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in title, tags, annotations or urlThe Physics of Change - Education Reimagined - Education Reimagined - 0 views
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institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
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“Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
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the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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What Google Learned From Its Quest to Build the Perfect Team - The New York Times - 1 views
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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.
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teams are now the fundamental unit of organization.
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influence not only how people work but also how they work together.
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The Case Against Grades (##) - Alfie Kohn - 2 views
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Collecting information doesn’t require tests, and sharing that information doesn’t require grades. In fact, students would be a lot better off without either of these relics from a less enlightened age.
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As I’ve reported elsewhere (Kohn, 1999a, 1999b, 1999c), when students from elementary school to college who are led to focus on grades are compared with those who aren’t, the results support three robust conclusions:
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Grades tend to diminish students’ interest in whatever they’re learning.
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The 10 Biggest Breakthroughs in the Science of Learning | Brainscape Blog - 3 views
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The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information (as we’ll discuss later), when there is too much of it we become overwhelmed. Our minds simply can’t divide our attention between all the different elements.
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the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations — though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.
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The ability to learn, retain, and use information isn’t just based on our raw IQ. Over the past few decades it has become increasingly clear that how we feel — our overall emotional state — can have a major impact on how well we can learn new things.
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Are You a Curator or a Dumper? | Cult of Pedagogy - 2 views
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whatever you do, chances are you have information to share with other people, and developing your curation skills—both in terms of how much you offer and how you deliver it—is going make that sharing a lot more effective.
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When we dump a lot of information on a person at once, we are working against their brain. Cognitive load theory suggests that the brain can only take in so much at once. When we’re presented with a whole bunch of information, our brains have to ignore some in order to process the rest. Eventually, if too much keeps coming at us, we reach the point of cognitive overload, where we get more than we can handle. At that point, a lot of people just shut down, and even simple information can’t get in.
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But the rest of us would do better off with the help of curators. That’s what a good museum does for us: It takes piles and piles of artifacts and selects only a few to represent an idea, a moment, an event, or a phenomenon.
How Do You Teach to the Standards When Doing Project-Based Learning? - 4 views
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People often debate about whether we should be process-driven or product-driven in project-based learning. But I think there’s a third option. We can be learning-driven. In other words, we should start with the question, “What do we want students to learn?” and let that drive the process and the product.
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PBL is not a license to ditch the standards or take a break from real learning.
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#1: Inquiry-DrivenInquiry-driven PBL begins with a state of curiosity and wonder. It might be as simple as the sentence stem “I wonder why _________” or “I wonder how _________.” Students then have the opportunity to research, ideate, and create.
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A More Complete Picture of Student Learning | Edutopia - 0 views
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I’m really excited to see that educators are clear about the use of formative and summative assessment.
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At the same time, by naming assessments, we may be falling into a trap of being too rigid.
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Our current assessments are geared toward reporting on mastery—often what the grade measures—rather than learning. But we could create assessments that value the learning along the way. Such a system would record not just quizzes, tests, written work, and presentations, but also exit tickets, and even conversations between student and teacher.
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Before You Study, Ask for Help - WSJ - 0 views
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planning ahead, quizzing themselves on the material and actively seeking out help when they don’t understand it.
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pick out the main points in their notes
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I was teaching her while simultaneously teaching myself” the material—a study technique that enabled her to ace the test.
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How to Prepare for an Automated Future - NYTimes.com - 1 views
Why Students Should Take the Lead in Parent-Teacher Conferences | MindShift | KQED News - 1 views
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at schools built on Deeper Learning principles, the meetings are often turned into student-led conferences, with students presenting their schoolwork, while their teachers, having helped them prepare, sit across the table, or even off to the side
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students are responsible for their own success.
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this is the student’s moment to share his or her reflections on achievements and challenges
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So You Want to Be a Better Presenter and Pitcher? The Power of the Education 'Ignite Talk' | EdSurge News - 1 views
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Excellent little article on Ignite Sessions. It explains what they are, shares some examples, and talks about how to adapt them for schools and students. HT @ransomtech
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Excellent little article on Ignite Sessions. It explains what they are, shares some examples, and talks about how to adapt them for schools and students. HT @ransomtech
Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views
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With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.
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With many parents and educators overwhelmed by the amount of academics required for kindergartners — and the testing requirements at that age — it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside.
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“So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading.
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An Open Letter to Educators From TrueSchool Studio - The Teachers Guild - Medium - 0 views
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We support educators in this process to go from idea to impact, but we do not prescribe the solution — you are the source of ideas and leadership for transformative solutions.
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We believe the best ideas for the present and future of education will come from educators
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No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
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The Past, Present and Future of School Design | EdSurge News - 0 views
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untapped opportunities involve further personalization of the curriculum, teaching, and assessment.
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Schools will no longer be just free-standing buildings but will be more integrated into community life.
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Segregating students by age will become less prevalent within learning spaces.
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Tweet from @akytle: @jbrettjacobsen @boadams1 Here's part 2 #mvdesign The Past, Present and Future of School Design https://t.co/TQe1qbMklL #edtech via @EdSurge HT @akytle
Why We Should Flip Education Conferences | Edudemic - 0 views
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Flipped conferences could keep more of the traditional model than unconferences do. You could ask educational influencers with something important to teach the conference audience to speak. But instead of doing their teaching and presenting at the conference itself, they can work out an assignment for the attendees to complete in advance – a slide share, video of a speech, or a collection of reading materials – and then spend the actual conference time discussing, or workshopping, the ideas from the assignment.
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