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Bo Adams

NAIS - 10 Ways to Teach Outdoor Education and a Sense of Wonder - 2 views

www.nais.org/...ducation-and-a-sense-of-wonder

outdoor_ed outdoors wonder PBL

shared by Bo Adams on 19 Feb 18 - No Cached
  • Love for the outdoors comes from learning through play, exploration, guidance, fun, and wondering.
  • Learn the natural and human history of the place you are working in order to be open and aware of teachable moments—and to gain your own sense of being. A sense of wonder is the greatest gift you can give children.
  • There are two parts to having a well-developed sense of wonder. One part is the ability to see the wonder in the world (the “wow,” the “amazing,” the “how is that possible?”). It also is the ability to wonder, to ask questions, to know there is more to know.
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  • Don’t just tell children how knowledge was figured out. Have them figure things out for themselves through the activities and lessons you plan.
  • Human-caused problems have human solutions. Small actions multiplied by millions both cause and solve problems.
  • Outdoor education is less about the content and more about the experience. Almost always choose action over talking.
Meghan Cureton

Creating an Ecology of Wonder | Edutopia - 0 views

www.edutopia.org/...-ecology-wonder-stacey-goodman

#mvifishares inquiry art wonder pbl

shared by Meghan Cureton on 19 Aug 16 - No Cached
  • I believe that our most precious natural resources are imagination and wonder
  • Wonder leaves us with a sense of fascination about mysteries yet unsolved or questions yet unanswered.
  • In a learning ecology that focuses on wonder, an artful approach can be introduced in any subject area
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  • Art reveals patterns and connections that would otherwise remain unnoticed.
  • Create Assessments That Reward Good Questions, Not Just Good Answers
  • Develop Different Ways for Measuring Success
Meghan Cureton

Urban Planning and Connected Communities | TED Videos | UPS - 0 views

solvers.ups.com/ning-and-connected-communities

pbl DesignThinking community empathy realworld authentic

shared by Meghan Cureton on 15 May 18 - No Cached
  • Meghan Cureton on 15 May 18
     
    "People want to feel empowered and connected -- to feel like they are playing a role in the world around them"
Meghan Cureton

Complicated Versus Complex: Solving the World's Most Difficult Challenges - UNREASONABLE - 1 views

unreasonable.is/complicated-versus-complex

complex problem-solving pbl solution-seeker

shared by Meghan Cureton on 04 Aug 17 - No Cached
  • humility to admit that we don’t know many answers when we start
  • Scaling-up what works may have more to do with process expertise—figuring out what problems need to be solved in a given environment—than blueprints based on expert knowledge.
  • solution seekers looking to partner with local experts to solve local problems
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  • The hardest problems of the world—climate change, food security, youth employment—are complex and require data-driven experimentation and adaptation to solve.
  • Solutions may not always scale. But the processes by which we experiment, learn, and adapt can scale.
Meghan Cureton

Why Empathy Holds the Key to Transforming 21st Century Learning | MindShift | KQED News - 2 views

ww2.kqed.org/...sforming-21st-century-learning

#mvifishares empathy designthinking idiploma PBL transformation School Change

shared by Meghan Cureton on 16 Nov 16 - No Cached
Bo Adams liked it
  • Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.
  • Empathy lies at the heart of 21st century skillfulness in teamwork, collaboration and communication in a diverse world.
  • The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we.
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  • Setting up a culture of care is very much an exercise in making empathy central to daily work.
  • Empathy is now identified as the first step in the design process, whether crafting new software for a user or creating form-factors that inherently please the consumer.
  • empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.
  • Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.
Bo Adams

Equipping Young Leaders to Take on the 32 Most Important Issues of Our Time - Vander Ark on Innovation - Education Week - 0 views

blogs.edweek.org/...ortant_issues_of_our_time.html

PBL Challenge_Based_Learning curriculum school model School Change #MustRead

shared by Bo Adams on 22 Aug 17 - No Cached
  • If we take citizenship preparation seriously, we should be encouraging young people to engage with the world’s most important issues by helping them frame projects around these goals. Here are six reasons:
  • Extended and integrated challenges are the best way to promote deeper learning and develop readiness for the automation economy. The goals include interesting and timely causes that many young people will find motivating. Making a contribution toward a goal they care about may be the best way to develop student agency. Goal focused projects get kids into the community and connected with local resources (see #PlaceBasedEd) It’s also a chance to shift the paradigm from “prepare for a career 10 years from now” to “make a difference right here, right now.” Taking on real challenges will promote creative and effective uses of technology from collaboration to production.
  • Integrate projects into existing courses. The Global Goals site has useful project resources for 16 of these goals. Plan an integrated unit between two courses. Most of the goals combine science, sociology, research, problem-solving and writing. Capstone projects in the last two years of high school are a good place to start. Each academy at Reynoldsburg High School in Ohio and Chavez Schools in Washington, D.C., engage in a capstone project. Students at Singapore American School are required to conduct a capstone project.
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  • To engage millions of students in local projects connected to global goals, it would be helpful to have: More content associated with each goal (GlobalGoals.org is a start); Templates for local projects; A microcredential system that could help pack projects full of valuable learning (i.e, science, math, communication and collaboration); Access to data sources, data tools and project tools (mentors would be really helpful); and A project gallery for completed contributions.
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