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Ruth Howard

Half an Hour: An Operating System for the Mind - 0 views

halfanhour.blogspot.com/...operating-system-for-mind.html

literacy knowledge critical_thinking

shared by Ruth Howard on 27 Sep 09 - Cached
  • The reason I pose these questions in particular is that, while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.When you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.
  • First
  • . There are more facts in the world than anyone could know
  • ...20 more annotations...
  • Second
  • facts change
  • We need to be able to determine what is salient or important to ourselves and to others.
  • Third
  • Fourth
  • you need some mechansism to detect and reject false representations of facts
  • comparing and assessing facts
  • Fifth
  • basis for action
  • we can create facts in the world
  • Sixth
  • we need the capacity to act
  • And what we discover when we think about it this way is that it's not simple whether or not we need facts that is important, but also, what format the facts are in that is equally important, if not more important.
  • You need, in other words, need to acquire facts in a format appropriate to your knowledge system.
  • 21st century skills are, in short, an operating system for the mind.
  • They constitute the processes and capacities that make it possible for people to navigate a fact-filled landscape, a way to see, understand and acquire those facts in such a way as to be relevant and useful, and in the end, to be self-contained and autonomous agents capable of making their own decisions and directing their own lives, rather than people who need to learn ever larger piles of 'facts' in order to do even the most basic tasks.
  • What we have learned - what we are understanding, uniquely, in the 21st century - is that the nature of facts is very different from anything we thought before:
  • empowerment,
  • Today - surely we've seen enough evidence of this! - if you simply follow the rules, do what you're told, do your job and stay out of trouble, you will be led to ruin.
  • an abundance of facts will not help you, it will instead sweep you over the waterfall.
  • Dave Truss on 27 Sep 09
     
    And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct route into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.
  • Ruth Howard on 26 Feb 10
     
    while it is necessary (and possible) to teach facts to people, it comes with a price. And the price is this: facts learned in this way, and especially by rote, and especially at a younger age, take a direct root into the mind, and bypass a person's critical and reflective capacities, and indeed, become a part of those capacities in the future.\n\nWhen you teach children facts as facts, and when you do it through a process of study and drill, it doesn't occur to children to question whether or not those facts are true, or appropriate, or moral, or legal, or anything else. Rote learning is a short circuit into the brain. It's direct programming. People who study, and learn, that 2+2=4, know that 2+2=4, not because they understand the theory of mathematics, not because they have read Hilbert and understand formalism, or can refute Brouwer and reject intuitionism, but because they know (full stop) 2+2=4.\n\nI used the phrase "it's direct programming" deliberately. This is an analogy we can wrap our minds around. We can think of direct instruction as being similar to direct programming. It is, effectively, a mechanism of putting content into a learner's mind as effectively and efficiently as possible, so that when the time comes later (as it will) that the learner needs to use that fact, it is instantly and easily accessible.
Ben W

Purposeful Networking | Reflection 2.0 - 0 views

googtweetblog.edublogs.org/...purposeful-networking

21st century skills networking social networking technology web 2.0

shared by Ben W on 01 Apr 08 - Cached
  • the older demographic uses networking more for professional purposes
  • Aaron describes how he’s fine with seeing the real side of prospective employees on Facebook profiles and twitterstreams because it gives him a better picture of who people are, but in our opinion and experience, networking is much more than simply posting information about yourself on various sites
  • the education profession historically has been a profession of “isolationism” despite recent efforts to establish Professional Learning Communities within schools.
  • ...1 more annotation...
  • Networking is extremely powerful for connecting educators and students to professionals outside of education - the challenge in education today is breaking down barriers and allowing students and teachers access to the sites and time in the school day and curriculum
  • Ben W on 01 Apr 08
     
    A good in-depth article arguing that purposeful networking (easily done w/ web2.0 tools) should be a skill addressed in education.
Nancy White

ALA TechSource | The Digitally Re-Shifted School Library: A Conversation with Christoph... - 0 views

www.techsource.ala.org/...n-with-christopher-harris.html

shared by Nancy White on 08 Jul 08 - Cached
  • I also believe that a very important step lies in getting library boards, school boards, and other trustees/governing bodies on board with Web 2.0 ideas as well as the changes we are discussing here.
    • Nancy White
      Nancy White on 08 Jul 08
       
      Not just the tools - but how they can trasform learning in the classroom.
  • I think school libraries will also need to work to firmly re-establish themselves as the foundation of instructional practice. The library space will become more flexible, perhaps moving toward the idea of a university-like information commons with mainly digital non-fiction and reference collections, but still possessing high-quality fiction and picture-book sections. School libraries can work to embrace new technologies and become the iPod content hubs as well as the place for books. The school librarian will also become more flexible – moving in and out of the library and classrooms as a curriculum and instructional pedagogy-consultant teacher. As education works to meet the needs of the so-called "21st-century learners," school librarians will have a key role in supporting an increased demand for information literacy and knowledge management throughout the content areas.
    • Nancy White
      Nancy White on 08 Jul 08
       
      I agree - T-L as instructional consultant will become a more important role in using the AASL Learner Standards and helping to guide teachers toward more relevant, inquiry-based instruction that integrates 21st century tools and skills.
Maggie Verster

Resource wiki for presenters and change agents in schools - 20 views

movingforward.wikispaces.com

wiki school2.0 21st century skills

shared by Maggie Verster on 12 Nov 09 - No Cached
  • Maggie Verster on 12 Nov 09
     
    "The Moving Forward wiki houses a collection of resources to help presenters and change agents as they help move schools and universities forward into the 21st century. If you have a resource to add, please do so!"
Kathy Benson

21st Century Skills - 0 views

www.ncrel.org/...exec.htm

4teachers digital native all_teachers

shared by Kathy Benson on 29 Jun 12 - Cached
  • Kathy Benson on 29 Jun 12
     
    Executive Summary of Book about teaching the digital native
Dave Truss

Opportunities to Learn | 21st Century Connections - 0 views

www.21centuryconnections.com/...607

1:1 brave-new-www newliteracy pair-a-links

shared by Dave Truss on 15 Sep 08 - Cached
  • Dave Truss on 15 Sep 08
     
    We make these changes not because we want to include technology but because we understand that there are new skills, new literacies kids need and we can't explore those literacies with students without harnessing the ingenuity technology affords us. (Also note Simpsons 3D metaphor)
Dean Loberg

Education Week's Digital Directions: Building Gaming Into Science Education - 0 views

www.edweek.org/...04sciencegames_web.h01.html

gaming science

shared by Dean Loberg on 13 May 08 - Cached
  • "I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading." "You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
    • Brian C. Smith
      Brian C. Smith on 13 May 08
       
      Is this because of the visual appeal or the storyline? I can see this happening, but does silence mean high levels of engagement?
    • Dean Loberg
      Dean Loberg on 13 May 08
       
      Assuming that they are not sleeping I think it does mean engagement, but engagement does not equal education. It depends on the content as well.
  • A report written by researchers about The River City Project for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in the classroom can facilitate good inquiry learning."
    • Brian C. Smith
      Brian C. Smith on 13 May 08
       
      Is this limited to only the River City Project alone though? How does it promote more inquiry, problem and project-based learning in other content?
  • ...4 more annotations...
  • "I'm in a unique situation where there's a computer at every lab table," he says, pointing out that many teachers do not have that ratio of students to computers.
  • when the games don't work properly, but most teachers don’t have that level of technical skill, she points out.
  • "There are little things you need to know," she says, to keep the games running smoothly. "[Otherwise], it's not going to work in the classroom, and teachers aren't going to use it."
  • "If [the game] doesn't have a focus or clear reason for what they're doing, it really doesn't work," says Pokrzywinski. Adapting games to the curriculum is possible, she says, but it takes time—something many teachers don't have.
  • Brian C. Smith on 13 May 08
     
    Science and gaming
  • Dean Loberg on 13 May 08
     
    Science and gaming
Emily Vickery

Bloom's Taxonomy Blooms Digitally | 21st Century Connections - 0 views

21centuryconnections.com/507

bloom's taxonomy educators

shared by Emily Vickery on 19 Jun 08 - Cached
  • Bloom's Taxonomy Blooms Digitally The skills required for the digital age give new relevance to the list of skills that we learned back in the old days.
Vicki Davis

21CT: Plurknovelas - Fictional digital storytelling with a plurk!twist | The 21st Centu... - 0 views

franksblog.edublogs.org/...storytelling-with-a-plurktwist

edu_newapp edu_trends education literature plurk twitter

shared by Vicki Davis on 04 Jul 08 - Cached
  • anonymous on 04 Jul 08
     
    I have kicked off the first "Plurknovela" a collective digital story told by Plurkers around the world. Wanna join in the fun? Great for language students creating microblogged fiction on the fly!
  • ...1 more comment...
  • anonymous on 04 Jul 08
     
    Plurk is a great digital storytelling tool for students developing higher order thinking skills, creativity, collaboration, etc. Easy, fast, and fun. Perfect for second and foreign language students and developing writing and reading skills.
  • Vicki Davis on 08 Jul 08
     
    Plurk novellas are emerging -- this is very cool. This could be used in writing. You can see how threaded microblogging is DIFFERENT from twitter. I think there is room for both.
  • Vicki Davis on 08 Jul 08
     
    Plurk novells are emerging. This is cool. You can see how threaded microblogging is DIFFERENT from twitter. I think there is room for both.
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