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T.J. Edwards

T.J. Edwards on Twitter: "#mustread on Feedback & Assessment myths. https://t.co/lSrE32... - 3 views

twitter.com/...798359919351078912

#mvifishares #MustRead

shared by T.J. Edwards on 15 Nov 16 - No Cached
  • T.J. Edwards on 15 Nov 16
     
    Feedback and Assessment Myths
Bo Adams

The Myth Of The Innovation Lab - 0 views

www.forbes.com/...the-myth-of-the-innovation-lab

innovation lab

shared by Bo Adams on 17 Apr 18 - No Cached
  • "innovation theater."
  • happens when teams in innovation labs use lean startup tools without really understanding how they work. They take the canvases, sticky notes, whiteboards and bean bags, and they start thinking that they are all set for doing innovation. The teams then focus their attention on making cool products, without thinking about the business models that underlie those products.
  • problem of success
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  • causes the most frustration among people who work inside innovation labs. These are hard working diligent people who understand how to apply lean startup methods and tools the right way. They often succeed in creating great products with good business models. However, when they are ready to take these products to scale they face resistance from their parent company.
  • The lesson learned is to not let the creation of an innovation lab lull you to sleep. You are not in a safe space. The parent company does not love you as much as you think it does. There is still a lot of work to do to get buy-in and support from leaders and key stakeholders.
  • idea that the leaders who funded the lab understand its purpose and support innovation
  • opening of the innovation lab itself often represents innovation theater - played out at the leadership level within the company
  • first symptom of this is the lack of a clear innovation strategy
  • Bo Adams on 17 Apr 18
     
    HT TJ Edwards
Bo Adams

Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist - 1 views

www.ascd.org/...rage-to-Be-Constructivist.aspx

constructivism #mvifishares

shared by Bo Adams on 01 Oct 17 - Cached
  • The search for understanding motivates students to learn. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.
  • First, constructivist teachers seek and value students' points of view. Knowing what students think about concepts helps teachers formulate classroom lessons and differentiate instruction on the basis of students' needs and interests
  • Second, constructivist teachers structure lessons to challenge students' suppositions. All students, whether they are 6 or 16 or 60, come to the classroom with life experiences that shape their views about how their worlds work. When educators permit students to construct knowledge that challenges their current suppositions, learning occurs. Only through asking students what they think they know and why they think they know it are we and they able to confront their suppositions
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  • Third, constructivist teachers recognize that students must attach relevance to the curriculum. As students see relevance in their daily activities, their interest in learning grows.
  • Fourth, constructivist teachers structure lessons around big ideas, not small bits of information. Exposing students to wholes first helps them determine the relevant parts as they refine their understandings of the wholes.
  • Finally, constructivist teachers assess student learning in the context of daily classroom investigations, not as separate events. Students demonstrate their knowledge every day in a variety of ways. Defining understanding as only that which is capable of being measured by paper-and-pencil assessments administered under strict security perpetuates false and counterproductive myths about academia, intelligence, creativity, accountability, and knowledge.
  • Organizing a constructivist classroom is difficult work for the teacher and requires the rigorous intellectual commitment and perseverance of students. Constructivist teachers recognize that students bring their prior experiences with them to each school activity and that it is crucial to connect lessons to their students' experiential repertoires. Initial relevance and interest are largely a function of the learner's experiences, not of the teacher's planning. Therefore, it is educationally counterproductive to ignore students' suppositions and points of view.
  • Constructivist classrooms demand far more from teachers and students than lockstep obeisance to prepackaged lessons.
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