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Meghan Cureton

Education Week - 0 views

mobile.edweek.org/E4B81EF276FDB5473677C.santino2

PBL iDiploma projectbasedlearning

shared by Meghan Cureton on 28 May 16 - No Cached
  • Meghan Cureton on 28 May 16
     
    Includes schools /tools to learn from as well as links to project portfolios
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
Bo Adams

What Google Learned From Its Quest to Build the Perfect Team - The New York Times - 1 views

www.nytimes.com/...to-build-the-perfect-team.html

teams teamwork team collaboration FOLIO Productivity #MustRead

shared by Bo Adams on 20 Sep 18 - No Cached
  • many of today’s most valuable firms have come to realize that analyzing and improving individual workers ­— a practice known as ‘‘employee performance optimization’’ — isn’t enough. As commerce becomes increasingly global and complex, the bulk of modern work is more and more team-based.
  • teams are now the fundamental unit of organization.
  • influence not only how people work but also how they work together.
  • ...23 more annotations...
  • Google’s People Operations department
  • there was nothing showing that a mix of specific personality types or skills or backgrounds made any difference. The ‘who’ part of the equation didn’t seem to matter.’’
  • At Google, we’re good at finding patterns,’’
  • As they struggled to figure out what made a team successful, Rozovsky and her colleagues kept coming across research by psychologists and sociologists that focused on what are known as ‘‘group norms.’’
  • Norms are the traditions, behavioral standards and unwritten rules that govern how we function when we gather
  • Norms can be unspoken or openly acknowledged, but their influence is often profound.
  • looked for instances when team members described a particular behavior as an ‘‘unwritten rule’’ or when they explained certain things as part of the ‘‘team’s culture.’’
  • After looking at over a hundred groups for more than a year, Project Aristotle researchers concluded that understanding and influencing group norms were the keys to improving Google’s teams.
  • The researchers eventually concluded that what distinguished the ‘‘good’’ teams from the dysfunctional groups was how teammates treated one another. The right norms, in other words, could raise a group’s collective intelligence, whereas the wrong norms could hobble a team, even if, individually, all the members were exceptionally bright.
  • As the researchers studied the groups, however, they noticed two behaviors that all the good teams generally shared. First, on the good teams, members spoke in roughly the same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of conversational turn-taking.’’
  • Second, the good teams all had high ‘‘average social sensitivity’’ — a fancy way of saying they were skilled at intuiting how others felt based on their tone of voice, their expressions and other nonverbal cues.
  • psychological safety — a group culture that the Harvard Business School professor Amy Edmondson defines as a ‘‘shared belief held by members of a team that the team is safe for interpersonal risk-taking.’’
  • Psychological safety is ‘‘a sense of confidence that the team will not embarrass, reject or punish someone for speaking up,’’
  • ‘‘It describes a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves.’’
  • Rozovsky’s study group at Yale was draining because the norms — the fights over leadership, the tendency to critique — put her on guard. Whereas the norms of her case-competition team — enthusiasm for one another’s ideas, joking around and having fun — allowed everyone to feel relaxed and energized.
  • other behaviors that seemed important as well — like making sure teams had clear goals and creating a culture of dependability.
  • it made sense that psychological safety and emotional conversations were related.
  • The behaviors that create psychological safety — conversational turn-taking and empathy — are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond.
  • If I can’t be open and honest at work, then I’m not really living, am I?’’
  • to be fully present at work, to feel ‘‘psychologically safe,’’ we must know that we can be free enough, sometimes, to share the things that scare us without fear of recriminations. We must be able to talk about what is messy or sad, to have hard conversations with colleagues who are driving us crazy. We can’t be focused just on efficiency.
  • By adopting the data-driven approach of Silicon Valley, Project Aristotle has encouraged emotional conversations and discussions of norms among people who might otherwise be uncomfortable talking about how they feel.
  • In the best teams, members listen to one another and show sensitivity to feelings and needs.
  • ‘Just having data that proves to people that these things are worth paying attention to sometimes is the most important step in getting them to actually pay attention,’’ Rozovsky told me. ‘‘Don’t underestimate the power of giving people a common platform and operating language.’’
Bo Adams

Students Design, Tinker, Create and Discover through Maker-based Learning | NextGen Lea... - 1 views

nextgenlearning.org/...r-through-maker-based-learning

Maker makered makereducation agency #MustRead badging

shared by Bo Adams on 23 Dec 15 - No Cached
  • The nature of maker-based learning actively engages students, nurtures their agency, improves efficacy, and develops a creator or producer identity instead of a (passive) consumer one.
  • In Thomas’ experience, too many people fail to reflect on WHY they’re choosing certain tools, and HOW those tools will be integrated into the curriculum and culture of school.
  • Bo Adams on 23 Dec 15
     
    Sometimes the impetus for making is a practical problem. Other times, play, curiosity and imagination are the motivators. Regardless, researchers from Harvard's Project Zero agree, "maker experiences help students learn to pursue their own passions and become self-directed learners, proactively seeking out knowledge and resources on their own" (Agency by Design, p. 3). HT Parker Thomas
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

Empowering Teachers to Empower Young People - A New Game - Medium - 2 views

medium.com/...ower-young-people-5cbb05f7b0db

#MustRead School Change schoolreform learning idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
Bo Adams liked it
  • A person who becomes self-empowered in this way uses her inner powers (her innate capacities) again and again to solve problems — to create opportunities — and to empower others.
  • Being self-empowered — changemaking — requires a sophisticated understanding of the world — an understanding that your wellbeing is inextricably entwined with everyone’s wellbeing. And it means taking responsibility — taking the lead — and collaborating with others to make life better for yourself and family and friends and community and humanity and the planet.
  • Being self-empowered is a way of being. It involves being empathic, thoughtful and creative — being curious, resilient and effective. Becoming self-empowered, then, is a process of finding, using and developing a complex array of changemaking powers.
  • ...3 more annotations...
  • And for most, the experience of school reflects limited conceptions of the human mind, the human being and human potential.
  • it reinforces compliance and outdated hierarchical power structures.
  • To make these changes, we need pioneering teachers and educators to come together as change leaders — to form collaborative teams — and to execute strategically-focused projects. And to lay the foundations upon which these strategic projects can have massive impact, we need to build a global community of education professionals who are fully committed to self-empowering educators — for self-empowering young people.
Meghan Cureton

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

ww2.kqed.org/...rioritizes-kindness-and-caring

advisory kindness character

shared by Meghan Cureton on 10 Jul 17 - No Cached
  • 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.
  • ...3 more annotations...
  • 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.”
Bo Adams

'Into the Wild': What students learn on a 53-mile, 3-day class... | www.daytondailynews... - 0 views

www.daytondailynews.com/...nsdmw

PBL expeditionary_learning #MustRead

shared by Bo Adams on 30 Sep 16 - No Cached
  • Bo Adams on 30 Sep 16
     
    HT Nicole Martin
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.
Meghan Cureton

Why Kids Need Schools to Change | MindShift | KQED News - 0 views

ww2.kqed.org/...hy-kids-need-schools-to-change

leadership transformation School Change

shared by Meghan Cureton on 22 Jan 17 - No Cached
  • In an ideal world, the school day would reflect kids’ changing needs and rhythms. There would be time for free play; school would start later to allow time for students’ much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school “work” in order to regroup and process what they’ve absorbed. “The actual encoding of information doesn’t take place when you’re hunched over a desk,”
  • The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education
Bo Adams

Education Experts Explain the Role Teachers Would Play for Students in Classrooms in a ... - 0 views

www.theatlantic.com/...498197

co-teaching team_teaching

shared by Bo Adams on 22 Jan 17 - No Cached
  • With so many different learning styles and students at different places in their learning within a grade and within subjects, students and schools will benefit greatly from co-teaching models.
  • Individual teachers will not be responsible for individual students as much as the team of teachers will be responsible for the learning outcomes of each student they touch within the school day.
  • The notion of “teacher” will change significantly in the future. The growing number of formal and informal learning options is causing an unbundling of the teacher role.
  • ...1 more annotation...
  • In the future, we will see teachers choose among a variety of options, including:Content experts who focus on developing curriculum Small-group leaders who provide direct instruction Project designers to supplement online learning with hands-on application
 Mentors who provide wisdom, social capital, and guidance Evaluators to whom other educators can give the responsibility of grading assignments and, in some cases, designing assessments Data experts
  • Bo Adams on 29 Jan 17
     
    HT @eijunkie
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