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Alice Barr

Primary Source - 0 views

  • Primary Source promotes history and humanities education by connecting educators with people and cultures throughout the world.
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    "Primary Source promotes history and humanities education by connecting educators with people and cultures throughout the world."
Alice Barr

Toy Chest (Online or Downloadable Tools for Building Projects) - UCSB English Departmen... - 0 views

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    The EDKB Wiki is a database that makes available the various interests, talents, and resources of the English Department community. See the Main Page to learn more about the EDKB. The wiki does not offer information on current course offerings, nor is it a comprehensive archive of materials related to all past courses. Visit the English Department home page for this type of information. "Toy Chest" collects online or downloadable software tools/thinking toys that humanities students and others without programming skills (but with basic computer and Internet literacy) can use to create interesting projects. Most of the tools gathered here are free or relatively inexpensive (exceptions: items that are expensive but can be used on a free trial basis). Also on this page are "paradigms"--books, essays, digital projects, etc.--that illustrate the kinds of humanities projects that software thinking tools/toys might help create.
Alice Barr

Websites for English Teaching - 0 views

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    Leading up to the annual conference of INOTE, the Irish National Organisation for Teachers of English, at the end of next week, here is a start on a list of useful websites for English teachers (not as a foreign or second language, but as a 'humanities' subject). 'Useful' actually means recommended - this is a 'curated' list, and very much evolving. The list will be updated almost every day, so feel free to suggest more sites, with a brief comment, by the comments section underneath the post, or by Twitter via @sccenglish. Starting with Shakespeare, and continuing with General Poetry and English Teaching.
David Pearl

Educational Leadership:Teaching for the 21st Century:Why Creativity Now? A Conversation... - 0 views

  • Really, creativity is a disciplined process that requires skill, knowledge, and control.
    • Molly Kellogg
       
      And we need to include kids in the process of creativity - what structure do they naturally follow? Have them use Bloom's taxonomy to mull over the process of creativity. What is the difference between a wild idea that is outside of the box and a wild idea that is totally out of the realm of possibility? Once the kids establish a process and structure for creative thinking, they can also begin to fill their tool kit with creative thinking tools, like SCAMPER and reverse brainstorming.
    • Annie Ouimet
       
      Three creatvity misconceptions: *only about special people *only about special activities *is about letting go
  • we're going to need every ounce of ingenuity, imagination, and creativity to confront these problems.
    • Molly Kellogg
       
      What else can we do to bring the focus in our school onto the vital importance of creativity and innovation?
  • ...11 more annotations...
  • "We need people who can be innovative, who can think differently."
  • At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
    • Annie Ouimet
       
      I'm not sure about this...there has to be a balance I have said for years that we need more time in school
  • America is now facing the biggest challenge it's ever faced—to maintain it's position in the world economies. All these things demand high levels of innovation, creativity, and ingenuity. At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
    • Molly Kellogg
       
      See Ken Robinson's talk on how schools kill creativity for more on this; I think this is an opportunity to look at all of the amazing things we do in our schools already to encourage creativity and innovation and then to figure out how to expand those things rather than to feel singled out as a cause of creativity's demise.
  • And when you find things you're good at, you tend to get better at everything because your confidence is up and your attitude is different.
    • Annie Ouimet
       
      This idea needs to be bottled and distributed to every educator...confidence is the key to learning
    • Molly Kellogg
       
      Giving kids the chance to find their passion is the most empowering and exciting gift that we can give them!
  • A policy for creativity in education needs to be about everybody, not just a few.
    • Cathy Wolinsky
       
      How do we give students assignments so that they are responding with creativity and not just following directions?
  • We know this because human culture is so diverse and rich—and our education system is becoming increasingly dreary and monotonous
    • Molly Kellogg
       
      We MUST differentiate, differentiate, differentiate - our learning environments, our teaching styles, our materials, our content and our processes to avoid this stiffling conformity. Isn't diversity envigorating?!
    • David Pearl
       
      I agree
  • It's no surprise to me that so many kids are pulling out of it.
    • Molly Kellogg
       
      The number of kids who check out or actually drop out of school is alarming - a noticable portion of whom are gifted learners. This really concerns me.
  • This is one of the great skills we have to promote and teach—collaborating and benefiting from diversity rather than promoting homogeneity. We have a big problem at the moment—education is becoming so dominated by this culture of standardized testing, by a particular view of intelligence and a narrow curriculum and education system, that we're flattening and stifling some of the basic skills and processes that creative achievement depends on.
  • So there's no doubt in my mind that collaboration, diversity, the exchange of ideas, and building on other people's achievements are at the heart of the creative process. An education that focuses only on the individual in isolation is bound to frustrate some of those possibilities.
  • The regime of standardized testing has led us all to believe that if you can't count it, it doesn't count. Actually, in every creative approach some of the things we're looking for are hard, if not impossible, to quantify. But that doesn't mean they don't matter. When I hear people say, "Well, of course, you can't assess creativity," I think, "You can—just stop and think about it a bit."
    • Molly Kellogg
       
      This is where the value of standards based education becomes clear. I want to use meaty criteria based on student actions and products to assess learning and growth, not numbers and letters. Both my students and I can most effectively assess creativity and innovation by using criteria embedded in content standards. For example, a student can look at their brainstorming notes, organized ideas, idea development work and product creation materials to determine whether they have taken their knowledge all the way up to the top of Bloom's Taxonomy. Have they generated multiple ideas to respond to the guiding question or problem? Have they made connections between ideas to generate new thoughts? Have they piggybacked off others' ideas to create new ones? Have they organized their ideas, explored the logistics behind them and selected the best one for the situation? Have them woven their best idea into new content mastery to apply their knowledge in an innovative way? To me a student reflection around these types of questions is a much more authentic and valuable means of assessment that any attempt to put a numerical value on creativity.
    • David Pearl
       
      The Float
Alice Barr

TakePart Social Action Network: Controversial Issues, Activism, Environmental, Human Ri... - 0 views

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    Your part in changing the world Starts here
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    Your part in changing the world starts here
Cathy Wolinsky

The Teen Brain | Harvard Magazine Sep-Oct 2008 - 0 views

  • Human and animal studies, Jensen and Urion note, have shown that the brain grows and changes continually in young people—and that it is only about 80 percent developed in adolescents. The largest part, the cortex, is divided into lobes that mature from back to front. The last section to connect is the frontal lobe, responsible for cognitive processes such as reasoning, planning, and judgment. Normally this mental merger is not completed until somewhere between ages 25 and 30—much later than these two neurologists were taught in medical school.
  • the part of our brain that processes information expands during childhood and then begins to thin, peaking in girls at roughly 12 to 14 years old and in boys about two years later. This suggests that girls and boys may be ready to absorb challenging material at different stages, and that schools may be missing opportunities to reach them.
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