Group items tagged

"What would you have asked? Imagined Interviews Subject: Social Studies - American History Grade: 4th-8th Time Frame: Depends on prior tech experiences, but about four class periods, plus homework. [1 class period for research (and homework). 1 class period to draft questions and responses and script their interview. 1 class period to tape interviews. 1 class period to edit interviews.] Summary: Students will imagine they have traveled back in time to the civil war as a reporter. They will have the opportunity of a lifetime to interview an important historical figure of their choice. As their interview will run on a local news broadcast, their edited questions and answers can take no more than 2 minutes to show. (This could obviously be modified to any period in history, American or otherwise.)"

I gave a final exam designed to do just that - provide the opportunity for students to see, touch, and feel that information is cheap and freely available and therefore, there is little inherent value in finding it and especially in spitting it back!. Either my mission was flawed (no surprise), or the deck is seriously stacked against the effort. The result: MUST FIND ANSWERS! Wow, look at me, I have the answers....Couldn't apply it if my life depended on it, but man, just look at my answers! I was preaching the Problem Solver, PBL mantra in a recent conversation and was told bluntly, providing that opportunity in the real isolation of 1 45 minute period out of 7 is a complete waste of time. Man, that stung and I continue to resist it, but there is a very large kernel of CAP T Truth present there.

"By engaging teachers and the technology integrationist in conversations about the curriculum, specific class dynamics and capabilities of the technology, we are now able to talk about what we would like to do, the tools best suited for that purpose, ways to tweak units or lessons, and what is not working. This collaborative, co-teaching model has allowed for us to find connections across content areas, classes and our district. We all recognize how much is gained when we are allowed to really talk about our curriculum and our students, and this model allows for that creative, collaborative time to work through complex and interesting questions and ideas about integrating technology effectively. "

Shares both positive and negative examples straight from classroom teachers. Good food for thought and consideration if you're attempting the model!

"But the best educational outcomes grow from a well thought out program of student empowerment - made both possible and attractive by adopting, adapting and mashing-up digital media."

I think I have a convergence of two (+) very important vectors that might actually make something along these lines be realized: (1) I have a three level green light - on one, my "real" boss actually wants me to step out and really do something different, my evaluator likes to see interesting things and realizes a certain challenge to ANY poor evaluation is not in anyone's best interest, and I have friends/support in higher places (Milk it as long as it lasts!); (2) I am too dang old and tired (saying I am tired is akin to referring to the Great Wall of China as a fence!) of making excuses for why I can't and this may actually be my last real opportunity! (BONUS Vector: No one, and I mean NO ONE that might object is paying attention!) Let's set a time - a good long block of time - to map out something SPECIAL!

Wouldn't it be terrific to conduct such a pilot!

"This is the first of several reflections from Wisconsin elementary principal Matt Renwick on digital and passion-based learning in a new afterschool program. "

"All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten * Mitchel Resnick MIT Media Lab Cambridge, MA 02139 USA +1 617 253 9783 mres@media.mit.edu ABSTRACT This paper argues that the "kindergarten approach to learning" - characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine - is ideally suited to the needs of the 21 st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today's society. The paper discusses strategies for designing new technologies that encourage and support kindergarten-style learning, building on the success of traditional kindergarten materials and activities, but extending to learners of all ages, helping them continue to develop as creative thinkers. "

I have been thinking a lot lately about the challenge we face as educators when well-intentioned learners make incorrect, inscrutable, thoughtless, or otherwise off-the-mark comments. It's a crucial moment in teaching: how do you respond to an unhelpful remark in a way that 1) dignifies the attempt while 2) making sure that no one leaves thinking that the remark is true or useful? Summer is a great time to think about the challenge of developing new routines and habits in class, and this is a vital issue that gets precious little attention in training and staff development. Here is a famous Saturday Night Live skit, with Jerry Seinfeld as a HS history teacher, that painfully demonstrates the challenge and a less than exemplary response. Don't misunderstand me: I am not saying that we are always correct in our judgment about participant remarks. Sometimes a seemingly dumb comment turns out to be quite insightful. Nor am I talking about merely inchoate or poorly-worded contributions. That is a separate teaching challenge: how to unpack or invite others to unpack a potentially-useful but poorly articulated idea. No, I am talking about those comments that are just clunkers in some way; seemingly dead-end offerings that tempt us to drop our jaws or make some snarky remark back. My favorite example of the challenge and how to meet it comes from watching my old mentor Ted Sizer in action in front of 360 educators in Louisville 25 years ago. We had travelled as the staff of the Coalition of Essential Schools from Providence to Louisville to pitch the emerging Coalition reform effort locally. Ted gave a rousing speech about the need to transform the American high school. After a long round of applause, Ted took questions. The first questioner asked, and I quote: "Mr Sizer, what do you think about these girls and their skimpy halter tops in school?" (You have to also imagine the voice: very good-ol'-boy). Without missing a beat or making a face, Ted said "Deco

Using the search features of Twitter to find tweets on specific topics.

"This discussion comes up all the time in my physics for education majors. I have previously described the course and the curriculum that I use (Physics and Everyday Thinking) - oh, which is awesome. Let me set the scene. This is near the beginning of the semester."

Blog post on using Mindmap for prewriting organization of blogs, essays, or any writing assignment.

Great problem solving procedures

Great information on personalized learning. This site is really packed with good reads!