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Kristina (Kris) Peachey (AAS/NZAS)

4 Big ideas of algebra - a reply to my challenge, and my response | Granted, and... - 1 views

grantwiggins.wordpress.com/...o-my-challenge-and-my-response

shared by Kristina (Kris) Peachey (AAS/NZAS) on 29 Aug 13 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 29 Aug 13
     
    I thought this was interesting as I connected it to our past discussions of what an 'idea' is...
Kristina (Kris) Peachey (AAS/NZAS)

625 Free MOOCs from Great Universities (Many Offering Certificates) | Open Culture - 0 views

www.openculture.com/free_certificate_courses

shared by Kristina (Kris) Peachey (AAS/NZAS) on 15 Oct 13 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 15 Oct 13
     
    Just in case anyone has time on their hands and wants to try a MOOC...
Kristina (Kris) Peachey (AAS/NZAS)

Experiential Learning | Granted, and... - 0 views

grantwiggins.wordpress.com/...experiential-learning

shared by Kristina (Kris) Peachey (AAS/NZAS) on 23 Oct 13 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 23 Oct 13
     
    This is the article Leon shared at the meeting today...
Kristina (Kris) Peachey (AAS/NZAS)

Is The SAT Creating A Generation Of Bad Writers? : NPR - 0 views

www.npr.org/...story.php

shared by Kristina (Kris) Peachey (AAS/NZAS) on 27 Oct 13 - No Cached
  • Because when you're writing in only 25 minutes, you don't have time to develop a clear, complex idea. You don't have time to think about an audience. It makes students think of writing in the most simplistic, reductive ways. It emphasizes length of writing. It emphasizes use big words and be sure to follow a very simple formula.
  • if you are hired as a scorer, what you have to be able to do is to read 20 essays in an hour, which is three minutes per essay. And if you are trying to earn extra money, you get a bonus if you can read 30.
Kristina (Kris) Peachey (AAS/NZAS)

Delivering Effective Feedback ... to Everyone - Finding Common Ground - Education Week - 0 views

blogs.edweek.org/...tive_feedback_to_everyone.html

shared by Kristina (Kris) Peachey (AAS/NZAS) on 01 Nov 13 - No Cached
  • David Ausubel once said, "If I had to reduce all of the educational psychology to just one principle, I would say this: 'The most important single factor influencing learning is what the learner already knows. Ascertain this and teach them accordingly.' (1968). Students may be given the same task but may have to go about solving it differently.
  • Grant Wiggins said, "The most common mistake is when educators fail to link the feedback to a specific agreed upon goal."
  • Wiggins provided the following essentials to effective feedback to students, teachers and school leaders. It needs to be:  Goal-Referenced Tangible and Transparent Actionable User-Friendly Timely Ongoing Consistent
Kristina (Kris) Peachey (AAS/NZAS)

"I didn't know they could think!" | Granted, and... - 3 views

grantwiggins.wordpress.com/...i-didnt-know-they-could-think

learning thinking Wiggins

shared by Kristina (Kris) Peachey (AAS/NZAS) on 28 May 13 - No Cached
  • We talk about inferences. We make inferences all the time. We tell kids to make inferences. When pushed, we can even define inferences… [Yet] the problem with comprehension, it appeared was that kids could not make inferences…
  • They would not connect an ethics reading to their own lives; they could not follow the argument the author was making; they had great difficulty seeing that two authors were addressing the same issue from different points of view. Like young Beers, I had naively assumed that if the students engaged with the text that they would make the inferences needed to grapple with the ideas in the text.
  • They often wrongly assume their students know how to think about what they are learning
  • ...3 more annotations...
  • What does it mean to read? What does it mean to think? What does it mean to solve problems? What should you be doing in your head when you translate the Spanish? In sum, what is meant to be going on inside that black box called the mind and what is actually going on in their minds?
  • That is also why the literature on student misconception is so important for all teachers to study, since it reveals that mere teaching, no matter how precise, is insufficient to overcome widespread naïve and erroneous thinking about key ideas.
  • So, as school winds down (or has just ended), you might do some thinking. You might consider a summer research project to think through how you are going to better find out next year what actually goes on in students’ heads when they try to learn vs. what you want them to be doing in their heads as they try to learn. You will no doubt find that it gets you, too, really thinking.
Kristina (Kris) Peachey (AAS/NZAS)

Access All Areas | Researchers : Palgrave Macmillan Journals - 1 views

www.palgrave-journals.com/...index.html

access Education researchers journals

shared by Kristina (Kris) Peachey (AAS/NZAS) on 04 Mar 14 - No Cached
Kristina (Kris) Peachey (AAS/NZAS)

Making Thinking Visible or How to Debate Poorly | Moments, Snippets, Spirals - 1 views

momentssnippetsspirals.wordpress.com/...isible-or-how-to-debate-poorly

thinking making visible

shared by Kristina (Kris) Peachey (AAS/NZAS) on 14 Mar 14 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 14 Mar 14
     
    Well worth a read and visit to the blog that this one is responding to.
  • Troy Babbitt on 16 Apr 14
     
    I feel like an idiot because I did not understand much of this. I understand that people misapprehend the Thinking Routines as algorithms that simulate thinking instead of visual representations of the internal process of thinking. Despite the author's insistence that he did support his argument, I merely read quotes from Making Thinking Visible without syllogism, dialectics, or exegesis. I just did not see how the case was made other than believe me because I read the book, and the authors said so.
  • Kristina (Kris) Peachey (AAS/NZAS) on 17 Apr 14
     
    Hi Troy- I think the point was the Webb didn't read the book and hasn't represented VT accurately.
Kristina (Kris) Peachey (AAS/NZAS)

5 Powerful Questions Teachers Can Ask Students | Edutopia - 2 views

www.edutopia.org/...ers-ask-students-rebecca-alber

shared by Kristina (Kris) Peachey (AAS/NZAS) on 02 Sep 14 - No Cached
Kristina (Kris) Peachey (AAS/NZAS)

Harvard Says The Best Thinkers Have These 7 'Thinking Dispositions' - Yahoo Finance - 0 views

finance.yahoo.com/...best-thinkers-7-182227176.html

shared by Kristina (Kris) Peachey (AAS/NZAS) on 17 Oct 14 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 17 Oct 14
     
    This reminds me of what we looked at once long ago; the need for between ability, inclination and sensitivity....
Kristina (Kris) Peachey (AAS/NZAS)

Teacher spends two days as a student and is shocked at what she learns - The Washington... - 0 views

www.washingtonpost.com/...is-shocked-at-what-she-learned

shared by Kristina (Kris) Peachey (AAS/NZAS) on 29 Oct 14 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 29 Oct 14
     
    Here's the article that was referred to in one of our meetings. Interestingly (at least to me) the writer (Alexis) was in one of the groups I coached online.
Kristina (Kris) Peachey (AAS/NZAS)

Questions that encourage deeper thinking - The Learner's Way - 0 views

thelearnersway.net/...that-encourage-deeper-thinking

shared by Kristina (Kris) Peachey (AAS/NZAS) on 05 Jan 15 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 05 Jan 15
     
    This article has a great list of questions to uncover thinking beyond 'what makes you say that?'.
Kristina (Kris) Peachey (AAS/NZAS)

Are You A Whole Teacher? A Self-Assessment To Understand - - 2 views

www.teachthought.com/...assessment-educator-assessment

shared by Kristina (Kris) Peachey (AAS/NZAS) on 31 May 15 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 31 May 15
     
    Some of these might be interesting to consider not only for ourselves but also if we want to come up with our own set of Habits of Mind which are most applicable to our students....resilience, grit, etc.
Kristina (Kris) Peachey (AAS/NZAS)

Why making thinking visible depends on who you are as a learner | Time Space Education - 1 views

timespaceeducation.wordpress.com/...ds-on-who-you-are-as-a-learner

shared by Kristina (Kris) Peachey (AAS/NZAS) on 17 Feb 16 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 17 Feb 16
     
    A good reminder of one of the purposes of using thinking routines.
Kristina (Kris) Peachey (AAS/NZAS)

Myths in Education, or How Bad Teaching Is Encouraged | Moments, Snippets, Spirals - 1 views

momentssnippetsspirals.wordpress.com/...how-bad-teaching-is-encouraged

shared by Kristina (Kris) Peachey (AAS/NZAS) on 22 Feb 16 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 22 Feb 16
     
    ""Opinions don't affect facts. But facts should affect opinions, and do, if you are rational." (Ricky Gervais)"
Kristina (Kris) Peachey (AAS/NZAS)

When Kids Have Structure for Thinking, Better Learning Emerges | MindShift | KQED News - 0 views

ww2.kqed.org/...inking-better-learning-emerges

shared by Kristina (Kris) Peachey (AAS/NZAS) on 01 Apr 16 - No Cached
  • Kristina (Kris) Peachey (AAS/NZAS) on 01 Apr 16
     
    A few of the ideas discussed from one section of the workshop I'm attending.
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