With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.
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The Real Worlds | The Mathalicious Blog - 0 views
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Whereas the goal of problem solving activities is for students to use some context to better understand mathematics, the goal with [our] applied activities is the exact opposite: to use mathematics to explore how the world around us - the external world that we often think of as the real, real world - works. Instead of discussing which type of activity - procedural, conceptual, or applied - we should use, a more constructive conversation would be about how often and when. instead of debating which world is the best, we would do better to consider how to best integrate them: how to stop the pendulum from swinging and find its equilibrium (or at least limit the swing to a stabler range). How real-world an activity is first depends on the world in which it exists, and the goal it's intended to serve.
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Great blog to know about. In order to decide whether a particular math activity is "real-world," it's important to first determine the world in which the activity is intended to exist. From our perspective, there are three different worlds that constitute the universe of math instruction: the world of procedural fluency; the world of conceptual understanding/problem solving; and the world of applications. Only once we understand how each world works can we determine whether an activity within it is "real" or not.
Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 1 views
Articles, Research and Blogs - - 0 views
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Habits of Mind link to articles- set of dispositions that describe an effective thinker, the dispositions of problem solver/creative thinker/problem solver
Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views
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With many parents and educators overwhelmed by the amount of academics required for kindergartners — and the testing requirements at that age — it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside.
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“So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading.
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Article contrasting two different approaches to Kindergarten - one outdoor-based and one indoor-based. Full of links to the research regarding the claims made in the article. Additionally, more language around executive function, and its importance for students, is used.
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Article contrasting two different approaches to Kindergarten - one outdoor-based and one indoor-based. Full of links to the research regarding the claims made in the article. Additionally, more language around executive function, and its importance for students, is used.
The Disease of Being Busy | On Being - 0 views
How Dissecting a Pencil Can Ignite Curiosity and Wonderment | MindShift - 2 views
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Very powerful read about how VTR and design thinking can empower learners as agents of change. HT @Deacs84
Creating a "Least Restrictive Environment" with Mobile Devices | Edutopia - 1 views
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Great piece on using assistive technologies to facilitate deeper learning for ALL students.
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I will share with AR team. Interesting pick this week.
Are Your Students Engaged? Don't Be So Sure | MindShift - 1 views
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Rethink student engagement
How Opening Up Classroom Doors Can Push Education Forward | MindShift - 2 views
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I am thinking about Team K as I read this. HMW better communicate what we are doing and why?
What Would Be a Radically Different Vision of School? | MindShift - 1 views
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“We’re a place that can get kids into college.” Now families clamor to get their students into the school, but they didn’t trust the idea at the outset.
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“Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution,”
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""Modern learning is about the ability to self-organize your education, to create meaning for things that have value in the world and not answer to this institution," Richardson said."
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I hear you, but I don't know how to do that much less lead an effort to do that school-wide.
8 EduWins of 2013 | Edutopia - 0 views
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"We're always hearing about how education is so messed up -- so often, the conversation focuses on all the negatives. But there are also plenty of "EduWins," too -- awesome ideas, videos, people, programs, practices, products, Tweeters, teachers, and technologies that are making a difference and changing the lives of real students on a global scale. Indeed, as technology continues to quietly revolutionize learning, and models like project-based learning become more broadly accepted, and neuroscience deepens our understanding of how our miraculous brains actually work, it is no surprise that so much is changing in education. And -- as with any change -- there is the good and the bad. So we asked our intrepid team of bloggers to reflect on this year's biggest eduwins, and here are their thoughts."
Creating Great Students | Edutopia - 1 views
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This supports our focus on the Mindsets, UBD, and student-driven curriculum. It takes the focus off of faculty development shifts to student development. Interesting idea.
The One Room Schoolhouse Goes High Tech | MindShift - 0 views
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Important new pilot @altschool of differentiated learning? via @Kschwart http://t.co/S5nS0yLmAx @Design39Campus @boadams1 HT @grantlichtman
How to Tap Into Kids' Creative Confidence | MindShift - 0 views
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Creative confidence- this term keeps popping up for me
Transforming Education: The One Thing I'd Change in 2014 | Edutopia - 1 views
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"Learning to listen doesn't mean that we stop all other work. It doesn't mean that the principal ceases to lead from a collaboratively built, living vision; it doesn't mean that teachers stop offering challenging texts or allow their classrooms to become unruly. It would mean that we'd pay much more attention to how we communicate with each other, to how we listen to each other. Authentic dialogue could lead to stronger communities, to deeper understandings across difference, and to finding creative solutions to the problems that exist in our schools and country. That's my hope for 2014: that we learn how to slow down, listen, and effectively communicate with each other."
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We need to remember this when we create parent questionnaires in August. This is a great read for Eileen and my Project Zero presentation too. Listen!!
Experiential Learning | Granted, and... - 0 views
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A post by Grant Wiggins, stressing the importance of of how to use hands-on projects and rich experiences to properly frame learning: "If you were going to learn carpentry to build a chair, then "The learning is not the chair; it is the learning about learning about chairs, chair-making and oneself."" The questions Grant would ask at the end of his Socratic Seminars are powerful ones to consider asking in other learning events.
Hands on ≠ Minds on - 0 views
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Great example, and by that I mean "really awful" example, of how activities and experiences are not always powerful learning moments.