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Andrew Williamson

Organizers for Artful Thinking Routines - 0 views

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creativity thinking routines thinking school thinking skills organizers

shared by Andrew Williamson on 10 Oct 12 - No Cached
  • Andrew Williamson on 10 Oct 12
     
    These are great template for some of the thinking routines from the "Making Thinking Visible" book from project zero. Team leaders all have a copy. 
kynan robinson

What Is Integrated Curriculum? - 0 views

www.ascd.org/...tegrated-Curriculum%C2%A2.aspx

pbl clp creativity project integrated

shared by kynan robinson on 18 Apr 12 - No Cached
  • Can making wind and rain machines improve the reading comprehension and writing scores of elementary students on the Florida Comprehensive Assessment Test? Do students really learn math by learning to clog dance? When students spend after-school time participating in a microsociety that reflects the roles of real life, will their test scores in math and reading improve?
  • Lee's students have shown more than 100 percent gains in comprehension and writing on the FCAT.
    • kynan robinson
      kynan robinson on 18 Apr 12
       
      Its sad that we even have to ask these questions, what about increased levels of creative thought, or deeper understanding of social interactions etc etc etc
  • ...28 more annotations...
  • Lee claims that when she teaches science concepts she also teaches students to think and write in the structured, coherent ways required on standardized tests
  • What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based?
  • we defined three approaches to integration—multidisciplinary, interdisciplinary, and transdisciplinary
  • Multidisciplinary approaches focus primarily on the disciplines.
  • When teachers integrate the subdisciplines within a subject area, they are using an intradisciplinary approach
  • Through this integration, teachers expect students to understand the connections between the different subdisciplines and their relationship to the real world.
  • In this approach to integration, teachers organize the curriculum around common learnings across disciplines. T
  • ey chunk together the common learnings embedded in the disciplines to emphasize interdisciplinary skills and concepts.
  • They are learning the interdisciplinary skill of communication (thinking and writing in a structured and coherent way).
  • In the transdisciplinary approach to integration, teachers organize curriculum around student questions and concerns (see Figure 1.3). Students develop life skills as they apply interdisciplinary and disciplinary skills in a real-life context. Two routes lead to transdisciplinary integration: project-based learning and negotiating the curriculum
  • Project-Based Learning. In project-based learning, students tackle a local problem. Some schools call this problem-based learning or place-based learning. According to Chard (1998), planning project-based curriculum involves three steps:
  • Teachers and students select a topic of study based on student interests, curriculum standards, and local resources. The teacher finds out what the students already know and helps them generate questions to explore. The teacher also provides resources for students and opportunities to work in the field. Students share their work with others in a culminating activity. Students display the results of their exploration and review and evaluate the project.
  • Negotiating the Curriculum. In this version of the transdisciplinary approach, student questions form the basis for curriculum.
  • Studies of project-based programs show that students go far beyond the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism
  • The boundaries of the disciplines seemed to dissolve abruptly.
  • The essential difference between the three approaches was the perceived degree of separation that existed between subject areas. Given our experiences at the time, both of us believed that the three approaches fit on an evolutionary continuum.
    • kynan robinson
      kynan robinson on 18 Apr 12
       
      all education is evolutionary which is why we need to keep studying, reading investigating asking questions
  • suggests that even intradisciplinary projects should include math and literature/media to be rich and vibrant
  • backward design process.
  • We believe that educators will continue to experience deepening connections as they become more experienced in this area.
  • Real-life context Student questions
  • Coplanner Colearner Generalist/specialist
  • Disciplines identified if desired, but real-life context emphasized
  • All knowledge interconnected and interdependent Many right answers Knowledge considered to be indeterminate and ambiguous
  • Student questions and concerns Real-world context
  • Interdisciplinary skills/concepts stressed
  • shift
  • Interdisciplinary skills and disciplinary skills applied in a real-life context
  • kynan robinson on 18 Apr 12
     
    great overview of different approaches to integrated  Curriculum
kynan robinson

T N T - The Network Thinkers: Social Capital... the Key to Success in the Connected Age - 0 views

www.thenetworkthinkers.com/...capital-key-to-success-in.html

shared by kynan robinson on 05 Jul 12 - No Cached
  • In the knowledge economy, knowledge and content are no longer sufficient – everyone has access to many sources of content and knowledge. You cannot compete on what everyone knows. As you move up the hierachy, it becomes more difficult to compete on individual competency – everyone is highly skilled and experienced at the top. It is hard to compete when everyone is so similar.
  • Social capital is derived from employees’ personal and professional networks.
  • Innovation happens at the intersections -- innovative organizations have many more intersections of diverse thinking and approaches than we see above.  
  • ...1 more annotation...
  • Competing effectively in the connected economy is based on combining (and re-combining) unique knowledge from different parts of the business ecosystem (
  • kynan robinson on 05 Jul 12
     
    Networked Learing - what is it why is important for us as teachers to understand it
Eliza Barlow

Writing Fun by Jenny Eather - helping kids write using text organizers. - 0 views

west.cdn.mathletics.com/...writingfun2010.html

Literacy Text Types Organisational structure Features Examples Writing

shared by Eliza Barlow on 22 Feb 12 - No Cached
Ross Toogood liked it
  • Eliza Barlow on 22 Feb 12
     
    Demonstrates clear examples of Text Types - Organisational Structure and Features of common text types. 
carmela guglielmino

Data Session 2: Data Organization and Representation - 0 views

www.learner.org/...index.html

Maths Upper Primary Gathering and exploring data

shared by carmela guglielmino on 22 Feb 10 - Cached
  • carmela guglielmino on 22 Feb 10
     
    Has some interatcive activities as part of the lesson plans that can be done as a class. Also looks at median and a range of analysis techniques.
Andrew Williamson

Level 3 - Fitzroy North Primary School - 0 views

www.fitzroynthps.vic.edu.au/index.php

shared by Andrew Williamson on 21 Oct 09 - Cached
  • Students in Grades 3 and 4 this term will be investigating the factors which affect the survival of organisms living in the sea through our unit “Testing the Waters”. They will learn to distinguish between biotic and abiotic factors in the environmentand describe human influences which affect the survival of living things. We’ll be going on a fantastic excursion to Rickett’s Point to see some real sea life and talk to some local experts about our local marine environment in Melbourne’s Port Phillip Bay.
    • Andrew Williamson
      Andrew Williamson on 21 Oct 09
       
      THis is old content it needs to be updated
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