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How two schools are linking Tony Wagner's ideas in Creating Innovators with Project Based Learning

Great ideas here and very relevant to #VTed Schools. Not just article about online learning,but 1:1, blended instruction, and "flex" model schools.   

Yes indeed. IF we build out infrastructure. IF teachers train themselves to teach accordingly.

"New York City is experimenting with new tools and tactics with its Innovation Zone, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators." "Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's goals are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers."

Succinct and useful advice on giving feedback which is "kind, specific, and helpful."  With the point being that you need all three to help students progress and learn from their work. Has implications for administration as well.

Pulling this back out. One of my favorite blog posts about what I feel makes for the best teachers...giving great feedback. "Learning" should not be a one-off event, it should be a process of feedback and improvement.

"...researchers and educators ... want to know how kids learn by tinkering - fooling around with something until one understands how it works. They want to know what happens cognitively - how this learning process helps form habits of mind, builds character and how it affects the individual."

"...it is not about your skill set, but more importantly, your mindset, when trying new technologies."

"I don't remember playing basketball, shooting free throws one day, and then coming back and being able to dunk 4 months later. To get better, you have to practice."

We have been awash in literature about Finland lately. Mostly because something about what they do works!Of the many articles that I have read, this one in particular does a superb job of sharing in a clear an succinct manner a good many of the pieces of their puzzle.

"If you look at four-year-olds, they are constantly asking questions and wondering how things work. But by the time they are 6½ years old, they stop asking questions because they quickly learn that teachers value the right answers more than provocative questions. High school students rarely show inquisitiveness."

"To encourage student thinking about the overall structure of a course right from the start, why not include a concept map or mind map in the syllabus? When I looked at Linda's work (in the two references listed below) she actually advocates what she calls a "graphic syllabus," described as a "flowchart, graphic organizer, or diagram of the schedule and organization of course topics, sometimes with tests, assignments, and major activities included."

Interesting article. Back when I had "classes" the first day was dedicated to working through a modified version of a Chalk Talk. This gave me a really good sense of where students were at in their understanding and it gave them the opportunity to see how each lesson/concept would be part of the "big picture" of the class. I also would wrap up the semester with the exact same lesson. Huge opportunity for leaving them with a sense of accomplishment and final chance for them to see the pieces in a larger context.

"Above any other measure, a person's level of grittiness will reveal their ability to execute ideas and sustain long-term goals."

If we are preparing students for success in college and career we must develop in them a skill set which includes perseverance and grit. While not as high in Vermont, "25 percent of students at four-year institutions fail to return for their sophomore year, a number that grows to 47 percent for students at two-year institutions." From the local and national pieces that I have looked at the reasoning for this is equally shared among these areas: Lack of Academic Preparedness; Lack of Sense of Purpose and Goals; Lack of Grit. We can't just educate students and expect them to be successful. We must also share Why and How. jf

"The biggest problem in American secondary schools may be boredom. What American youth need more then anything is opportunity to discover their passions and unleash them into the world. The Future Project, a NYC-based startup, is addressing this challenge by mobilizing an army-the Future Corps-to help American high school students find and begin working toward their dream."

Could be the next step for ELOs?! Starting to think about how I could present a proposal to collaborate with Castleton and/or Middlebury on developing similar project.

Nice rationale for the advantages of ePortfolios for today's students. I think tit's interesting that the author's arguments for using them with 6-year olds are the same as mine for using them with 16-year olds...

"Florida's standardized testing program is being misused and has 'severely impacted student learning,' according to a new white paper that says that school districts in the state are required to give as many as 62 tests a year to students."

"While the specifics are about Florida, the general conclusions about the negative impact of state standardized programs are relevant across the country - not only because other states have their own version but because some looked to Florida as a model as they developed their own school accountability systems."

Colin, great to meet you yesterday. Here is that article on cell phones and what kids pay attention to that we were talking about. I wonder if you could get the research done by Disney?

Colin, I'm not sure what direction your research is heading, but the idea of balancing technology with Mindfulness and being Present is an interesting one that I don't know has been really touched on. Here is a recent article from the NY Times that relates... http://www.nytimes.com/2013/03/23/your-money/mindfulness-requires-practice-and-purpose.html?pagewanted=all&_r=0 "...scans show mindfulness may change the way our brains function and help us improve attention..." Could be a way for students' brains to reset and refocus after using technology?

Colin, I would weigh in again on this topic by saying...can't wait to see all of your research! Enosburg may be a good test pool or a place that really will need your findings. As I have mentioned we are a 1-1 Ipad school grades 6 through 12. I also will be interested to see how the larger cultural conversation goes on this topic. I have noticed more cell phone jokes from comedians, more reference to texts in sitcoms and movies as well. AND, as you know, there is and will much more talk about digital addictions. Initial brain-scans connect the pattern to gambling addicts. Interesting stuff! See you soon-

Dr. Yong Zhao is an internationally known scholar, author, and speaker. His works focus on the implications of globalization and technology on education. He has designed schools that cultivate global competence ... and founded research and development institutions to explore innovative education models.

Dr. Yong Zhao is someone that each of us should learn more about and learn more from.He is also my recommendation for our 2013 conference keynote speaker.

1. Welcome authentic questions2. Encourage effective teamwork3. Be ready to go Big4. Build empathy5. Uncover passion6. Amplify worthy ideas7. Know when to say no8. Encourage breakthroughs

Great for teachers when we think about how to work with students. Perhaps...even more powerful if admin were to read this as "How to Turn your School into an Idea Factory" with a twist of creating a climate to foster Innovative Educators.

Interesting and short bit of writing that hits on my personal beliefs about where the majority of transformational focus should be...simply supporting good teaching.

"Education reform needs a face lift -- one that includes higher standards for entry into the profession and mentor teachers assisting those needing to improve."

Agree about the necessity to pursue improved educational outcomes, yet as with other professions (i.e. doctors & lawyers) 50% finish in the lower half of their class. As with all things educational funding is the sacred cow and asking for higher standards of entry, while a worthy goal, would ultimately fall on the sword of budgets.

Articles like this are interesting. But, they are powerful when we take a critical look at own practices and really evaluate if our classroom actions match the work we promote and speak so highly of in the teachers' lounge.

Becoming a master teacher takes continuous effort.1) Understand Your Reasons for Teaching2) Cultivate Ethical Behavior in Your Students and Yourself3) Pool Both Patience and Perseverance4) Design Curriculum That Works5) Perfect Instructional Practices and Assessment Skills6) Connect Positively to the Whole-School Culture

Here are five resolutions from the article...with my personal take on them.

1. Find a trustworthy mentor. (Regardless of your position or how successful you are there will always be others out there who you can learn from.) 2. Form a leadership development group. (Why not two? One among leaders from multiple schools and another among the leaders and potential leaders within your school.) 3. Volunteer in a civic or service organization. (How have you formed connections between your school and the community in ways that the school isn't the primary beneficiary? How do you know the perceptions and expectations of the community unless you are truly engaged with them?) 4. Work in or travel to one new country. (Or, simply visit schools in your district. Have you visited with the admin and teachers from your sending schools? What could you learn from them? What could you learn from other high schools in Vermont that are similar to yours?) 5. Finally, ask more questions than you answer. (If you think that have all the answers…then you aren't even aware of all the questions.)

Long-term transformational change has four primary aspects: scale (the change affects all or most of the school), magnitude (the degree to which it challenges the status quo), duration (the change is incremental at first and then moves to exponential), and strategic importance (how ready the culture is for adapting to change). Yet schools will only see significant change when the change occurs first at the level of the individual educational leader- be that principal, superintendent, or teacher. Real change, transformational change happens when there is personal ownership of the new technologies and concepts. Today's new economy is all about human capital, which starts with the educators in a school and then extends outward to all members of the school community.

Principles for Managing Change 1. People before Things (or test scores) 2. Start at the Top 3. Everyone is a Player in the Change Game 4. Garner Buy-in 5. Can't Give Away What You Do Not Own 6. Communicate and Often 7. Know Your Culture and Predict Possible Impact 8. Expect the Unexpected 9. As the Individual Grows so Will the Collective Wisdom of the Community