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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.
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  • 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.
  • 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.
  • You’d be surprised at the importance of play.
  • 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.
Bo Adams

One Small Step…in Time - 0 views

modernlearners.com/one-small-stepin-time

School Change transformation #MustRead innovation schoolreform

shared by Bo Adams on 02 Dec 15 - No Cached
  • High Tech founding principal Larry Rosenstock realised if he wanted a more collaborative  project-based pedagogy across the school in line with their beliefs about learning, then he would have to make time for his teachers to work together.
  • He also knew that after school, at the end of a long day is never a good time, so he rescheduled his school day …and school year to provide his teachers with time to meet in teams for at least one hour for planning and staff development every day before school
  • Bo Adams on 02 Dec 15
     
    How can we expect teachers to innovate and create new and exciting learning experiences for their students if they are expected to do so within the constraints of traditional or legacy learning architecture?
Bo Adams

The Future of Big Data and Analytics in K-12 Education - Education Week - 0 views

www.edweek.org/...of-big-data-and-analytics.html

data analytics bigdata assessment #MustRead #mvifishares school model school3.0

shared by Bo Adams on 16 Jan 16 - No Cached
  • data scientists would then search the waters for patterns in each student's engagement level, moods, use of classroom resources, social habits, language and vocabulary use, attention span, academic performance, and more.
  • would be fed to teachers, parents, and students via AltSchool's digital learning platform and mobile app, which are currently being tested
  • AltSchool's 50-plus engineers, data scientists, and developers are designing tools that could be available to other schools by the 2018-19 school year.
  • ...5 more annotations...
  • AltSchool is almost certain to provoke a backlash from parents and privacy advocates who see in its plans the potential for an Orwellian surveillance nightmare, as well as potentially unethical experimentation on children.
  • The term "big data" is generally used to describe data sets so large they must be analyzed by computers. Usually, the purpose is to find patterns and connections relating to human behavior and how complex systems function.
  • Analytics generally refers to the process of collecting such data, conducting those analyses, generating corresponding insights, and using that new information to make (what proponents hope will be) smarter decisions.
  • replacing the top-down, slow-moving bureaucratic structures that currently shape public education with a "networked model" in which students, teachers, and schools are connected directly by information and thus capable of learning and adapting more quickly.
  • 'Montessori 2.0': a kind of supercharged version of the progressive, project-based learning often found in elite private schools and privileged enclaves within traditional school systems.
  • Bo Adams on 16 Jan 16
     
    Eventually, Ventilla envisions AltSchool technology facilitating an exponential increase in the amount of information collected on students in school, all in service of expanding the hands-on, project-based model of learning in place at the six private school campuses the company currently operates in Silicon Valley and New York City.
Meghan Cureton

Project-based Learning: Are You Focused on the Project or the Learning? - 0 views

katielmartin.com/...on-the-project-or-the-learning

real-world learning transformation PBL deeperlearning inquiry

shared by Meghan Cureton on 17 Jul 18 - No Cached
  • Meghan Cureton on 17 Jul 18
     
    HT @akytle
Meghan Cureton

"Will this be on the test?" - The Startup - Medium - 1 views

medium.com/...is-be-on-the-test-237ae9cc53b4

learning online learning schoolreform idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
  • Students are on this bus because they want to be.
  • Experiences are at the heart of change. We change when we do something, when we interact with the world.
  • The backbone is a hand-built, peer-to-peer learning environment, not a series of lectures.
  • ...10 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • All of the final work product is in public. A lot like real life.
  • deep syllabus of materials (some required, some optional,
  • Cohort-based, with groups of five to twenty people engaged constantly with each other (we use Slack as a surprisingly powerful peer-to-peer setting for experiential learning)
  • Every student reviews and then comments on several of the other students’ assignments.
  • takes the five or ten comments received and turns them into a reflective script, detailing actual change, actual growth.
  • Everything iterates, again and again.
  • every admitted student shares the same mindset of seeking true growth. Self-selection plus curated admissions means that the support network is strong. Enrollment—in the outcome and the process—is the secret of effective education.
  • our students are getting generous and direct feedback for the first time
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
Meghan Cureton

The World Might Be Better Off Without College for Everyone - 0 views

www.theatlantic.com/...546590

shared by Meghan Cureton on 13 Jan 18 - No Cached
  • From kindergarten on, students spend thousands of hours studying subjects irrelevant to the modern labor market. Why do English classes focus on literature and poetry instead of business and technical writing? Why do advanced-math classes bother with proofs almost no student can follow? When will the typical student use history? Trigonometry? Art? Music? Physics? Latin? The class clown who snarks “What does this have to do with real life?” is onto something.
  • The disconnect between college curricula and the job market has a banal explanation: Educators teach what they know
  • Lest I be misinterpreted, I emphatically affirm that education confers some marketable skills, namely literacy and numeracy. Nonetheless, I believe that signaling accounts for at least half of college’s financial reward, and probably more.
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  • The labor market doesn’t pay you for the useless subjects you master; it pays you for the preexisting traits you signal by mastering them.
  • Those who believe that college is about learning how to learn should expect students who study science to absorb the scientific method, then habitually use it to analyze the world. This scarcely occurs.
  • Students know less at the end of summer than they did at the beginning. But summer learning loss is only a special case of the problem of fade-out: Human beings have trouble retaining knowledge they rarely use
  • The conventional view—that education pays because students learn—assumes that the typical student acquires, and retains, a lot of knowledge. She doesn’t.
  • If all goes well, students learn what they study and practice.
  • Actually, that’s optimistic. Educational psychologists have discovered that much of our knowledge is “inert.” Students who excel on exams frequently fail to apply their knowledge to the real world.
  • we must ask ourselves what kind of society we want to live in—an educated one or an ignorant one?
  • As credentials proliferate, so do failed efforts to acquire them.
  • But ignorance of the future is no reason to prepare students for occupations they almost surely won’t have—and if we know anything about the future of work, we know that the demand for authors, historians, political scientists, physicists, and mathematicians will stay low.
T.J. Edwards

What IS the difference between competencies and standards? | reDesign - 2 views

www.redesignu.org/een-competencies-and-standards

shared by T.J. Edwards on 23 Jul 18 - No Cached
  • Competencies, on the other hand, tend to emphasize the application of skills, knowledge and dispositions rather than content knowledge.
  • Competency-based models approach content as the backdrop, while putting essential skills and dispositions front and center. In this way, content serves as the context for practicing and demonstrating “transferable” competencies that can be applied in different contexts.
  • In competency-based models, the entire system must change. Students advance upon mastery  when they are ready, not when an arbitrary academic calendar suggests that they should be.
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  • Optimally, competencies are broad enough that student pathways and demonstrations of proficiency can be vastly different, organized to encourage and nurture student passions and questions.
  • Competencies sit above standards in terms of grain size.
  • competencies tend to encompass an interrelated set of skills, knowledge, aptitudes, and/or capacities.
  • competencies are often constructed as groupings of related skills or attributes that are purposefully designed to be explicit, measurable, transferable, and empowering to students
  • Competencies define skills that are practiced and developed continuously. They are not “one and done,” like many standards, which are course-based and attached to specific grade levels or bands.
  • in truly competency-based systems, PLDs are not attached to specific grade levels
  • we believe strongly that we must guard against tying PLDs to age-based grades or cohorts.
  • PLDs are guideposts to mastery
  • When learning outcomes are defined in terms of the application of skills or the synthesis and creation of new knowledge, we’re then talking about a much more sophisticated assessment type
  • competence is about successful application of skills and knowledge to achieve a particular purpose, not simply to show basic levels of understanding
  • In a true competency-based system, students can’t fail. Instead, students receive concrete and specific feedback on their work, and are provided with opportunities for additional practice and support in order to develop and demonstrate growth in their competencies.
  • Mastery-based grading and promotion policies are radically different in competency-based systems because promotion is based on mastery of specific skills, not on completion of courses made up of arbitrary and highly varied bundles of content, skills, and concepts.
  • As competency-based education gains ground in formal K-12 schooling, there is a very real chance that the movement could lose the “spirit” of its intent and become yet another, albeit more refined, form of standards-based learning
  • In competency-based models, performance level descriptors (PLDs) clarify the developmental journey from novice-to-expert or to "mastery."
  • Quite differently, competency-based models reach back centuries, with early apprenticeship learning that created pathways for mastery and gainful employment. Think: Medieval craft guilds, masonry, baking, carpentry, shoemaking.
Meghan Cureton

Kids, Would You Please Start Fighting? - The New York Times - 0 views

www.nytimes.com/...you-please-start-fighting.html

shared by Meghan Cureton on 04 Nov 17 - No Cached
  • The skill to get hot without getting mad — to have a good argument that doesn’t become personal — is critical in life.
  • Yet if kids never get exposed to disagreement, we’ll end up limiting their creativity.
  • Our legal system is based on the idea that arguments are necessary for justice. For our society to remain free and open, kids need to learn the value of open disagreement.
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  • Witnessing arguments — and participating in them — helps us grow a thicker skin.
  • If no one ever argues, you’re not likely to give up on old ways of doing things, let alone try new ones. Disagreement is the antidote to groupthink. We’re at our most imaginative when we’re out of sync. There’s no better time than childhood to learn how to dish it out — and to take it.
  • They discover that no authority has a monopoly on truth. They become more tolerant of ambiguity. Rather than conforming to others’ opinions, they come to rely on their own independent judgment.
  • Instead of trying to prevent arguments, we should be modeling courteous conflict and teaching kids how to have healthy disagreements. We can start with four rules:• Frame it as a debate, rather than a conflict.• Argue as if you’re right but listen as if you’re wrong. 30 Comments • Make the most respectful interpretation of the other person’s perspective.• Acknowledge where you agree with your critics and what you’ve learned from them.
  • If kids don’t learn to wobble, they never learn to walk; they end up standing still.
Meghan Cureton

The 5 C's of innovation ecosystems | Devex - 0 views

www.devex.com/...of-innovation-ecosystems-86639

ecosystems innovation

shared by Meghan Cureton on 07 Aug 15 - No Cached
  • We’ve supported such process by bringing multiple organizations together for face-to-face learning exchanges, which are designed to provide targeted learning opportunities for innovators.
    • Meghan Cureton
      Meghan Cureton on 07 Aug 15
       
      I like this idea for MVIFI - starting in-house with "learning exchanges" across divisions, expanding to schools outside MV, expanding beyond...
Bo Adams

Purpose Based Learning (a #FailUp moment) | Planting T's - 0 views

designthinkingedu.wordpress.com/...based-learning-a-failup-moment

PURPOSEbasedlearning PBL Failup MVIFI #MustRead

shared by Bo Adams on 04 Nov 15 - No Cached
  • So what is the big #failup moment? Well…perhaps product is more important than teachers tend to let on?
  • Reflecting back, I am more and more convinced that product and process are equally important. p[-[ I don’t mean to devalue the process by any means. That is where the learning happens. But the product – the thing – the solution – is why the learning happens
  • Last semester I had quite a different “engagement curve” with my T.E.D. class major project. In meeting Alex and 3D printing a prosthetic hand, my class and I made noticeable shift from working on a project to working for a purpose
Nicole Martin

Zero-Based Thinking in Education - What? Why? and Sort of How… - 0 views

medium.com/...y-and-sort-of-how-f57a329c5924

shared by Nicole Martin on 28 Sep 18 - No Cached
  • he road to Zero-Based Thinking begins with observation. But not observation limited to — or even primarily within — schools. Go outside, watch kids, watch humans. Watch them learn when you are not interfering. Watch them learn in parks and coffee shops, on playgrounds and playing fields, in museums and in stores, while riding on buses and trains, while playing with legos, while watching the tide come in. Learn to watch learning.
Nicole Martin

Applying Learning in Multiple Contexts | Edutopia - 0 views

www.edutopia.org/...ing-learning-multiple-contexts

shared by Nicole Martin on 28 Feb 19 - No Cached
  • New learning is fragile until something is done with it.
  • Providing students with directed opportunities to employ multifaceted manipulation of information promotes strong, transferrable memory creation.
  • This engages multiple regions in the brain in the processing of new learning, generating a more expansive, interconnected network of communication among stored memories. This cross-referencing strengthens memory creation in several ways.
Bo Adams

Designing for Learning - Modern Learners - 1 views

modernlearners.com/designing-for-learning

real-world realworldlearning #MustRead

shared by Bo Adams on 01 Nov 18 - No Cached
  • If we were really intent on improving learning inside the school walls, we would pay a lot more attention to how learning happens outside the school walls in the natural world and then build our practice based on that.
  • What do you want our children to be?” It is that question that needs to define everything about what a school is.
Meghan Cureton

5 Ways to Learn About Note-taking from Da Vinci - 0 views

blog.evernote.com/...can-learn-note-taking-da-vinci

observation notes sketching learning innovation #mvifishares idiploma

shared by Meghan Cureton on 26 Aug 16 - No Cached
  • Invoke your own system
  • constantly studied and observed
  • Remember to stick to a regular schedule and review your notes often
  • ...6 more annotations...
  • Always Innovate
  • pursuit of knowledge and commitment to lifelong learning.
  • Cross-pollinate
  • He relied on the outside world and others to help empower and enrich his ideas.
  • It’s amazing how a few moments away can connect your ideas and thoughts to help solve your most frustrating challenges.
  • Promote Yourself
T.J. Edwards

Learning Matters More Than Education - 2 views

www.theatlantic.com/...494660

#mvifishares schoolreform

shared by T.J. Edwards on 21 Aug 16 - No Cached
Bo Adams liked it
  • T.J. Edwards on 21 Aug 16
     
    I wonder if Bo Adams would agree that it's about learning ;)
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?
  • ...5 more annotations...
  • 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.
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