I'm a success when I do something that I myself can truly understand
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InformIT: The Business of Understanding > Ode to Ignorance - 1 views
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This is what all of public education is struggling with right now. How do we legitimize the asking of questions and the pursuit of understanding rather than the bubbling in of "answers" we don't really get?
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the most essential prerequisite to understanding is to be able to admit when you don't understand something
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Giving yourself permission not to know everything will make you relax
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preconceptions
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In technical writing, we must sort out all prior knowledge and place it before us and then step away from it so we can recreate it anew.
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binary choice: I could teach about what I already knew, or I could teach about what I would like to learn
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My expertise has always been my ignorance, my admission and acceptance of not knowing. My work comes from questions, not from answers.
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The focus on bravado and competition in our society has helped breed into us the idea that it is impolitic, or at least impolite, to say, "I don't understand."
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Understanding should be thought of as a continuum from data to wisdom
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at this end of the spectrum, understanding gets increasingly personal until it is so intimate that it cannot truly be shared with others
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So, is "technical writing" about creating information out of data (a set message) or structuring data so that others can interpret their own information from it (a personalizable message)?
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"One of the best ways of communicating knowledge is through stories, because good stories are richly textured with details, allowing the narrative to convey a stable ground on which to build the experience."
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Without context, information cannot exist, and the context in question must relate not only to the data's environment (where it came from, why it's being communicated, how it's arranged, etc.), but also from the context and intent of the person interpreting it.
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rganization creates, or at least, shapes meaning
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How do we tell "data" from "info" in our teaching practice? What does this paragraph tell you about assessing student learning and work?
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Technology forms a near-disastrous distraction from real information and knowledge issues.
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What is it about technology or tools that distract us from teaching kids how to learn skills in a "technical" setting?
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complexity
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education is so notoriously difficult: because one cannot count on one person's knowledge to transfer to another
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This is what education should be about, but too often it is only focused on information—and worse, data—simply because those are the only forms that are easy to measure.
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Knowledge
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experience design
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discover processes for creating these experiences
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Without the opportunity, willingness, or openness to interact on a personal level, much of the power of these experiences are not made available to us.
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Wisdom is as personal as understanding gets—intimate, in fact—and it is a difficult level for many people to reach
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sharing of wisdom is next to impossible.
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What can only be shared is the experiences that form the building blocks for wisdom, but these need to be communicated with even more understanding of the personal contexts of our audience than with information or knowledge.
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We cannot trick ourselves into becoming wise, and we cannot allow someone else to do it.
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What is one piece of wisdom you have learned about yourself in your own learning?
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we need to expose people to the processes of introspection, pattern-matching, contemplation, retrospection, and interpretation so that they will have the beginnings of the tools to create wisdom
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The Gettysburg Address: Literary Nonfiction and the Common Core | Edutopia - 5 views
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A nice reflection on what is happening to reading with Common Core. I find the overemphasis on literary nonfiction problematic, unless, the fact that math and history are primarily nonfiction allows literature to remain 60-70% fiction, however, for those schools who just have "reading" in literature (that would be sad), this is going to have issues. This is a great read. "The CCSS mandates that by the end of high school, 70% of what students read should be informational texts -- specifically, complex and non-narrative literary nonfiction. Furthermore, students should be able to identify central ideas and articulate their development, summarize, analyze, draw inferences, identify an author's purpose, evaluate the effectiveness of rhetorical features, and figure out the meaning of words. In short, the CCSS has reclaimed a technique popular in the 1940s, close reading, or sustained interpretation of, in particular, the wording of a text."
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Positive school climate boosts test scores, study says | EdSource Today - 8 views
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If you want plants to grow add rain, sunshine and warmth. The same works with children. A warm, caring environment where students and teachers have positive relationships, where they feel safe and have supports to help them succeed improves test scores. This is no surprise to good teachers. Those who put inordinate stress on teachers in ways that causes stress and harshness are likely hurting test scores and having the opposite effect, if one is to interpret this. Take a read and take action - on my blog I and many commenters have been discussing getting along with colleagues and having warm relationships with students. It isn't fluff but rather, is the stuff that test scores are made of. "It's the million-dollar question or, given the size of the California education budget, the $50-billion-dollar question: What makes extraordinarily successful schools different from other schools? The answer: school climate, according to a new study from WestEd, a San Francisco-based research agency. In recent years, the concept of school climate has gained increasing currency in education reform circles and the California Department of Education has received federal grants to evaluate school climate in 170 schools, as well as Safe and Supportive Schools grants to fund programs that enhance school climate. As defined by the WestEd study, a positive school climate includes caring relationships between teachers and students, physical and emotional safety, and academic and emotional supports that help students succeed. The goal of a positive school climate is "a sense of belonging, competence and autonomy" for both students and staff, the report said."
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shared by Vicki Davis on 27 Oct 13
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How to Be an Educated Consumer of Infographics: David Byrne on the Art-Science of Visua... - 10 views
www.brainpickings.org/...rican-infographics-david-byrne
education news infographics literacy bestpractices
shared by Vicki Davis on 27 Oct 13
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There are now books with the most compelling infographics. INfographics are being recognized as compelling, moving media and catalysts for change. Organizations that need support and use social media should develop their ability to use infographics with finesse and students should know not only how to create them but how to interpret them.
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shared by Melinda Waffle on 08 Nov 10
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Blogging History: Interpreting Civil War-Era Primary Sources - NYTimes.com - 5 views
learning.blogs.nytimes.com/...-civil-war-era-primary-sources
history social studies technology Civil War curriculum lesson plans
shared by Melinda Waffle on 08 Nov 10
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In this lesson, students examine the new Times Opinionator series Disunion, which “follows the Civil War as it unfolded.” They then analyze Civil War-era primary sources to use as writing prompts for their own contributions to a Civil War blog.
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dy/dan » Blog Archive » A Framework For Using Digital Media In Math Instru... - 0 views
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When we teach math we are helping our students establish a framework for interpreting the world. One of the worst ways I know to help them establish that framework is to print an illustration of a real-world scene in a textbook, write in only the relevant measurements, and tell the students in the text of the problem which formula or strategy to apply. This leaves a student helpless and unprepared (in the mathematical, analytical sense) should she ever encounter the world that exists outside the pages of her textbook.
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The Atom's Extreme Makeover by Patricia F. Hare, M.A.T., M.A. - 0 views
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ELT notes: Teacher Interpreters - 0 views
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Everything New is Old Again Living and Teaching in Accelerating Times Presenters: Darren Kuropatwa Clarence Fisher http://adifference.blogspot.com/ Preso info http://dkuropatwablc08.pbwiki.com/Everything+New+is+Old+Again -
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Math and the Movies Resource List - 17 views
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Throughout our years of teaching we have used (and continue to use) movie clips in our classrooms to enhance content and engage our students. This listing is a sample of the types of movies we find useful. The accompanying worksheets are our mathematical interpretations and applications of information presented in these clips.
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shared by David Wetzel on 19 Mar 10
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Teaching with Technology - 15 views
www.squidoo.com/teaching-with-technology
teaching strategies education technology inquiry problem solving activities learning
shared by David Wetzel on 19 Mar 10
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Student questions and questioning become a major focus of classroom activity as teachers demonstrate and then require effective searching, prospecting, gathering and interpretation techniques while students use the tools and information to explore solutions to contemporary issues.
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shared by Fred Delventhal on 24 Jul 12
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History by Era | The Gilder Lehrman Institute of American History - 9 views
www.gilderlehrman.org/history-by-era
history american history Primary Sources education learning teaching
shared by Fred Delventhal on 24 Jul 12
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"History by Era" is the Institute's innovative new approach to our shared national history. At its core it is a collection of fifty individual introductions written by some of the most distinguished scholars of our day. It thus speaks to the reader not in one voice, but in fifty different, unique voices as each of these scholars interprets the developments, movements, events, and ideas of a particular era. Each Era follows the same template so that readers can move easily from one to another. An introduction to the time period is followed by essays by leading scholars; primary sources with images, transcripts, and a historical introduction; multimedia presentations by historians and master teachers; interactive presentations; and lesson plans and other classroom resources. Read an Introduction to History by Era from our senior editor, Carol Berkin, for more detailed information.
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Fair use and transformativeness: It may shake your world - NeverEndingSearch - Blog on ... - 0 views
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I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.
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Here's what I think I learned on Friday about fair use:
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According to Jaszi, Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised. People can't exercise it in a climate of fear and uncertainty.
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Permission is not necessary to satisfy fair use.
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Fair use is a doctrine within copyright law that allows use of copyrighted material for educational purposes without permission from the the owners or creators. It is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge.
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My new understanding: I learned on Friday night that the critical test for fairness in terms of educational use of media is transformative use. When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context. Examples of transformativeness might include: using campaign video in a lesson exploring media strategies or rhetoric, using music videos to explore such themes as urban violence, using commercial advertisements to explore messages relating to body image or the various different ways beer makers sell beer, remixing a popular song to create a new artistic expression.
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Long ago, I learned that educational use of media had to pass four tests to be appropriate and fair according to U.S. Code Title 17 107: the purpose and character of the use, including whether the use is commercial or nonprofit the nature of the use the amount of the use the effect of the use on the potential market for the copyrighted work.
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--A Conversation about Media Literacy, Copyright and Fair Use--stirred up more cognitive disonance than I've experienced in years
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the discussion was one of several to be held around the country designed to clear up widespread confusion and to: develop a shared understanding of how copyright and fair use applies to the creative media work that our students create and our own use of copyrighted materials as educators, practitioners, advocates and curriculum developers.
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national code of practice
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Jaszi points to Bill Graham Archives vs.Dorling Kindersley (2006) as a clear example of how courts liberally interpret fair use even with a commercial publisher.
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The publisher added value in its use of the posters. And such use was transformative.
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Here's what I think I learned on Friday about fair use: The Multimedia Fair Use Guidelines describe minimum rules for fair use, but were never intended as specific rules or designed to exhaust the universe of educational practice. They were meant as a dynamic, rather than static doctrine, supposed to expand with time, technology, changes in practice. Arbitrary rules regarding proportion or time periods of use (for instance, 30-second or 45-day rules) have no legal status. The fact that permission has been sought but not granted is irrelevant. Permission is not necessary to satisfy fair use. Fair use is fair use without regard to program or platform. What is fair, because it is transformative, is fair regardless of place of use. If a student has repurposed and added value to copyrighted material, she should be able to use it beyond the classroom (on YouTube, for instance) as well as within it. Not every student use of media is fair, but many uses are. One use not likely to be fair, is the use of a music soundtrack merely as an aesthetic addition to a student video project. Students need to somehow recreate to add value. Is the music used simply a nice aesthetic addition or does the new use give the piece different meaning? Are students adding value, engaging the music, reflecting, somehow commenting on.the music? Not everything that is rationalized as educationally beneficial is necessarily fair use. For instance, photocopying a text book because it is not affordable is still not fair use.
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Copyright law is friendlier to good teaching than many teachers now realize. Fair use is like a muscle that needs to be exercised. People can't exercise it in a climate of fear and uncertainty
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shared by Jeff Johnson on 22 May 08
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21st Century Literacies: Tools for Reading the World - 0 views
www.noodletools.com/...literacies
21st century learning education gardner intelligence literacy reading
shared by Jeff Johnson on 22 May 08
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In Intelligence Reframed Howard Gardner contends that "literacies, skills, and disciplines ought to be pursued as tools that allow us to enhance our understanding of important questions, topics, and themes." Today's readers become literate by learning to read the words and symbols in today's world and its antecedents. They analyze, compare, evaluate and interpret multiple representations from a variety of disciplines and subjects, including texts, photographs, artwork, and data. They learn to choose and modify their own communication based on the rhetorical situation. Point of view is created by the reader, the audience and the medium.
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Transliteracy / Participatory Media Literacy - 0 views
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Transliteracy is a new term derived from the verb 'to transliterate', meaning to write or print a letter or word using the closest corresponding letters of a different alphabet or language. Today we extend the act of transliteration and apply it to the increasingly wide range of communication platforms and tools at our disposal. From early signing and orality through handwriting, print, TV & film to networked digital media, the concept of transliteracy provides a cohesion of communication modes relevant to reading, writing, interpretation and interaction.
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ITFORUM Paper 1 - 0 views
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In fact, it is difficult, if not impossible, to isolate the effects of the affordances of technologies.
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Sometimes working out exactly what the affordances of technoligies are is the biggest challenge.
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Rather than using technologies by educational communications specialists to constrain the learners' learning processes through prescribed communications and interactions, the technologies are taken away from the specialists and given to the learner to use as media for representing and expressing what they know.
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How much instructional learning is too much? Up to a point, we need it to model good use of ICT, but not to the point where the terms of that use are so constrictive as to discourage multilateral thinking around ICT use.
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Cognitive tools actively engage learners in creation of knowledge that reflects their comprehension and conception of the information rather than focusing on the presentation of objective knowledge.
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Constructivist models of instruction strive to create environments where learners actively participate in the environment in ways that are intended to help them construct their own knowledge, rather than having the teacher interpret the world and insure that students understand the world as they have told them.
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Computers support reflective thinking, Norman contends, when they enable users to compose new knowledge by adding new representations, modifying old ones, and comparing the two. Those are the purposes of cognitive tools.
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In other words, when students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning. The results of an intellectual partnership with the computer is that the whole of learning becomes greater than the sum of its parts.
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Learners should be responsible for recognizing and judging patterns of information and then organizing it, while the computer system should perform calculations, store, and retrieve information.
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what to do with all of the instructional designers...
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History Now. In This Issue - 5 views
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HISTORY NOW is a quarterly online journal for American history teachers and students, launched in September, 2004. All issues are archived below: Issue One, September 2004: Elections Issue Two, December 2004: Primary Sources on Slavery Issue Three, March 2005: Immigration Issue Four, June 2005: American National Holidays Issue Five, September 2005: Abolition Issue Six, December 2005: Lincoln Issue Seven, March 2006: Women's Suffrage Issue Eight, June 2006: The Civil Rights Movement Issue Nine, September 2006: The American West Issue Ten, December 2006: Nineteenth Century Technology Issue Eleven, March 2007: American Cities Issue Twelve, June 2007: The Age Of Exploration Issue Thirteen, September 2007: The Constitution Issue Fourteen, December 2007: World War II Issue Fifteen, April 2008: The Supreme Court Issue Sixteen, June 2008: Books that Changed History Issue Seventeen, September 2008: Theodore Roosevelt and the Progressive Era Issue
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Quarterly journal from Gilder Lehrman Institute on particular history topics.
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shared by H. Hampson on 18 Aug 09
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Jacket Knack - 0 views
jacketknack.blogspot.com
book blog bookcover library critical semiotics representation race gender interpretation publishing
shared by H. Hampson on 18 Aug 09
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Book cover blog - very cool! Critical discussions about what gets represented on book covers, issues of semiotics and politics as well as some interesting, beautiful or thought-provoking artwork!
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Challenging students by @ncjbrown - 0 views
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As far as my work as a teacher and teacher trainer is concerned, I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance, which is then differentiated to meet pupils' and students' needs. To support my learners I provide relevant and specific praise and feedback, engaging and interesting tasks and activities, sound guidelines and instructions, solid question and answer sessions and clear, practical examples or modelling. -
2) Alfie Kohn "In fact, there isn't even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement. If we're making 12-year-olds, much less five-year-olds, do homework, it's either because we're misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says." Homework: An Unnecessary Evil? ... Findings from New Research 3) Tyler Cowen believed education can create potentially valuable workers by helping them improve their value by using smart machines and that these two are stronger complements than ever. Students may not be able to calculate like computers but we can teach students to be better readers of character and emotion and to be the best interpreters of the masses of information provided by the behavioral sciences and big data. Not all students need to do programming but they need to easily make the most of technology. He sees educators as motivators and online managers rather than as a professor. From Average is Over, 2013 by Tyler Cower Could a majority on workers hurt by Geekability add to A. Greenspan's fear of unrest?