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Bo Adams

The Most Famous Nursery Schools in the World - And What They Can Teach Us - 0 views

  • “We have not correctly legitimized a culture of childhood,” says Lella Gandini, a longtime Reggio teacher, “and the consequences are seen in all our social, economic, and political choices and investments.”
  • To counter this, Reggio’s schools are relentlessly child-centered — not to achieve notable results in literacy and numeracy, but to achieve notable qualities of identity formation and to ensure that all children know how to belong to a community.
  • The teachers follow the children, not plans.”
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  • teachers (and there are two in every classroom) are not there to deliver content, but to activate the meaning-making competencies of all children.
  • Context, in other words, matters more than content. And the physical environment, after adults and peers, is the third teacher.
  • what I witnessed was a level of listening, attention, and care that came from an unwavering belief that all children, even the newest among us, are social beings, predisposed, and possessing from birth a readiness to make significant ties with others, to communicate, and to find one’s place in the world of others.
  • Either a school is capable of continually transforming itself in response to children, or the school becomes something that goes around and around, remaining in the same spot.”
Meghan Cureton

Following the lessons of learning science in schools isn't convenient - The Hechinger R... - 0 views

  • Following the lessons of learning science in schools isn’t convenient
  • “The mind is a sheet of paper for a professor to write on.” But that’s the wrong way to think about education, he said. The right way, he argued, is to think of a human as a plant to which educators offer fertilizer and water and sunlight when it needs it, or wants it, most. “This is a very different model,” Sarma said, “but it’s so inconvenient we ignore it.”
  • cognitive load theory posits that working memory is limited. Students who hear new information store it first in working memory, but this is short-term memory, and all short-term memories will be forgotten. There’s no way around it. The key, according to Sarma, is reinforcing that information and getting it into long-term memory, where it will last. Students can only focus on new information for eight to 14 minutes before their minds start to wander, Sarma said, so the best method of instruction is to offer such new information in bite-sized chunks.
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  • information is stored in memories created by a chemical connection between neurons in the brain, Sarma said. Over time, that chemical dries up and the memory disappears. But if reminded of that information before the original memory disappears, the brain creates a new connection and one that is long-term. The best way to retain knowledge, according to memory research, is to learn about it once, wait until you’re about to forget it, and then learn it again.
  • Also in contrast to standard scheduling patterns in schools is the idea of interleaved learning. Sarma said the brain looks for contrast. Learning one thing and then jumping to another topic and back again is helpful for long-term retention,
  • Sarma sees the future of learning as blended, individuated, fluid and hands-on. Learning science supports his vision. The question is whether schools can be reorganized to do the same.
Bo Adams

As Independent Schools Face Micro-Schools' Disruption, They Can Cope by Sustaining Inno... - 1 views

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    In 2010, when Gever Tulley, Anya Kamenetz, and I spoke at the same TEDx event, we talked offline about the eventual rise of "hyper-local micro schools." Here's an article about just such things beginning to disrupt independent school education. 
Bo Adams

Laurene Powell Jobs Commits $50 Million to Create New High Schools - The New York Times - 1 views

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    HT Education Reimagined
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