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Jim Tiffin Jr

9 Elephants in the (Class)Room That Should "Unsettle" Us | The Creativity Post - 0 views

www.creativitypost.com/...ssroom_that_should_unsettle_us

fromMVIFI Will Richardson The Creativity Post elephant problems of practice #LiquidNetworkSpill teaching learning assessments

shared by Jim Tiffin Jr on 24 Aug 17 - No Cached
  • there are a number of practices in our current systems of schooling that “unsettle” us, primarily because they don’t comport with what Seymour Papert calls our “stock of intuitive, empathic, common sense knowledge about learning.”
  • Yet we continue to focus our efforts primarily on content knowledge, as is evidenced by the focus of our assessments.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      Again, assessment is the most powerful lever for changing teacher practice.
  • in many cases, these practices are attempting to do “the wrong thing right” rather than “do the right thing” in the first place.
  • ...17 more annotations...
  • the new contexts for modern learning forged by the networked world in which we now live are creating an imperative for new ways of thinking about our work in schools.
  • notes, “For more than 75 years, studies have consistently found that only a small fraction of what is learned in the classroom is retained even a year after learning.” That’s primarily because the curriculum and classroom work they experience has little or no relevance to students’ real lives.
  • The reality in K-12 schooling today is that the majority of what we assess, content, knowledge, and basic skills, is the easiest to assess, not the most important.
  • by the way, let’s stop pretending that we can solve the engagement problem by handing kids iPads or other technologies. Hand them more agency over their own learning instead.
  • When we look at the things that each of us has learned most deeply in our lives, the same certain conditions almost always apply: Among other things, we had an interest and a passion for the topic, we had a real, authentic purpose in learning it, we had agency and choice, deciding what, when, where, and with whom we learned it, and we had fun learning it even if some of it was “hard fun.”
  • But in the vast majority of curriculum driven schools, however, students sit and wait to be told what to learn, when to learn it, how to learn it, and how they’ll be assessed on it. Rarely do they get to choose, and just as rarely does the learning they do in class have any impact beyond the classroom walls.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      I especially like this last part about "impact beyond the classroom walls."
  • But what’s also notable about those practices is that we rarely want to discuss them aloud, content instead to let them hover silently in the background of our work.
  • It’s much more difficult to assess the literacies, skills, and dispositions that are required to succeed and lead a healthy, happy life, especially in a world where answers are everywhere via the technologies we carry in our pockets. In that world, creativity, curiosity, a change mindset, the ability to create, connect, and participate in networks…all of those are now required, yet few of those are currently assessed at all.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      This reminds me of the quote by Alvin Toffle: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
  • We need to stop training students for exams that computers can pass.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      **************DING DING DING DING****************** Winner!!! :-)
  • We know that grades, not learning, are the outcomes that students and parents are most interested in.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      This makes me so sad...
  • antidisciplinary thinking and doing
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      Curious what this means...
  • To quote Mitch Resnick* again,
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      More props from Mitch Resnick again. So many people here that have been square in the radar of Gary Stager, CMK, and MIT. Also, in order to open this PDF link from the post: (*Use the password "reviewer" to open the pdf.)
  • we know that much of what every student in 1894 was supposed to learn isn’t really what every student in 2015 needs to learn. Yet we seem loathe to mess with the recipe. And as Seymour Papert so famously asks, now that we have access to pretty much all there is to know, “what one-billionth of one percent” are we going to choose to teach in school?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      More props to Seymour Papert in this article.
  • there is a strong argument building that we have reached “peak education” as we continue to do try to do the wrong thing right and get “wronger” in the process.
  • tacit knowledge and the ability to learn from others, in the moment, both face to face and in networks is vastly more important and effective.
  • Those that will flourish in the modern world will be those who can learn what they need to learn “just in time” from a variety of networks and sources and experiences.
  • put these unsettling truths front and center in our conversations about education
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      Who should be having these conversations?
  • Jim Tiffin Jr on 24 Aug 17
     
    An article that calls to mind many of the ideas discusses in David Perkins' 'Futurewise". The idea that sticks in my mind the most is after reading this article is: "It's not about just in case, it's about just in time" which is a reference to #9 A list of things that we don't really want to talk about in education. 1. We know that most of our students will forget most of the content that they "learn" in school. 2. We know that most of our students are bored and disengaged in school. 3. We know that deep, lasting learning requires conditions that schools and classrooms simply were not built for. 4. We know that we're not assessing many of the things that really matter for future success. 5. We know that grades, not learning, are the outcomes that students and parents are most interested in. 6. We know that curriculum is just a guess. 7. We know that separating learning into discrete subjects and time blocks is not the best way to prepare kids for the real world. 8. We know (I think) that the system of education as currently constructed is not adequately preparing kids for what follows if and when they graduate. 9. And finally, we know that learning that sticks is usually learned informally, that explicit knowledge accounts for very little of our success in most professions.
Jim Tiffin Jr

Experiential Learning | Granted, and... - 0 views

grantwiggins.wordpress.com/...experiential-learning

blog GrantWiggins experience experiential learning makered projects learning design

shared by Jim Tiffin Jr on 22 Nov 14 - No Cached
  • Jim Tiffin Jr on 22 Nov 14
     
    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.
Jim Tiffin Jr

Go play! It's the key to developing executive function - Hanna Perkins Center for Child... - 0 views

hannaperkins.org/-developing-executive-function

FromTwitter executive function JackieGerstein child development cognitive development Hanna Perkins Center #LiquidNetworkSpill

shared by Jim Tiffin Jr on 28 Feb 16 - No Cached
  • “executive function,” the ability to self-regulate, the measurement of which turns out to be a better indicator of success in school than the results of an IQ test. Kids with good self-regulation skills are better able to control their emotions, resist impulsive behavior, and become self-disciplined and self-controlled.
  • how do we reconcile today’s anxious parents and the highly structured environment with our children’s need for unstructured, self-regulated play?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      Key part of this highlight: unstructured and self-regulated
  • The primary requirement for unsupervised play is uninterrupted stretches of time
  • ...3 more annotations...
  • Even the youngest children are quite capable of entertaining, even educating, themselves.
  • encourage complex imaginative play by offering simple props and play ideas, but then withdraw so the children can plan their own scenarios and act them out.
  • your child is spending precious time at the activity that children need most and love best: playing independently and imaginatively
  • Jim Tiffin Jr on 28 Feb 16
     
    Though this post is written for parents, there are actions and ideas here that teachers can act upon.  The importance of play and its benefits are becoming more and more apparent - plus research is supporting it. Note to self: More research on executive function, and ways of building it in schools, needs to be done. HT: Jackie Gerstein
Jim Tiffin Jr

What's it like to change grading and reporting practices that have been around for over... - 0 views

creativetension.wordpress.com/...been-around-for-over-100-years

grading assessment standards-based grading high school Graded post fromTwitter Blair Peterson

shared by Jim Tiffin Jr on 26 Jul 15 - No Cached
  • Jim Tiffin Jr on 26 Jul 15
     
    The start of the journey that the faculty and administration took at Graded to rethink, and redo, grading practices at their high school. It includes an excellent list of reasons for the change, and the list of new expectations initiated by the change.
Bo Adams

Discussion on student inquiry with John Larmer from Buck Institute. - 1 views

plus.google.com/...VjBuLna5R75

inquiry PBL BIE iProject iDiploma Synergy

shared by Bo Adams on 04 Feb 15 - No Cached
  • Bo Adams on 04 Feb 15
     
    Good discussion into which to listen "fishbowl" style. A teacher team talks with John Larmer from BIE about PBL.
Jim Tiffin Jr

Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views

ww2.kqed.org/...f-outdoor-play-in-kindergarten

#LiquidNetworkSpill MindShift play kindergarten executive function blog article child development outdoors learning

shared by Jim Tiffin Jr on 28 Feb 16 - No Cached
  • 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.
  • 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.
  • “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.
  • ...9 more annotations...
  • You’d be surprised at the importance of play.
  • Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      I would like to see this movie.
  • Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.
  • lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder.
  • occupational therapist Angela Hanscom opined in the Washington Post that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn.
  • “In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      But this has to be more than just a wiggle stool or yoga ball... HMW get greater movement into Kindergarten? (and it need not just be in the Kindergarten classroom)
  • A recent study by psychologists at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”
  • Reading and recess are important enough that we need to do both.
  • While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      Note that it says "hope"...
  • Jim Tiffin Jr on 28 Feb 16
     
    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.
  • Jim Tiffin Jr on 28 Feb 16
     
    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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