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Bo Adams

TeachThought: A Diagram Of Pedagogy in the 21st Century - - 0 views

www.teachthought.com/...mains-of-21st-century-pedagogy

pedagogy #MustRead #mvifishares

shared by Bo Adams on 13 May 16 - No Cached
  • Bo Adams on 13 May 16
     
    HT Angél Kytle
Bo Adams

12 Alternatives To Letter Grades In Education - 1 views

www.teachthought.com/...-to-letter-grades-in-education

grades grading assessment #mvifishares #MustRead

shared by Bo Adams on 01 Nov 16 - No Cached
  • Bo Adams on 01 Nov 16
     
    HT @AKytle
Meghan Cureton

100 Questions That Help Students Think About Thinking - - 0 views

www.teachthought.com/...-students-think-about-thinking

questioning #mvifishares idiploma assessment

shared by Meghan Cureton on 23 May 16 - No Cached
  • Meghan Cureton on 23 May 16
     
    Excellent bank of questions to spur and scaffold self-directed learning and metacognitive behaviors in your classroom, workplace and your life
Meghan Cureton

7 Ways To Remove The Gamification In Your Classroom - - 0 views

www.teachthought.com/...-remove-gamification-classroom

learning PBL Assessment realworld

shared by Meghan Cureton on 30 May 16 - No Cached
  • Meghan Cureton on 30 May 16
     
    Focus on learning over playing game of school
Meghan Cureton

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

teachthought.com/...ng-content-or-teaching-thought

shared by Meghan Cureton on 31 Jul 17 - No Cached
  • education has a thinking problem
  • Shouldn’t a school fail to function without urgent and divergent thinking?
  • our curriculum is content.
  • ...3 more annotations...
  • 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?
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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