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Vicki Davis

ASCD - 0 views

  • first 60 seconds of your presentation is
    • Vicki Davis
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
    • Vicki Davis
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and of, it's only two or three years
    • Vicki Davis
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
    • Vicki Davis
       
      How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
    • Vicki Davis
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one problem your proproblems on the board, and I'll ask that person to explain the process your group used.”
    • Vicki Davis
       
      Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival of while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any they've seen in the past
  • how the group solved the problem, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds Of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead Of merely drilling for the test.
    • Vicki Davis
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication thinking, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, thinking-solving, and writing thinking.
    • Vicki Davis
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world skills work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the of young people need, I then set out to learn whether U.S. schools are teaching and testing the of that matter most.
    • Vicki Davis
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
       
      This is a great aspect of project of learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical of of, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
       
      Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes thinking the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes thinking others. I see this happen on the Ning thinking our projects all the time.
  • the world of work has changed profoundly.
    • Vicki Davis
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical of and of solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's ofs.”
    • Vicki Davis
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
David Wetzel

Stimulating Critical Thinking through a Technological Lens - 13 views

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    Stimulating critical thinking using technology has the potential to create more in depth understanding thinking thinking and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation thinking both inquiry-thinking and critical thinking thinking by engaging students in exploring, thinking, reading, writing, researching, inventing, thinking-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens thinking video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).
Dean Loberg

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

  • "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
       
      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
       
      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 skills technology in the classroom can facilitate good inquiry learning."
    • Brian C. Smith
       
      Is this limited to only the River City Project alone though? How does it promote more inquiry, problem and project-problem learning in other content?
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  • "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.
  •  
    Science and gaming
  •  
    Science and gaming
David Wetzel

Investigating the Impact of Artificial Reefs: of-of Learning Study of Human Influence on Marine Ecosystems - 4 views

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    Students make connections with many science concepts and communicate their recommendations to scienceficials and organizations regarding the future science artificial reefs.
David Wetzel

Modeling the Composition of Earth's Atmosphere: The Layer of Gases Surrounding Planet Earth Retained by Gravity - 6 views

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    This is a hands-on, minds-on approach to provide students with a concrete model of the earth's atmosphere to visualize the gases which comprise the air they breath.
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