and neighbors donated dozens of bikes and helmets for the rides.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - a little digital citizenship too mixed in with online fund raising.
  • She couldn’t be sure whether her kids were uninterested or whether they lacked the necessary pens, paper and crayons at home.
  • He decided he would take his students on socially distanced bike rides across the city. “It was a leap of faith. I got extremely nervous. I was trying to find a way to connect with kids,” Clark said.
  • her young students are musical detectives, in search of learning. She teaches most grade levels and the school chorus.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - musical detectives searching for music.
  • t he’s found other ways to keep his students engaged and cycling the city. He invited students to a weekly entrepreneurship class for which they rode their bikes uptown from Dunbar to the gym where Clark works, Sweat DC. The students met with the owner of the gym and the owners of a nearby bar, Hook Hall, and the bagel shop Call Your Mother Deli to learn what it takes to run a business.
  • She wanted them to create their own composition, their own snowy-day song.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - used flipgrid for this
  • When Clark wanted to teach them about resilience, he took them through the hilly streets of Georgetown.
  • In lessons for older students, some days there were makeshift drums involved or recorders that students had taken home.
  • she was able to use the treehouse as a key part of her lessons.
  • She lugged a bookshelf, desk and heater into the 5-by-7-foot space, and ran an Ethernet cable from the house so she’d have Internet.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - properly set up
  • before climbing into what passes for her classroom in 2020: her daughters’ decade-old treehouse.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - different locals - maybe something with changing backgrounds.
  • So as one class studied architecture this fall, Daney, 54, encouraged them to walk in their neighborhood to take photos of houses of different styles: ranch, colonial, Victorian.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - use what you have around you.
  • nd he stuck with his usual method of helping students learn about the design process, asking them to prepare a meal. They started with ideas and research, made a plan, carried it out and evaluated it. The result: soups and pastas and pastries.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - edTech class on engineering and design
  • Kids need connection, he said. “I think they’re starving for conversation,” including with adults.
  • In fifth grade, students are expected to learn how to add, subtract, multiply and divide with whole numbers, decimals and fractions. Through a computer application the students have, they can program the robot to move a certain distance, stop, maybe even turn.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - use a robot or technology to achieve the same result.
  • With learning all-virtual, he packs a big Ziploc bag — for each student, each quarter — with things like fishing line, foam board, pipecleaners, magnets, Popsicle sticks and rubber bands. Whatever they will need for their projects.
  • And a lot of the math is a little sneaky. They think they are trying to get the robot to move, when they are actually measuring the angles to get it to move.”  
  • Others complete their math problems directly on the computer, which can lead to some troubles as they try to show their work.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - will share screen be viable.
  • When Kristin Gavaza interviewed for the music teacher position at Dorothy I. Height Elementary in the summer, she told the principal she had some ideas for how to create a festive concert while students were scattered and learning from home.
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      NOTE - picture references a complete teacher set up of a large screen and standing desk. Sure, she's video editing yet the concept carries to teaching class too.
  • Martin Leicht on 11 Jan 21
     
    Numerous creative examples to how educators promoted learning on line and worked to build engagement.
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experiences in Music Education - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
farrell40

https://www.nytimes.com/2019/04/17/technology/pinterest-ipo-stock.html?emc=edit_th_190418&nl=todaysheadlines&nlid=482594680418 - 17 views

www.nytimes.com/...pinterest-ipo-stock.html

investment IPO

shared by farrell40 on 19 Apr 19 - No Cached
  • The price valued the digital pin board company, which lets people save images and links from around the web, at $12.7 billion. That is a little above its last private fund-raising round, which had pegged the company at $12 billion.By selling at $19 a share, Pinterest raised $1.6 billion from big investors
  • In its I.P.O. prospectus, Pinterest emphasized its differences from some of those services. Pinterest is not a social media app for hanging out with celebrities or broadcasting one’s life, the company said. It is meant to be personal. The company’s 250 million monthly active users, called “pinners,” come to the site to plan their lives, including home projects, weddings and meals.
  • farrell40 on 19 Apr 19
     
    Pinterest
zamartin313

What Is Successful Technology Integration? | Edutopia - 26 views

www.edutopia.org/-integration-guide-description

technology integration standards

shared by zamartin313 on 14 Jul 17 - No Cached
  • Project-Based Activities Incorporating Technology
  • Game-Based Learning and Assessment
oconnortammy

Education World: Are You a Techno-Constructivist? - 33 views

www.educationworld.com/...tech005.shtml

EDGI M2T2

shared by oconnortammy on 24 Apr 17 - Cached
  • not only complements instruction but redefines it.
    • missboess
      missboess on 24 Apr 17
       
      This statement encompasses what I am trying to achieve in this resource design assessment. It also clearly links to the SMAR model of best ICT use in education, by implementing learning experience with technology that 'redefines' the activity. Meaning the activity is something that could not be done without the technology used.
  • help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
    • missboess
      missboess on 24 Apr 17
       
      Encompasses the constructivist theory I am using in the resource design and furthermore links to the method of inquiry.
  • long-term problem-solving and product-generating tasks
    • missboess
      missboess on 24 Apr 17
       
      In my resource design students will take part in a long term water sustainability project. A website will assist them in attaining access to multiple resources, communication with the outerworld (blogging) and creating products such as videos, visuals etc.
    • oconnortammy
      oconnortammy on 24 Apr 17
       
      How are you helping your students to connect to the outside world? Are they having dialogues with others?
  • ...1 more annotation...
  • See The Webquest Page or WebQuest.org for endless materials.)
    • missboess
      missboess on 24 Apr 17
       
      Webquest was used as an inspiration for my resource design, as it provides a useful platform for inquiry units to be created. There are endless examples on there. I really recommend you have a look at them. I decided to create my own website on weebly, as it provided more options and interactivity.
Lyn Lord

Circuitboard Education - 37 views

We are excited to announce the launch of the educational consulting partnership Circuitboard Education, LLC at CircuitboardEducation.com . Circuitboard Education, CBE, is a consulting and design te...

Games and classrooms. Authentic assessments.

started by Lyn Lord on 02 Dec 16 no follow-up yet
Martin Burrett

UKEdMag: Facilitating Effective STEM Learning by @smwordlaw - 14 views

ukedchat.com/...ive-stem-learning-by-smwordlaw

projects project based learning STEM

shared by Martin Burrett on 08 Nov 16 - No Cached
  • Martin Burrett on 08 Nov 16
     
    "English…done! Reading…done! Assembly…go, go, go! Packed primary timetables can sometimes feel like you're racing through an army drill. It can be difficult to stop, and allow children time for deeper thought and study. Integrating meaningful STEM into the week can often feel like a bit of a headache. Project Based Learning as a method of teaching STEM, could be the solution to this. Science, Technology, Engineering and Maths are the four disciplines many schools are hoping to focus on this academic year, looking at an applied and integrated approach."
Alfredo Zavaleta

How Teens Do Research in the Digital World | Pew Research Center's Internet & American Life Project - 105 views

www.pewinternet.org/...-research-in-the-digital-world

academic research

shared by Alfredo Zavaleta on 04 Mar 15 - No Cached
  • Overview Three-quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
  • Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
  • The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
  • ...9 more annotations...
  • Teachers and students alike report that for today’s students, “research” means “Googling.”  As a result, some teachers report that for their students “doing research” has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      Yikes - a disturbing survey response!
  •   Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube. 
  •  94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about
  • e databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%)
  • In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias.  Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
  • Teachers give students’ research skills modest ratings Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,” teachers rate the actual research skills of their students as “good” or “fair” in most cases.  Very few teachers rate their students “excellent” on any of the research skills included in the survey.  This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      These research skills relate to the common core literacy standards, and many ratings of students' skills in these areas fell into fair or poor categories.
  • Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’ and need more time away from their digital technologies” (86%).  Two-thirds (64%) agree with the notion that “today’s digital technologies do more to distract students than to help them academically.”
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Students need to show more patience, take longer to decide, ponder the options.
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Procrastination not necessarily bad- see TED on procrastination
Jørgen Mortensen

Amazing Race - Global Project - globalstudentsglobalperspectives - 36 views

sites.google.com/...amazing-race---global-project

global technology news

shared by Jørgen Mortensen on 27 Aug 16 - No Cached
  • Jørgen Mortensen on 27 Aug 16
     
    Engage students to be global collaborators.
Maureen Greenbaum

What It Takes to Move From 'Passive' to 'Active' Tech Use in K-12 Schools - Education Week - 51 views

www.edweek.org/...akes-to-move-from-passive.html

active education digital divide

shared by Maureen Greenbaum on 25 Jun 16 - No Cached
  • U.S. Department of Education's new National Education Technology Plan, which places a premium on closing the so-called "digital-use divide." In the modern era, the plan says, schools must ensure "all students understand how to use technology as a tool to engage in creative, productive, lifelong learning rather than simply consuming passive content."
  • In other words, students should be making things and connecting with others and exploring the world, rather than staring at screens.
  • "In my class, each child decides what it is they want to work on,"
  • ...5 more annotations...
  • values and beliefs embedded in Craft's classroom projects—student agency, real-world problem solving, hands-on building and experimentation and creation, collaboration with peers and others, working for an audience outside their own classroom, and using technology as a means rather than an end—are what the experts are looking for.
  • students should be creating something, not consuming something.
  • ow educators can make that happen, South said, is by offering students choices in how they get to show what they know.
  • what does passive technology use look like? Why is it a problem
  • "digital divide" emerging, one that is more about how education technology is used than about who has access to it.
Matt Renwick

Make a Book Map with Google Maps - Reading By Example - 115 views

readingbyexample.com/...ke-a-book-map-with-google-maps

book map google maps

shared by Matt Renwick on 23 Apr 16 - No Cached
  • Matt Renwick on 23 Apr 16
     
    This is a technology integration project I started in my son's 3rd grade classroom.
victoria waddle

Adaptive learning software is replacing textbooks and upending American education. Should we welcome it? - 67 views

www.slate.com/..._upending_american.single.html

Slate artificial-intelligence textbooks software education

shared by victoria waddle on 28 Oct 15 - No Cached
  • victoria waddle on 28 Oct 15
     
    Almost everyone who thinks seriously about education agrees that this paradigm-sometimes derided as "sage on a stage"-is flawed. They just can't agree on what should replace it. Flipped classrooms? Massive open online courses? Hands-on, project-based learning?  
alexis alexander

Free Technology for Teachers: 100+ Animated Philosophy Lessons - 63 views

www.freetech4teachers.com/...imated-philosophy-lessons.html

philosophy resources

shared by alexis alexander on 20 Oct 15 - No Cached
  • alexis alexander on 20 Oct 15
     
    "Wireless Philosophy AKA Wi-Phi is a project produced by philosophy students and professors from Duke, Yale, Northern Illinois University, MIT, and Duquesne University. The purpose of the project is to philosophy through animated videos. There are currently more than 100 videos available in the Wireless Philosophy YouTube channel. The videos are organized into twelve playlists covering topics like critical thinking and biases, political philosophy, religion, Descartes, and linguistics."
Patricia Marcino

"DE_design_ET" - 29 views

Hi All in EDUC 8844,I have used many multi-media tools over the past years both in my Masters class, at school with elementary and middle school students. I have also used different tools in this c...

started by Patricia Marcino on 07 Oct 15 no follow-up yet
Sharin Tebo

ISTE | Build student-centered learning the right way - 43 views

www.iste.org/...articleDetail

SDW iste student-centered personalizedlearning

shared by Sharin Tebo on 29 Jun 15 - No Cached
  • when you ask Tiarra Bell, a rising senior at Science Leadership Academy in Philadelphia, what student-centered learning means to her, she doesn’t mention a word about tools and software. Instead, she embraces school because “the teachers are human and care about your life.”
  • Bell prefers projects over standardized tests “because those don’t show what I can do or who I am
  • Let the students own the classroom.
  • ...7 more annotations...
  • she encourages her students to move desks, sit on the floor, change the physical environment every day if they like.
  • Lean on the kids to tell the community about their schools.
  • He’s not above using the substitute teacher budget to fill classrooms with instructors for a half day to give his full-time educational staff time for these discussions.
    • Sharin Tebo
      Sharin Tebo on 29 Jun 15
       
      I think this approach has been used in our school district in some cases. Creative!
  • Understand you are asking for a paradigm shift.
  • In a student-centered learning classroom, the teacher doesn’t have to know everything. It’s OK for students to teach each other
  • The students themselves can be your most enthusiastic ambassadors showing how powerful learning is shaping their lives.
  • Ask technology to do the heavy lifting.
  • Sharin Tebo on 29 Jun 15
     
    Student-centered learning
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