I like this video for a bunch of reasons. Much like the commoncraft series, it shows technology not for bells and whistles, but for practicality and usefulness.
“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”
This is the part that we can really instill in our students: a sense of wonder that permeates all they do. How do we do it? My idea would be to tap into their passions. What do they go for? Also, one of the jobs of schools is to expose students to things they would not normally be exposed to. This can create new habits and new wonder.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought.
Ms. Ryan and Ms. Markova have found what they call three zones of existence: comfort, stretch and stress. Comfort is the realm of existing habit. Stress occurs when a challenge is so far beyond current experience as to be overwhelming. It’s that stretch zone in the middle — activities that feel a bit awkward and unfamiliar — where true change occurs.
I used this site when I taught English in Ramsey to provide students with sound basis for arguments in class. At the very least it can provide you with a host of topics for students to write about and discuss.
How useful is this? Can you imagine the possiblities with this? Struggling readers rejoice! Students who spend so much time in the car going from this practice to that one? Get your book on iPod!
guiding exercises in text translation: pulling up a MySpace page or a lingo-drenched school paper and asking students to translate the writing into standard English. Or they ask students to translate passages from classic literature into texting speak to demonstrate their comprehension of the writing and to create a form of multilingual focus, similar to how learning a foreign language tends to enhance a student's understanding of his or her native tongue.