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Trey Boden

I'd rather text than talk - Signal v. Noise - Medium - 1 views

m.signalvnoise.com/her-text-than-talk-16eb5dbe324

shared by Trey Boden on 15 Dec 15 - No Cached
  • Trey Boden on 15 Dec 15
     
    "I'd rather text than talk"
T.J. Edwards

Here's Why Coding Is Much More Creative Than You Think - 0 views

mic.com/...h-more-creative-than-you-think

shared by T.J. Edwards on 15 Nov 15 - No Cached
  • The directions for learning Processing are all written in a way that people who've never coded before can still understand, and there are simple examples to guide beginners through the process
  • Processing's flexibility makes it more appealing to students just starting to code, and computer science programs across the country are combining art and programming to meet this creative coding niche need.
  • "Taking it broadly, you could see Processing as a gateway into learning programming proper,"
Jim Tiffin Jr

Brainstorming: The Secret Behind the 7 Dwarves - 0 views

www.coolcatteacher.com/nstorming-the-7-dwarves-secret

brainstorming CoolCatTeacher ideation design thinking coaching fromTwitter FromPLN

shared by Jim Tiffin Jr on 29 Oct 15 - No Cached
  • Jim Tiffin Jr on 29 Oct 15
     
    Useful article on brainstorming. Offers some historical anecdotes to provide context, sage reasoning on why ideation is important, and some purposeful techniques to use.
T.J. Edwards

Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views

www.theatlantic.com/...396548

School Change schoolreform

shared by T.J. Edwards on 28 Oct 15 - No Cached
  • Bullock and his kitchen-table colleagues wanted to build a program that was loose enough to encourage each student to work in their own way to best suit their own learning. This means that students have great liberty to choose the classes they want, even to show up at class or not, to find a groove of learning they’re comfortable with, and to have their success be measured in terms of proficiency or mastery for the content and skills.
  • weekly podcasts
  • not attending class can have consequences.
  • ...3 more annotations...
  • There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
  • Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
  • I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
Jim Tiffin Jr

Tell your business story, one blog at a time - 0 views

www.thesocialmediahat.com/...r-business-story-one-blog-time

storytelling blogging audience

shared by Jim Tiffin Jr on 18 Oct 15 - No Cached
  • Jim Tiffin Jr on 18 Oct 15
     
    A few bolded thoughts to consider and keep in mind as blogging becomes part of your organizations communications efforts.
Meghan Cureton

'Lesson Study' Technique: What Teachers Can Learn From One Another | MindShift | KQED News - 0 views

ww2.kqed.org/...ers-can-learn-from-one-another

School Change InstructionalRounds

shared by Meghan Cureton on 15 Sep 15 - No Cached
  • Next, the teachers do some research on why students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.
  • he observers don’t focus on the teacher; they focus on the students
  • But the Japanese think about improving teaching.
  • ...4 more annotations...
  • we need to shift from thinking about how to improve teachers to thinking about how to improve teaching.
  • it’s a long process, kind of the opposite of the one-day workshop
  • Lesson study helps you “get into new habits as a thinker, and as an instructor,”
  • “We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”
Trey Boden

The perils of "Growth Mindset" education: Why we're trying to fix our kids when we shou... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

mindset growth mindset carol dweck learning assessment leadership

shared by Trey Boden on 08 Sep 15 - No Cached
  • The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?
  • Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • praise kids for their effort (“You tried really hard”) rather than for their ability (“You’re really smart”)
  • ...12 more annotations...
  • But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks.
  • what’s really problematic is praise itself
  • It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation
  • Moreover, praise communicates that our acceptance of a child comes with strings attached: Our approval is conditional on the child’s continuing to impress us or do what we say.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • If students are preoccupied with how well they’re doing in school, then their interest in what they’re doing may suffer.
  • A 2010 study found that when students whose self-worth hinges on their performance face the prospect of failure, it doesn’t help for them to adopt a growth mindset.
  • Even when a growth mindset doesn’t make things worse, it can help only so much if students have been led — by things like grades, tests, and, worst of all, competition — to become more focused on achievement than on the learning itself.
  • And this brings us to the biggest blind spot of all — the whole idea of focusing on the mindsets of individuals.
  • Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • I’m not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up.
Meghan Cureton

Teaching As a Dynamic, Participatory and Creative Act - The Teachers Guild - Medium - 0 views

medium.com/...-and-creative-act-399e4668ec61

fuse cohort pd School Change

shared by Meghan Cureton on 07 Sep 15 - No Cached
  • Meghan Cureton on 07 Sep 15
     
    As we think about fuse16 and the potential of certain "packages" for individuals or schools to choose...here is a piece that might give us ideas for the cohort model.
Trey Boden

The 4 Phases Of Developing Your Creative Voice - 99u - 0 views

99u.com/...developing-your-creative-voice

shared by Trey Boden on 21 Aug 15 - No Cached
  • Your voice is how you’re recognized by others.
  • Your voice is the confluence of inspiration, dedicated practice, and strategic risk.
  • 1. Discovery Phase
  • ...8 more annotations...
  • In this phase, it’s important to identify the small, obtainable skills that could become the building blocks of growth.
  • 2. Emulation Phase
  • Which “mentor works” of my heroes should I immerse myself in, and emulate, in order to build my skills?
  • 3. Divergence Phase
  • when you begin to take everything you’ve learned, and bend and break the rules you learned during emulation.
  • 4. Crisis Phase
  • Perhaps everyone around you is perfectly fine with your performance, but deep down you know that you’re no longer striving to sharpen your craft, and you’ve grown stagnant.
  • We will cycle through these general phases many times over the course of our lives and careers, but for the greatest artists the process of growth never ends.
Trey Boden

Mastering the Fine Art of Managing People | Inc.com - 0 views

www.inc.com/...the-fine-art-of-people.html

execteam

shared by Trey Boden on 17 Aug 15 - No Cached
  • Our culture is also an amazing recruitment tool. When we share it with people online, it's like branding from the inside out.
    • Trey Boden
      Trey Boden on 17 Aug 15
       
      What do you think?
  • I want to know whether candidates are focused on selling themselves or are listening and learning.
  • We try to hire people we'd be happy sitting next to on a plane during a cross-country flight.
  • ...8 more annotations...
  • strategic
  • tactical
  • keep Method weird
  • For the weird section, we want people to share their passions.
  • come up with their own titles
  • Which of Method's values do you connect with most
  • I estimate that just 60 percent of candidates make it over.
  • "How will you make life better in the park?"
Jim Tiffin Jr

3 Things We Should Stop Doing in Professional Development - 0 views

georgecouros.ca/...4425

professional development professional learning PL GeorgeCouros reflections

shared by Jim Tiffin Jr on 17 Aug 15 - No Cached
  • Jim Tiffin Jr on 17 Aug 15
     
    Wondering what some of these ideas might look like at a fuse or an edcamp or any other school PL day...
Trey Boden

The 100-hour knack - The Whiteboard - 0 views

whiteboard.stanford.edu/...the-100-hour-knack

shared by Trey Boden on 16 Aug 15 - No Cached
  • with a 100 hours of investment into a new skill or practice, you can hit a tipping point,
    • Trey Boden
      Trey Boden on 16 Aug 15
       
      What obstacles hold us back from reaching the 100-hours. What part does interest play? How (should we?) get beyond our own interest for the sake of skill aquisition?
    • Trey Boden
      Trey Boden on 16 Aug 15
       
      What obstacles hold us back from reaching the 100-hours. What part does interest play? How (should we?) get beyond our own interest for the sake of skill aquisition?
  • ...4 more annotations...
  • I had unwittingly reached a point where the effort became an asset.
  • the benefits outweigh the struggle
  • So, how do we push ourselves through this “pre-knack” period when the short-term calculus doesn’t seem to add up?
    • Trey Boden
      Trey Boden on 16 Aug 15
       
      Really important quote for this article...
  • That means our job is not only to teach our students the skills and tools for their practice, but also to inspire and set into motion a practice that gets them past that tipping point, where the ability becomes part of them and they couldn’t imagine not putting it to use. 
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