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Jim Tiffin Jr

Building A Tinkering Mindset In Young Students Through Making | MindShift | KQED News - 0 views

ww2.kqed.org/...-young-students-through-making

MindShift makered #LiquidNetworkSpill #mvifishares mistakes pHail Learning mindset maker mindset growth mindset

shared by Jim Tiffin Jr on 19 Nov 16 - No Cached
  • the physical space for tinkering matters much less than the mental space that you create for young makers.
  • To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.
  • telling a group of little kids that it’s okay to make mistakes is not an effective way to deliver your message. The droning voice of the teachers in the Peanuts cartoons springs to mind! To get kids to internalize your message and truly take it to heart, you have to show them in a wide variety of ways what you really mean.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Nov 16
       
      Like the pHail Boards and the FailUp Zone.
  • ...8 more annotations...
  • Barney Saltzberg’s Beautiful Oops. This short book features mistakes repackaged as something awesome! For example, a torn piece of paper becomes the smile on an alligator. Young children respond to the simplicity of the “mistakes” and the delightful revelation of the reworked mistake into something beautiful and surprising.
  • Modeling that it really is okay to make mistakes is vital.
  • I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.
  • Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating.
  • Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes.
  • Failure and discovery are so closely linked, so connected and interrelated, that it is very hard to distinguish between them, especially when failure leads directly to discovery and vice versa.
  • To help students understand the messy process of creation, I ask students to track their progress during any project (much more about this in chapter 6). Tracking a project’s progress helps illuminate the many mistakes along the way.
  • Peer-to-peer sharing also opens the door for collaboration and collective problem-solving when a student is unsure of how to move past an obstacle.
  • Jim Tiffin Jr on 19 Nov 16
     
    Article summarizing ways to encourages students to think of mistakes as learning opportunities.
Nicole Martin

Position and Power of Students in a Mastery-based System - Springpoint - 0 views

www.springpointschools.org/...-students-mastery-based-system

assessment CBE

shared by Nicole Martin on 30 Aug 18 - No Cached
  • mastery-based system helps students know where they are on their journey toward graduation
  • formative approach
  • students are true partners in their own education, empowered to engage their learning facilitators in conversations about their learning targets and individual goals
  • ...3 more annotations...
  • assessment practices that emphasize continual growth and development of skills
  • opportunities for student voice
  • I knew I was succeeding as an educator when students were assessing their own mastery of competencies and providing insightful evidence from their own work to guide our discussion
Meghan Cureton

Stop Teaching Classes And Start Teaching Children - 0 views

www.teachthought.com/...rity-to-a-curriculum-of-wisdom

School Change deeperlearning transformation learning inquiry

shared by Meghan Cureton on 03 Feb 18 - No Cached
  • Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach.
  • There is nothing wrong with changes in priority. In fact, this is a signal of awareness and reflection and vitality. But when education—as it tends to do—continues to take a content and skills-focused view of what to teach rather than how students learn, it’s always going to be a maddening game of what gets added in, and what gets taken out, with the loudest or most emotionally compelling voices usually winning.
  • Skills are things students can “do”—procedural knowledge that yields the ability to do something. This could be revising an essay, solving a math problem, or decoding words to read. Content can be thought of as a second kind of knowledge—a declarative knowledge that often makes up the face of a content area. In math, this might be the formula to calculate the area of a circle. In composition, it could be a writing strategy to form sound and compelling paragraphs. In history, it may refer to the geographic advantages of one country in a conflict versus another. Should schools focus on content and skills, or should they focus on habits and thinking?
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  • So then, hundreds of standards. Hundreds! This places extraordinary pressure on educators—those who develop standards, those who create curriculum from those standards, those who create lessons from that curriculum, and on and on—to make numerous—and critical—adjustments to curriculum, assessment, and instruction on the fly.
  • Why not try a different approach–one that not only decenters curriculum, but reimagines it completely?
  • Building A Curriculum Based On People
  • n the past, we’ve sought to add-to and revise. Add these classes and drop these. This isn’t as important as this. To make knowledge an index that reflects the latest thinking that reflects our most recent insecurities and collective misunderstandings. This doesn’t seem like the smartest path to sustainable innovation in learning.
  • Give me a curriculum based on people–based on their habits and thinking patterns in their native places. One that helps them see the utility of knowledge and the patterns of familial and social action. One that helps them ask, “What’s worth knowing, and what should I do with what I know?” Then let’s work backwards from that.
Bo Adams

The Teacher's Lens: You are What You Do: Maker Empowerment of Voice - 0 views

celebratecng.blogspot.com.co/...-you-do-maker-empowerment.html

maker Dewey agency #mustread

shared by Bo Adams on 31 Mar 17 - No Cached
  • Dewey wrote about knowledge as a verb, an action upon one’s environment.
  • creating Makers that view the world as malleable, not just through products and goods, but in social-political-economic systems
  • ...make sure there is space for students to find problems
  • ...3 more annotations...
  • The carpenter, muralist, entrepreneur networks through a guild-like web where knowledge moves through dispersed nodes
  • No one ever explained why we needed four-tops, but maybe intuitively I knew that these watering holes were critical for the social construction of knowledge
  • learning IS a project that transcends the self and our role as learning engineers, designers, artisans, atelieristas is to create the environment for this empowerment.
  • Bo Adams on 31 Mar 17
     
    HT @eijunkie
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