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Aaron Davis

Digital Citizenship Wiki (Alec Couros) - 0 views

couros.wikispaces.com/digitalcitizenship

digitalcitizenship cybersafety citizenship resources digital

shared by Aaron Davis on 24 Dec 13 - Cached
  • Aaron Davis on 24 Dec 13
     
    This is a collection of resources that can be used by educators or students regarding the issue of digital citizenship. Note: the questions used here are targeted primarily at high school students, but many of these questions apply to anyone new to the topic
Aaron Davis

Ungoogleable Questions Update | Steve Mouldey - 0 views

stevemouldey.wordpress.com/...ungoogleable-questions-update

Questioning Resource

shared by Aaron Davis on 16 Feb 15 - No Cached
  • the following 4 words/phrases provide the best start for student questions: Should Why What if How Might We
Aaron Davis

Questions to Ask Oneself While Designing Learning Activities | User Generated Education - 0 views

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Questioning planning curriculum education

shared by Aaron Davis on 01 Feb 15 - No Cached
  • Here are some questions I ask myself as I go through this process: Will the learning activities provide learners with opportunities to tap into their own personal interests and passions? Will the learning activities offer the learners the chance to put them “selves” into their work? Will the learning activities provide learners with opportunities to express themselves using their own authentic voices? Will the learners find the learning activities engaging? interesting? relevant? useful? What “cool” technologies can be used to help meet both the instructional and the learners’ goals? Will the learning activities provide learners with opportunities to have fun and to play? Will learners be able to do at least some of the work independently? Will the learning activities give all of the learners opportunities to shine? Will the learners get the chance to share their work with other learners, with a more global audience?
Aaron Davis

The Secret Phrase Top Innovators Use - HBR - 0 views

hbr.org/...the-secret-phrase-top-innovato

shared by Aaron Davis on 26 Jun 15 - No Cached
  • The “how might we” approach to innovation ensures that would-be innovators are asking the right questions and using the best wording.
  • Aaron Davis on 26 Jun 15
     
    "The "how might we" approach to innovation ensures that would-be innovators are asking the right questions and using the best wording."
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
Aaron Davis

Gender and Group Work - HuntingEnglishHuntingEnglish - 0 views

www.huntingenglish.com/...gender-and-group-work

group work collaboration BIM teaching and learning

shared by Aaron Davis on 20 Feb 16 - No Cached
  • What is the ideal number for the group size for this task? Are students clear about what effective collaboration looks like and sounds like? What are the group goals and individual goals for this task? Are they clear to the students? How are you going to fend off ‘social loafing’? Should personality differences influence our grouping decisions? Are there introverts in the classroom that should receive particular attention as we decide upon grouping students? How should we group in relation to ability or skill levels? Are the groups separate by ability or mixed, or randomised? Does this make a difference?
  • Aaron Davis on 20 Feb 16
     
    Alex Quigley explores the topic of group work. Rather than a clear answer, he provides a excellent series of reflective questions to guide things. If we accept the notion of the 'wisdom of crowds', then what is the magic number for group size? There is no fixed answer, but research evidence shows that any group size above six is unlikely to be effective. Why is this? Well, successful group work relies on group goals, but alongside individual responsibility. With too many students in a group it is too easy for social loafing (students putting in less effort when they know they can because other group members pick up the slack) to happen. Better to have a smaller groups, such as trios or fours. Of course, even then, they'll need training.
Aaron Davis

How do inquiry teachers….teach? | Justwondering - 0 views

justwonderingblog.com/...how-do-inquiry-teachers-teach

inquiry teachers pedagogy learning 21st Century Learning

shared by Aaron Davis on 22 Feb 14 - No Cached
  • The planning and the teaching are certainly deeply connected but – too often, inquiry seems almost synonymous with ‘units’.   The cringe-worthy phrase “we do inquiry” usually means: we fill in an inquiry planner using a cycle/framework of inquiry
  • Inquiry is not just about knowing how to plan – it’s about how we teach
  • 1. They talk less
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  •  2. They ask more.
  •  3. They relate
  • 4. They let kids in on the secret
  • 5. They use language that is invitational and acknowledges the elasticity of ideas.
  •  6. They check in with their kids – a lot
  • They remain open to possibility…
  •  7. They collaborate with their students. They trust them!
  •  8. They use great, challenging, authentic resources
  •  9. They are passionate and energetic.
  •  10. They see the bigger picture
  • 11. They invite, celebrate and USE questions, wonderings, uncertainties and tensions that arise from their students.
  • Good inquiry teachers know how to get more kids thinking more deeply more of the time.
  • Programs and planners don’t make inquiry happen. Teachers and learners do.
  • Aaron Davis on 22 Feb 14
     
    A great post from Kath Murdoch in which she outlines how inquiry teacher teach. What I really liked about it is that even if you don't 'do inquiry' you can still take some of the facets of an inquiry teacher.
Aaron Davis

How do you know if effective teaching is occurring in your school? | Educational Leader... - 0 views

jbortonrps.edublogs.org/...ng-is-occurring-in-your-school

leadership Effective Teaching Walkthroughs

shared by Aaron Davis on 11 Jun 14 - No Cached
  • Apart from just observation, which is very important, what rigorous processes can we implement to reflect upon and use to answer this question?
  • The analysis of the information collected is not intended to give individual feedback to teachers but to provide whole school information about strengths and weaknesses in the implementation of formative assessment strategies.
  • A high level of trust among staff is important to ensure the authenticity and success of the Walkthrough process. It is seen as a supportive way to ensure that we hold each other accountable for achieving our scoreboard.
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  • Raising the performance of our entire teaching team is the focus as well as each teacher taking individual responsibility for improving their implementation of quality teaching practices.
Aaron Davis

What If? | Steve Mouldey - 0 views

stevemouldey.wordpress.com/...what-if

Questioning Resource thinking Design Thinking

shared by Aaron Davis on 16 Feb 15 - No Cached
  • Whilst others may be more specific to what we have been learning about at the time or are linked to what we are going to learn about: What if you designed a robot to help someone in our community? What if the Moon landing was fake? What if you lived in an ideal world? What if all people lived forever? What if there were only humans left on Earth? What if chocolate cost $100 a bar? What if $ had never been invented?
Aaron Davis

Design Thinking: Synthesis 1 | Hexagonal Thinking \ The Lab - 0 views

notosh.com/...g-synthesis-hexagonal-thinking

Questioning Resource thinking Design Thinking

shared by Aaron Davis on 16 Feb 15 - No Cached
  • Aaron Davis on 16 Feb 15
     
    A great activity for synthesising ideas
Aaron Davis

New Thinking Routines | It's About Learning - 0 views

learningshore.edublogs.org/...new-thinking-routines

thinking routines visible thinking project zero

shared by Aaron Davis on 13 Nov 15 - No Cached
  • The 3 Ys Why might this [topic, question] matter to me? Why might it matter to people around me [family, friends, city, nation]? Why might it matter to the world?
  • What are its parts? What are its various pieces or components? What are its purposes? What are the purposes for each of these parts? What are its complexities? How is it complicated in its parts and purposes, the relationship between the two, or in other ways.
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