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Brian C. Smith

How Silicon Valley Pushed Coding Into American Classrooms - The New York Times - 0 views

www.nytimes.com/...ce-coding-apple-microsoft.html

shared by Brian C. Smith on 29 Jun 17 - No Cached
  • “It is essential that efforts to increase computer science instruction, kindergarten through career, be driven by the needs of industry and be developed in partnership with industry.”
    • Brian C. Smith
      Brian C. Smith on 29 Jun 17
       
      The danger in this statement is that it says computer science instruction. It has little regard for how students learn or their interests. It is all about industry and jobs. If corporate and industry partners want to help, they must take a backseat to qualified educators, not the other way around. We CAN and MUST do better than industries seeking self-serving initiatives.
  • “They are collaborative partners.”
    • Brian C. Smith
      Brian C. Smith on 29 Jun 17
       
      Another slippery statement. What knowledge and understanding to industry partners have regarding how children learn? Industry perspective seems to always be that they see training as learning. Most coding platforms being promoted are designed to program the child. The difference between programming the computer and programming the child is a powerful idea that we must discuss in depth and know well. Otherwise, we lose out on the most meaningful and powerful learning experiences we could provide.
  • “We have a lot of debate in this country about how to teach,” he said, “and not enough debate about what to teach.”
    • Brian C. Smith
      Brian C. Smith on 29 Jun 17
       
      Not enough talk about how to learn and how to learn it. Some will say they are one in the same, that's simply not true. Teaching implies something teachers do to students (who may or may not yet be learners). While teaching requires students, learning does not require a teacher or teaching. Learning is the consequence of experience and any teaching designed should reflect this powerful idea. When we leave the decisions about how and what to teach to those outside of education, because they are the area "experts", it becomes about the topic and not the child. We will always fail with that approach.
Brian C. Smith

Moment(us) teaching - 0 views

sylviamartinez.com/momentus-teaching

teaching

shared by Brian C. Smith on 28 Jul 16 - No Cached
  • She spoke about love, beauty, and respect for children (of all ages) and their learning process. She showed some photos and videos of children learning together and how teachers have the opportunity to make small decisions in this process. To watch or intervene; to ask a question or remain quiet; to suggest an expansion of the complexity of the children’s investigation or to help them simplify their ideas.
Brian C. Smith

Teaching Children Thinking - 0 views

www.citejournal.org/...v5i3seminal3.pdf

learning Papert thinking teaching

shared by Brian C. Smith on 13 Sep 15 - No Cached
  • Brian C. Smith on 13 Sep 15
     
    "The purpose of this essay is to present a grander vision of an educational system in which technology is used not in the form of machines for processing children but as something the child himself will earn to manipulate, to extend, to apply to projects, thereby gaining a greater and more articulate mastery of the world, a sense of the power of applied knowledge and a self-confidently realistic image of himself as an intellectual agent. Stated more simply, I believe with Dewey, Montessori, and Piaget that children learn by doing and by thinking about what they do. And so the fundamental ingredients of educational innovation must be better things to do and better ways to think about oneself doing these things."
Martin Leicht

Play Is Serious Business | Psychology Today - 0 views

www.psychologytoday.com/...play-is-serious-business

play innovation creativity school education

shared by Martin Leicht on 22 Aug 16 - No Cached
  • the Prussian military developed a model that now resembles our school structure today
    • Martin Leicht
      Martin Leicht on 22 Aug 16
       
      Okay, we throw the Prussians under the bus for developing school, as we know it. 
  • Researchers have already exposed the risks of sitting for hours at a time and know that it increases health problems
  • Stuart Brown, one of the foremost play researchers in the world, states that play is essential for both brain development and social development, from childhood into adulthood.
  • ...11 more annotations...
  • It is a biological mechanism for making learning enjoyable.
  • Play helps meld emotion into the experience of learning.
  • If a child is denied the opportunity to play, the body and mind fight back.
  • Play allows children to let off steam
  • positive emotions broaden the scope of attention and increase cognitive flexibility.  Why not embrace the tool in the curriculum?  
  • When school becomes a stressful place for a child, it is no longer a supportive, positive learning environment
  • teachers at traditional schools can adapt their classrooms to include more choices, more creativity, and more open play
  • Play has become a luxury – available in private schools that espouse progressive learning principles, but crowded out of public schools by a teach-to-the-test mentality.
  • Despite increasing research on play and emotion, relatively few studies of play within the school environment exist.
  • Increasingly, educators are calling for a return (link is external) to the greater integration of play into elementary education.
    • Martin Leicht
      Martin Leicht on 22 Aug 16
       
      integration, the question what is the integration equation? How much play how much less structured teach to the test? 
  • Fredrickson
Martin Leicht

Learning to Think Like a Computer - The New York Times - 0 views

www.nytimes.com/...ng-students-computer-code.html

slack coding computational thinking programming code learning think problem

shared by Martin Leicht on 05 Apr 17 - No Cached
  • all-important concept in computer science — abstraction — in terms of milkshakes
  • The idea of abstraction,” he said, “is to hide the details.” It requires recognizing patterns and distilling complexity into a precise, clear summary
  • Concealing layers of information makes it possible to get at the intersections of things
  • ...3 more annotations...
  • In particular, “computational thinking” is captivating educators, from kindergarten teachers to college professors, offering a new language and orientation to tackle problems in other areas of life.
    • Martin Leicht
      Martin Leicht on 05 Apr 17
       
      a computer follow a logical flow, so by breaking down the steps and working through the process you learn a "logic" if you will. This process can then be applied to other non computing challenges as a problem solving exercise.
  • Computer Science Principles, focused not on learning to code but on using code to solve problems.
  • computational thinking — its broad usefulness as well as what fits in the circle. Skills typically include recognizing patterns and sequences, creating algorithms, devising tests for finding and fixing errors, reducing the general to the precise and expanding the precise to the general.
Brian C. Smith

Teachers Going Gradeless - Arthur Chiaravalli - Medium - 0 views

medium.com/...s-going-gradeless-50d621c14cad

grading assessment student-centered

shared by Brian C. Smith on 13 Apr 17 - No Cached
  • study showed that scores alone made students either complacent or unmotivated depending on how well they did. Scores with comments were just as ineffective in that students focused entirely on the score and ignored the comments. Surprisingly, it was the students who received comments alone that demonstrated the most improvement.
  • student self-assessment/self-grading topped the list of educational interventions with the highest effect size. By teaching students how to accurately self-assess based on clear criteria, teachers empower them to become “self-regulated learners” able to monitor, regulate, and guide their own learning.
  • The reason students never develop these traits is that our monopoly on assessment, feedback, and grading has trained students to adopt an attitude of total passivity in the learning process.
  • ...2 more annotations...
  • For some of us, the word gradeless means to grade less, that is, limiting the impact of grades within the context of current constraints. Some are just trying to get away from toxic assessment and grading practices, like assessments with no opportunity to redo or retake or zeroes on the mathematically disproportionate 100-point scale.
  • For others, gradeless means without grades, that is, avoiding the damaging and demotivating effects of grades entirely. These teachers are trying to put the focus squarely on learning, eliminating grades in favor of feedback and growth.
Martin Leicht

Screen time and children - How to guide your child - Mayo Clinic - 0 views

www.mayoclinic.org/...art-20047952

screen time limits children guide child learn doing hands on

shared by Martin Leicht on 01 Oct 16 - No Cached
    • Martin Leicht
      Martin Leicht on 01 Oct 16
       
      Involvement! It's all about involvement with your kids. It always has, we just conveniently forgot it with the advent of Smart Phones & Tablets.
  • Experts noted that children are still doing the same things that they've always done — only now they are often doing them virtually.
  • This means playing with your child, teaching kindness, being involved, and knowing your child's friends and what your child does with them.
Martin Leicht

Screen time and children - How to guide your child - Mayo Clinic - 0 views

www.mayoclinic.org/...art-20047952

shared by Martin Leicht on 01 Oct 16 - No Cached
    • Martin Leicht
      Martin Leicht on 01 Oct 16
       
      KEY! In it together so get in there and play.
  • Prioritize unplugged
  • Create tech-free zones or times
  • ...10 more annotations...
    • Martin Leicht
      Martin Leicht on 01 Oct 16
       
      Hard, often parents are so "plugged in" that they forget/don't even comprehend they are not modeling what they are asking.
  • enforce daily or weekly screen time
    • Martin Leicht
      Martin Leicht on 01 Oct 16
       
      Critical, without acting upon limits or rules, how will we know to take them seriously.
  • Keep screens out of your child's bedroom
  • he or she understands appropriate behavior.
  • Explain to your teen what's OK and what's not OK, such as sexting, cyberbullying and sharing personal information online
  • Teach your child not to send or share anything online that he or she would not want the entire world to see for eternity
  • child is bound to make mistakes using media
  • help him or her learn from them
  • odel positive online etiquette yourself
Martin Leicht

A lawyer rewrote Instagram's terms of service for kids. Now you can understand all of t... - 1 views

qz.com/...-are-giving-up-to-social-media

slack RUA digital citizenship acceptable use responsible agreement

shared by Martin Leicht on 05 May 17 - No Cached
  • Martin Leicht on 05 May 17
     
    "see page 10"
  • Brian C. Smith on 10 May 17
     
    Does this fit the "Modern Learning" we are after? I appreciate the article and it provides a resource for discussion with kids, but I think it's more of a digital literacy item. I know, DL is a part of modern learning, but I'd like to see this space grow beyond just tech-focused items and push thinking about learning and teaching. On second thought... I have an alert for this group so I receive it in my email. Who's reading Diigo anymore anyway?
Brian C. Smith

Collaboration - 0 views

stager.tv/blog

collaboration

shared by Brian C. Smith on 14 Apr 17 - No Cached
  • Collaboration is more than simply the division of labor. It should not be taught as an isolated skill or coerced. Sadly, like many seemingly good ideas, schools seek to mechanize collaboration by turning natural process into a set of measurable skills and multi-year course of study, easily assessed. Some children win, while others fail.
  • Cooperation and collaboration are natural processes. Such skills are useful when the creative process benefits from interdependence. The best collaboration mirrors democracy when individual talents, knowledge, or experiences are contributed to produce something larger than the sum of its parts.
  • Work with your friends. Work with people you trust. Work with people who have different skills or expertise. If that doesn’t produce the result you desire, you will find others to collaborate with. That is how you learn to collaborate. You may teach it, but the students will not stay taught.
  • ...2 more annotations...
  • The only reason to assign group size is scarcity of materials (we have to share). Even in those largely avoidable scenarios, it hardly matters if group size varies a bit. The main consideration is inactivity by some members when a group is too large.
  • Collaboration is both selfish and selfless. You give of yourself by sharing your talent and expertise, but the collaboration should benefit you as well.
  • Brian C. Smith on 14 Apr 17
     
    Read the whole post.
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