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jeffery heil

7 Essential Principles of Innovative Learning | MindShift - 1 views

blogs.kqed.org/...nciples-of-innovative-learning

education learning usdedu csusmedu

shared by jeffery heil on 20 Feb 13 - No Cached
  • Groff doesn’t dispute that mastery is important and that students need to learn age-appropriate content, but she also argues it’s equally important to develop students’ ability to go beyond that, to question and apply learning in new situations
  • 1.Learners have to be at the center of what happens in the classroom
  • 2. Learning is a social practice and can’t happen alone
  • ...5 more annotations...
  • 3. Emotions are an integral part of learning.
  • 4. Learners are different
  • 5. Students need to be stretched, but not too much.
  • 6. Assessment should be for learning, not of learning.
  • 7. Learning needs to be connected across disciplines
jeffery heil

Why Do Some People Learn Faster? | Wired Science | Wired.com - 0 views

www.wired.com/...-do-some-people-learn-faster-2

education learning Psychology articles

shared by jeffery heil on 05 Oct 11 - No Cached
  • The physicist Niels Bohr once defined an expert as “a person who has made all the mistakes that can be made in a very narrow field.”
  • Education isn’t magic. Education is the wisdom wrung from failure.
  • Why are some people so much more effective at learning from their mistakes?
  • ...17 more annotations...
  • Moser experiment is premised on the fact that there are two distinct reactions to mistake
  • The first reaction is called error-related negativity (ERN). It appears about 50 milliseconds after a screw-up and is believed to originate in the anterior cingulate cortex, a chunk of tissue that helps monitor behavior, anticipate rewards and regulate attention
  • second signal, which is known as error positivity (Pe), arrives anywhere between 100-500 milliseconds after the mistake and is associated with awareness.
  • subjects learn more effectively when their brains demonstrate two properties: 1) a larger ERN signal, suggesting a bigger initial response to the mistake and 2) a more consistent Pe signal, which means that they are probably paying attention to the error, and thus trying to learn from it.
  • new paper, Moser et al. extends this research by looking at how beliefs about learning shape these mostly involuntary error-related signals in the brain,
  • scientists applied a dichotomy first proposed by Carol Dweck
  • Dweck distinguishes between people with a fixed mindset
  • and those with a growth mindset,
  • subjects with a growth mindset were significantly better at learning from their mistakes
  • those with a growth mindset generated a much larger Pe signal, indicating increased attention to their mistakes.
  • increased Pe signal was nicely correlated with improvement after error, implying that the extra awareness was paying dividends in performance.
  • When kids were praised for their effort, nearly 90 percent chose the harder set of puzzles.
  • when kids were praised for their intelligence, most of them went for the easier test.
  • According to Dweck, praising kids for intelligence encourages them to “look” smart, which means that they shouldn’t risk making a mistake.
  • Students praised for their intelligence almost always chose to bolster their self-esteem by comparing themselves with students who had performed worse on the test. In contrast, kids praised for their hard work were more interested in the higher-scoring exams. They wanted to understand their mistakes, to learn from their errors, to figure out how to do better.
  • The experience of failure had been so discouraging for the “smart” kids that they actually regressed.
  • The problem with praising kids for their innate intelligence — the “smart” compliment — is that it misrepresents the psychological reality of education
jeffery heil

The Three New Pillars of 21st Century Learning | District Administration Magazine - 1 views

www.districtadministration.com/...-pillars-21st-century-learning

21stcenturylearning learning article

shared by jeffery heil on 23 Apr 12 - No Cached
  • The textbook, The lecturer and the classroom are three pillars of modern-day schooling that date back hundreds of years.
  • There’s just one catch – these problems don’t exist anymore. In the 21st Century, the Internet has ushered in an online learning environment where information is abundant, teachers are plentiful and learning is global.
  • To put it simply – we need new pillars for learning.
  • ...3 more annotations...
  • Pillar #1: “I’m only one of my students’ teachers, but I’m the most important because I teach them to connect to all the others.” Implication area: Instruction
  • Pillar #2: “My students should learn from me how to learn without me.” Implication area: Curriculum
  • Pillar #3: “My students’ knowledge lies not only in their minds but in their networks.” Implication area: Assessment
jeffery heil

SpeEdChange: If school isn't for collaborating, why does anyone come? - 0 views

speedchange.blogspot.com/...snt-for-collaborating-why.html

collaboration learning school education

shared by jeffery heil on 16 Oct 11 - No Cached
  • If students want to learn in isolation; if they want to sit at a desk and work on their own stuff, occasionally checking in with an "expert," they have no reason to come to school.
  • For years we've talked about (or we may have even been) kids who've only come to school because of team sports, or music groups, or theatre, or even hanging out at lunch.
  • If school isn't about doing things together, just about everyone has better places to spend their day.
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  • The world of work has moved on, but the educational structure, despite the efforts of many individual teachers and administrators, crawls along
  • Bill Gates favorite boy Salman Khan, believe that kids sitting alone, working by themselves, with canned, inflexible data in front of them, is the best preparation for life in the present and future.
  • So here is what your classroom, and your school, needs to offer kids:
  • 1. A learning environment in which students make most decisions.
  • 2. A time environment in which students learn and work along a schedule which makes sense to them
  • 3. A technological environment which supports collaboration across every barrier.
  • 4. A social environment where adults do not rank students according to their oppressive standards.
  • jeffery heil on 16 Oct 11
     
    If students want to learn in isolation; if they want to sit at a desk and work on their own stuff, occasionally checking in with an "expert," they have no reason to come to school. They can do a lot better at home, or at their local coffee shop or even the public library, where both the coffee and the WiFi connection will be better.
Sherilyn Crawford

5 Traits of the 21st Century Teacher - 0 views

www.mrkeenan.com/?p=864

education learning students 21stcenturylearning technology classroom

shared by Sherilyn Crawford on 13 Oct 11 - No Cached
  • Driven to Learn
  • A Media Creation Expert
  • A Digital Navigator
  • ...7 more annotations...
  • An Empathetic Mentor
  • A Technology Harmonizer
  • It is no longer acceptable to teach only from a textbook, to rely on the same worksheets an methods year after year without at least questioning them and researching why they are the best resource available.  
  •  Powerpoint and Word are becoming antiquated as newer and more powerful presentation and editing suites become available to teachers.
  • This means having social media accounts and understanding how they are used, even if you don’t use them specifically for learning.
  • This student-centered focus also creates learning opportunities for the teacher to learn with students, developing their teaching and collaborative skills
  • One of the keys here is that we work at making the technology work (in the best way we can) so the lesson becomes about the learning instead of the management of machines.
jeffery heil

Workers, soldiers or nomads - what does the Gates Foundation want from our ed... - 0 views

davecormier.com/...want-from-our-education-system

education learning teaching

shared by jeffery heil on 25 Oct 11 - No Cached
  • The why of education should be the first question that we answer in any discussion in the field.
  • Sadly, it seems to be very difficult to say anything about “what learning is” and “why we educate our children”.
  • but it’s pretty tough to create a system that both trains people to do what they are told and to also critically assess their culture.
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  • Memory is the representation of the things that we ‘know’ as a culture
  • The worker was the original goal of the public education system.
  • The soldier
  • Learning for a worker is about compliance.
  • Our education system currently does a very good job of creating workers.
  • The worker needs to remember things without understanding them.
  • They are the defenders of memory.
  • It is what Wynton Marsalis calls ‘being the thing itself’
  • They decide which parts of the past will be valued
  • soldiers really can decide what they want to have valued.
  • Soldiers defend the status quo
  • The nomad is trying to do what I call ‘learning’.
  • Learning for the nomad is the point where the steps in a process go away.
  • They are the ones who establish what things we currently know that the worker should remember, and then establish the system by which we will measure that knowing.
  • In order to create an educational system that allows for nomads we can’t measure for a prescribed outcome.
  • Rhizomatic learning
  • It is designed for a world where there aren’t ‘things people should know’ but rather ‘new connections to be made’.
  • If we want a society of innovators, of creatives, we can’t think of success as an act of compliance
jeffery heil

Investigating instructional strategies for using social media in formal and informal le... - 1 views

www.irrodl.org/...2073

socialmedia social research learning media social media

shared by jeffery heil on 07 Oct 12 - No Cached
  • jeffery heil on 07 Oct 12
     
    "Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning"
jeffery heil

35 Ways To Build Your Personal Learning Network Online - 1 views

edudemic.com/...rsonal-learning-network-online

pln network learning technology USDEdu

shared by jeffery heil on 03 Oct 12 - No Cached
  • Although PLNs have been around for years, in recent years social media has made it possible for these networks to grow exponentially.
  • Use Twitter resources to discover more people to follow:
  • The Innovative Educator: 5 Ways to Build Your 1.0 and 2.0 Personal Learning Network:
Sherilyn Crawford

Interdisciplinary Learning in Your Classroom: Explanation - 0 views

www.thirteen.org/...index.html

education interdisciplinary bigideas cross-curricular thinking_skills

shared by Sherilyn Crawford on 02 Oct 11 - Cached
  • Sherilyn Crawford on 02 Oct 11
     
    A tool to not only learn about what interdisciplinary learning is and where it came from, but also demonstrations and opportunities to create your own curriculum.
Annie Reyes

Formal and Informal Learning - 0 views

www.knowledgejump.com/...informal.html

education usdedu pln

shared by Annie Reyes on 27 Sep 11 - Cached
  • Annie Reyes on 27 Sep 11
     
    Malcolm Knowles is generally considered to be the originator of the term "informal learning" through his book published in 1970: Informal Adult Education: A Guide for Administrators, Leaders, and Teachers. Allen Tough was probably the first to really study how adults use informal learning.
jeffery heil

Why Are Finland's Schools Successful? | People & Places | Smithsonian Magazine - 0 views

www.smithsonianmag.com/...nlands-Schools-Successful.html

education finland schools learning

shared by jeffery heil on 09 Sep 11 - No Cached
  • Finland has vastly improved in reading, math and science literacy over the past decade in large part because its teachers are trusted to do whatever it takes to turn young lives around.
  • “This is what we do every day, prepare kids for life.”
  • “Whatever it takes” is an attitude that drives not just Kirkkojarvi’s 30 teachers, but most of Finland’s 62,000 educators in 3,500 schools from Lapland to Turku—professionals selected from the top 10 percent of the nation’s graduates to earn a required master’s degree in education
  • ...24 more annotations...
  • Nearly 30 percent of Finland’s children receive some kind of special help during their first nine years of school.
  • more than half of its 150 elementary-level students are immigrants—from Somalia, Iraq, Russia, Bangladesh, Estonia and Ethiopia, among other nations
  • “We prepare children to learn how to learn, not how to take a test,”
  • There are no rankings, no comparisons or competition between students, schools or regions.
  • Every school has the same national goals and draws from the same pool of university-trained educators.
  • The differences between weakest and strongest students are the smallest in the world, according to the most recent survey by the Organization for Economic Co-operation and Development (OECD). “Equality is the most important word in Finnish education. All political parties on the right and left agree on this,” said Olli Luukkainen, president of Finland’s powerful teachers union.
  • “If you only measure the statistics, you miss the human aspect.”
  • Compulsory schooling does not begin until age 7. “We have no hurry,” said Louhivuori. “Children learn better when they are ready. Why stress them out?”
  • Ninety-seven percent of 6-year-olds attend public preschoo
  • Schools provide food, medical care, counseling and taxi service if needed. Stu­dent health care is free.
  • The only time Rintola’s children are pulled out is for Finnish as a Second Language classes, taught by a teacher with 30 years’ experience and graduate school training.
  • English begins in third grade, Swedish in fourth.
  • Not until sixth grade will kids have the option to sit for a district-wide exam, and then only if the classroom teacher agrees to participate
  • Most do, out of curiosity. Results are not publicized. Finnish educators have a hard time understanding the United States’ fascination with standardized tests. “Americans like all these bars and graphs and colored charts,”
  • “Looks like we did better than average two years ago,” he said after he found the reports. “It’s nonsense. We know much more about the children than these tests can tell us.”
  • A class of first graders scampered among nearby pine and birch trees, each holding a stack of the teacher’s homemade laminated “outdoor math” cards. “Find a stick as big as your foot,” one read. “Gather 50 rocks and acorns and lay them out in groups of ten,” read another. Working in teams, the 7- and 8-year-olds raced to see how quickly they could carry out their tasks.
  • “We help situate them in the right high school,” said then deputy principal Anne Roselius. “We are interested in what will become of them in life.”
  • “It was simply the idea that every child would have a very good public school. If we want to be competitive, we need to educate everybody. It all came out of a need to survive.”
  • Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions.
  • The second critical decision came in 1979, when reformers required that every teacher earn a fifth-year master’s degree in theory and practice at one of eight state universities—at state expense. From then on, teachers were effectively granted equal status with doctors and lawyers.
  • Applicants began flooding teaching programs, not because the salaries were so high but because autonomy and respect made the job attractive
  • All children—clever or less so—were to be taught in the same classrooms, with lots of special teacher help available to make sure no child really would be left behind
  • The inspectorate closed its doors in the early ’90s, turning accountability and inspection over to teachers and principals. “We have our own motivation to succeed because we love the work,” said Louhivuori. “Our incentives come from inside.”
  • A recent report by the Academy of Finland warned that some schools in the country’s large cities were becoming more skewed by race and class as affluent, white Finns choose schools with fewer poor, immigrant populations.
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