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Bo Adams

Equipping Young Leaders to Take on the 32 Most Important Issues of Our Time - Vander Ar... - 0 views

  • If we take citizenship preparation seriously, we should be encouraging young people to engage with the world’s most important issues by helping them frame projects around these goals. Here are six reasons:
    • Extended and integrated challenges are the best way to promote deeper learning and develop readiness for the automation economy.
    • The goals include interesting and timely causes that many young people will find motivating.
    • Making a contribution toward a goal they care about may be the best way to develop student agency.
    • Goal focused projects get kids into the community and connected with local resources (see #PlaceBasedEd)
    • It’s also a chance to shift the paradigm from “prepare for a career 10 years from now” to “make a difference right here, right now.”
    • Taking on real challenges will promote creative and effective uses of technology from collaboration to production.
    • Integrate projects into existing courses. The Global Goals site has useful project resources for 16 of these goals.
    • Plan an integrated unit between two courses. Most of the goals combine science, sociology, research, problem-solving and writing.
    • Capstone projects in the last two years of high school are a good place to start. Each academy at Reynoldsburg High School in Ohio and Chavez Schools in Washington, D.C., engage in a capstone project. Students at Singapore American School are required to conduct a capstone project.
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    • To engage millions of students in local projects connected to global goals, it would be helpful to have:

      • More content associated with each goal ( is a start);
      • Templates for local projects;
      • A microcredential system that could help pack projects full of valuable learning (i.e, science, math, communication and collaboration);
      • Access to data sources, data tools and project tools (mentors would be really helpful); and
      • A project gallery for completed contributions.
Meghan Cureton

5 Mindsets to Bring Positive Change Across Society - 1 views

  • Stimulating positive change at civilization level also requires certain mindsets and ways of thinking.
  • Here are five mindsets that will allow us to leave a positive mark on humanity.

    Curiosity and Critical Thinking

  • It is by channeling a child-like sense of awe about the world that we can truly imagine something even better.

    That can be coupled with questioning how we do things in today’s world instead of accepting them as they are.

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  • Asking questions—and asking good ones—is the foundation of critical thinking.
  • It takes powerful curiosity, critical thinking, and imagination to envision radical alternatives to how we do things in today’s world and then be inspired to execute them.
  • Intelligent Optimism

  • being optimistic about the future based on reason and evidence.
  • How can our youth grow up believing they can have a positive impact on the world if the news is suggesting otherwise?
  • Risk-taking
  • being a strategic risk-taker is a valuable lifelong skill of its own.
  • embracing uncertainty, stepping out of one’s comfort zone, and doing something that fulfills your life or company’s grand mission
  • embracing failure and re-defining failed attempts as temporary setbacks
  • Moonshot Thinking
  • Moonshot thinking allows for radical, daring, and disruptive ideas as opposed to incremental improvements
  • Cosmic Perspective
  • Having a cosmic perspective shifts the ambitions and priorities we set for ourselves to those that matter from a grand perspective. As a species, we become more purpose-driven.
  • It’s all about having a positive impact on the world
  • It’s not just about creating a product or generating profits, but also about solving a problem and having a positive impact on human lives.
  • It’s about asking the right questions, being intelligently optimistic about the future, taking a risk with a moonshot, and maintaining a cosmic perspective.
Jim Tiffin Jr

Design Thinking 3: Composting Prototypes on Vimeo - 1 views

    How failed ideas make the next ideas you grow in your garden richer. HT @MeghanCureton
T.J. Edwards - 0 views

    5 Innovative schools share their creative use of time - and actual schedules - for deeper learning
Jim Tiffin Jr

My Favorite Projects in 2016 | Blog | Project Based Learning | BIE - 1 views

    List of 15 projects, that caught the eye of BIE Editor in Chief John Larmer. One of which is the Kindergarten PBL: Happy Habitats organized and executed by MVPS Kindergarten Team.
Meghan Cureton

Are You Teaching Content Or Teaching Thought? - - 3 views

  • education has a thinking problem
  • Shouldn’t a school fail to function without urgent and divergent thinking?
  • our curriculum is content.
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  • If our job is to teach critical thinking, design, and problem-solving–fluid intelligence–then thinking is our collective circumstance, and our curriculum becomes thought.

  • To learn to think, students need powerful and inspiring models that reflect the design, citizenship, creativity, interdependence, affection, and self-awareness we claim to want them to have.

    To teach careful, creative, and truly innovative thinking, students need creative spaces and tools, and frameworks to develop their own criteria for quality and success.

    They need dynamic literacy skills that they practice and build upon endlessly.

    Not projects that have creativity and design thinking added on, but projects that can’t function without them.

    And they need control of it all.

  • Can we simply “update” things as we go, or is it time for rethinking of our collective practice?
T.J. Edwards

Why 'Unlearning' Old Habits Is An Essential Step For Innovation | MindShift | KQED News - 3 views

    Great reminder, AND has some good examples of PBL in math (always a challenge)
Jim Tiffin Jr

Feedback In Lieu of Grades - LiveBinder HT @JoyKirr - 0 views

    Joy Kirr's incredible collection of inquiry/research around feedback as a replacement for grades.
Meghan Cureton

Complicated Versus Complex: Solving the World's Most Difficult Challenges - UNREASONABLE - 1 views

  • humility to admit that we don’t know many answers when we start
  • Scaling-up what works may have more to do with process expertise—figuring out what problems need to be solved in a given environment—than blueprints based on expert knowledge.
  • solution seekers looking to partner with local experts to solve local problems
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  • The hardest problems of the world—climate change, food security, youth employment—are complex and require data-driven experimentation and adaptation to solve.
  • Solutions may not always scale. But the processes by which we experiment, learn, and adapt can scale.
Jim Tiffin Jr

Maker Empowerment Revisited | Agency by Design - 1 views

  • The big idea behind the concept of maker empowerment is to describe a kind of disposition—a way of being in the world—that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making.
    • Jim Tiffin Jr
      Two huge ideas here:
      1) Recognizing the world as malleable
      2) Ability of the person(s) to change that world - aka agency.
  • The concept of maker empowerment is meant to be somewhat broader than the label of maker. It certainly includes maker-types—i.e., hackers, DIYers, and hobbyists—but it also includes people who may not define themselves as wholly as makers, yet take the initiative to engage in maker activities from time to time.
    • Jim Tiffin Jr
      Maker empowerment is different from being labeled as a maker. Traditional makers are included in maker empowerment, but it is meant to also include the people that take the initiative to participate in maker activities from time to time.
  • We teach art, or history, or auto mechanics not solely to train practitioners of these crafts, but to help all students develop the capacity to engage with world through the lenses of these disciplines—even if not all students will become artists or historians or auto mechanics. The concept of maker empowerment aims for this same breadth.
    • Jim Tiffin Jr
      Hugely big key idea right here!
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  • Maker Empowerment (v2): A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
  • one of the main purposes of the Agency by Design project, which is to understand how maker activities can develop students’ sense of agency or self-efficacy.
    • Jim Tiffin Jr
      A good reminder.
  • maker empowerment is a dispositional concept. That is, rather than simply naming a set of technical skills, it aims to describe a mindset, along with a habitual way of engaging with the world.
    • Jim Tiffin Jr
      Another hugely big idea right here!
  • the research I’ve just described wasn’t conducted with the disposition toward maker empowerment in mind. So we don’t know if the findings about sensitivity transfer.
    • Jim Tiffin Jr
  • People we label as open-minded tend to have a distinctive and dependable mindset that flavors their engagement with the world:
    • Jim Tiffin Jr
      What follows is a good example of how dispositions "flavor" the way people interact with their world.
  • Through a series of rather elaborate experiments, we were able to show that the contribution of these three elements—ability, inclination, sensitivity—could indeed be individually distinguished in patterns of thinking and that a shortfall in any of the three elements would block cognitive performance.
  • It turns out that the biggest bottleneck in behavior—in other words, the shortfall that most frequently prevents inclination, ability, and sensitivity from coalescing into sustained cognitive activity—is a shortfall of sensitivity. In other words, at least in terms of critical and creative thinking, young people don’t follow through with these habits of mind not because they can’t (ability), and not because they don’t want to (inclination), but mainly because they don’t notice opportunities to do so.
    • Jim Tiffin Jr
  • This doesn’t mean that young people’s inner detection mechanisms are woefully flawed. Rather, sensitivity has everything to do with the saliency of cues in the environment. If an environment doesn’t have strong cues toward certain patterns of behavior—or actually contains counter-cues—it can be pretty hard for those patterns of behavior to be cued up.
    • Jim Tiffin Jr
  • the maker movement can empower people to shift from being passive consumers of their world to being active producers or collaborators.
    • Jim Tiffin Jr
      Again referring to a personal sense of agency.
  • As the maker movement continues to infiltrate mainstream education, a dispositional analysis of maker empowerment might serve as a similarly useful tool.
    "The big idea behind the concept of maker empowerment is to describe a kind of disposition-a way of being in the world-that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making."
Jim Tiffin Jr

Updated Empathy Map Canvas - The XPLANE Collection - Medium - 0 views

    Next iteration of the very useful DT tool: the empathy map. Great ideas in this canvas to consider.
Meghan Cureton

How to Design a School That Prioritizes Kindness and Caring | MindShift | KQED News - 1 views

  • You can’t just snap your fingers, and show a video, and it’s done,” she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through
  • initiatives had to seem to come from within, organically
  • They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.
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  • Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises,
  • “kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school,
  • Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were “Circle of Concern” and “Relationship Mapping.”
Meghan Cureton

7 Questions Principals Should Ask When Hiring Future-Ready Teachers | MindShift | KQED ... - 0 views

  • seven questions that he thinks should become standard in the interviewing and hiring process
  • Question #1: How do you teach students to become problem designers?
  • Question #4: What does your global network look like?
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  • Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?
  • Question #2: How do you manage your own professional growth?
  • Question #5: How do you give students an opportunity to contribute purposeful work to others?
  • Question #6: How do you teach students to learn what you don’t know?
  • Question #7: How do you teach students to manage their own learning?
Jim Tiffin Jr

How to Prepare for an Automated Future - - 1 views

    Article outlining the predictions experts have made about how education can best prepare students for a world with a greater degree of automation present in the workforce. Identifies the key skills and traits that schools need to help students develop.
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