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Bo Adams

Playful learning: Where a rich curriculum meets a playful pedagogy | Preschool Matters.... - 1 views

preschoolmatters.org/...culum-meets-a-playful-pedagogy

preschool play play-based playful learning #MustRead

shared by Bo Adams on 16 Mar 14 - No Cached
  • Playful learning is a whole-child approach to education that includes both free play and guided play.
  • It refers to play in a structured environment around a general curricular goal that is designed to stimulate children’s natural curiosity, exploration, and play with learning-oriented materials.[xxii]  In guided play, learning remains child-directed. This is a key point.  Children learn targeted information through exploration of a well-designed and structured environment (e.g. Montessori[xxiii]) and through the support of adults who ask open-ended questions to gently guide the child’s exploration.
  • Guided play allows children to become engaged; didactic instruction helps them memorize but not transfer what they have learned.
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  • Guided play helps constrain what children should be focusing on; free play leaves the field too open and does not help children focus on the target outcomes.
  • It is possible to have a curriculum rich in learning goals that is delivered in a playful pedagogy.
  • Bo Adams on 16 Mar 14
     
    "The Capulets and Montagues of early childhood have long battled over their vision for a perfect preschool education.  Should young children be immersed in a core curriculum replete with numbers and letters or in a playful context that stimulates creative discovery?  The 'preschool war' leaves educators torn and embattled politicians in deadlock.  Playful learning offers one way to reframe the debate by nesting a rich core curriculum within a playful pedagogy." HT @kellyBKelly2001
Bo Adams

Implementing the Project Approach in an Inclusive Classroom: A Teacher's First Attempt ... - 0 views

www.naeyc.org/...plementing-inclusive-classroom

projectbasedlearning project based learning project_based_learning project_approach

shared by Bo Adams on 19 Mar 17 - No Cached
  • I wanted the children in my classroom to be motivated, authentically engaged, and excited to learn. I wanted them to take hold of their learning and drive their own experiences. The children were learning; still, I felt that their experiences should be more personal than I had been able to provide using a teacher-derived curriculum. I thought this could be best accomplished in an open-ended environment where children are free to explore and follow their interests.
  • John Dewey was among the first to suggest that an ideal way for children to learn is by planning their own activities and implementing those plans, thereby providing opportunities for multilevel instruction, cooperative learning, peer support, and individualized learning
Shelley Clifford

Every Person Inspired to Create - 1 views

epic.liberty.k12.mo.us/environment

innovation learning_spaces

shared by Shelley Clifford on 02 Feb 14 - No Cached
  • Shelley Clifford on 02 Feb 14
     
    Mary shared this with me. Great language: Students will learn and work in RE-DESIGNED LEARNING SPACES that include THINK SPACES and CREATION LABS designed to allow students to exhibit their learning through hands-on experiences. Students will work through CROSS-AGED CONNECTIONS allowing students to engage with students outside of their traditional grade level and ENHANCE SOCIAL AND ACADEMIC GROWTH. Students will EXHIBIT LEARNING of state standards through multiple avenues. In addition to traditional standardized tests, authentic PERFORMANCE BASED EXHIBITIONS will be used to measure learning.
Bo Adams

Creating a "Least Restrictive Environment" with Mobile Devices | Edutopia - 1 views

www.edutopia.org/...nt-mobile-devices-beth-holland

accessibility least_restrictive_environment personalized

shared by Bo Adams on 22 Jan 14 - No Cached
  • Bo Adams on 22 Jan 14
     
    Great piece on using assistive technologies to facilitate deeper learning for ALL students.
  • Shelley Clifford on 24 Jan 14
     
    I will share with AR team. Interesting pick this week.
Jim Tiffin Jr

Innovation vs Circulasticity | EdCan Network - 0 views

www.edcan.ca/...innovation-vs-circulasticity

change circulasticity Change-Dynamics FromTJEdwards innovation reform educational innovation implementation #LiquidNetworkSpill

shared by Jim Tiffin Jr on 16 Oct 17 - No Cached
  • Circulasticity. A combination of the words circular and elasticity, it is an organizational condition that generates contexts or situations in which high levels of activity are noted, but any discernible long-term change is not.
  • Because of the elasticity of circulasticity, “innovation” stretches the core environment, but is eventually brought back to the central traditional core and becomes more of an “improvement” than a change catalyst.
  • In my opinion, true innovation in education will only happen when a new structure is created: one that nurtures critical thinkers, supports risk-takers and encourages ongoing transformation, and that places a high value on creative and insightful learning / teaching in classrooms.
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  • As Martin Hays wrote in his analysis of organizational wisdom, “Organizational wisdom transcends organizational learning in its commitment to doing the right things over doing things right.”
  • At the current time, educational organizations are mired in structures that have significant “blind spots” for innovation or creativity. These blind spots are the structures themselves, since they were designed along an industrial model that favours uniformity and compliance and has no explicit place or mechanism for including creativity and innovation. Hence they simply don’t allow for innovation to be replicated or made systemic.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 16 Oct 17
       
      Again, the industrial model spoils our work...
  • As John Kotter eloquently describes in his book Buy-In: Saving your good idea from getting shot down, there are four main change impediments that people use: 1) Fear Mongering, 2) Death by Delay, 3) Confusion, 4) Ridicule.[2] In education, these four elements can be translated into: 1) Need Research, 2) Need Results, 3) Need Support, 4) Need Financing. The irony is that even if all four parts of this requirement are met, it still doesn’t serve to create innovative practices.
  • Where everything seems to bog down is in the implementation component.
  • What we need is a work environment that openly values creativity, risk-taking and courage; its lack remains the single greatest impediment to innovation in education.
  • And so, innovation, as traditionally defined, remains more of an elusive objective in education than an emerging reality. We debate the issue; we define the issue; and we design the issue. But moving the innovation agenda forward is an entirely different issue.
  • “The quality of a question is not judged by its complexity but by the complexity of the thinking that it provokes.”
  • True transformation will ultimately have to begin with a courageous act from an individual or individuals to enact the deep structural changes that are so needed.
  • Jim Tiffin Jr on 16 Oct 17
     
    "Circulasticity. A combination of the words circular and elasticity, it is an organizational condition that generates contexts or situations in which high levels of activity are noted, but any discernible long-term change is not."
Jim Tiffin Jr

Pedagogy of Play | Project Zero - 1 views

www.pz.harvard.edu/...pedagogy-of-play

Project Zero Harvard play research maker-centered learning learning environment #LiquidNetworkSpill #mvifishares

shared by Jim Tiffin Jr on 18 Aug 16 - No Cached
  • Jim Tiffin Jr on 18 Aug 16
     
    A new (2016) research project coming out of Harvard. With play a component of the motivation cycle for innovators, this growing body of work may be worth following.
  • Jim Tiffin Jr on 18 Aug 16
     
    A new (2016) research project coming out of Harvard. With play a component of the motivation cycle for innovators, this growing body of work may be worth following.
ehayes38

A Note About Reading Levels - 0 views

fpblog.fountasandpinnell.com/a-note-about-reading-levels

Reading Levels

shared by ehayes38 on 06 Aug 19 - No Cached
  • reading levels are a valuable tool for teachers, and should not be used as a label for the children we teach, but rather should be used to make good decisions in instruction.
  • The goal is for teachers to learn about the characteristics of each level to inform their decisions in teaching—how they introduce a book, how they discuss a book, how they help children problem-solve as they process a book. 
  • A reading level is the result of complex analysis that children don’t (and shouldn’t have to) understand.
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  • The teacher’s knowledge of the child’s reading level allows them to gently guide and support the child’s choices, while also understanding that a child will experience a variety of levels of text throughout the day in different instructional contexts like interactive read-aloud, shared reading, book clubs, independent reading, and guided reading.  
  • Educators might share a book the child read at the beginning of the year, and a book that the child read later in the year, and some discussion of the text characteristics of each book so that parents can see that difficulty is increasing, as is proficiency.
  • Along with talking about a child’s independent and instructional reading levels, teachers can also talk about a child’s engagement with reading: how many books the child has read, what his tastes are, whether he is putting in a lot of effort or showing initiative.
  • helping families to see a complete picture of their child’s progress, beyond just a reading level.
  • cultural, linguistic, socioeconomic, and ethnic diversity vitally enriches our classrooms and our lives, and that this should be reflected in and resonate throughout what we teach our students, how we teach them, and the books that they read in our classrooms.
  • We can only do this by creating and maintaining inclusive environments that recognize, honor, and leverage the strengths of all students.
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