Friday, January 30, 2015

Educational Resources & Tech Tools 01/31/2015

Posted from Diigo. The rest of my favorite links are here.

Wednesday, January 28, 2015

Educational Resources & Tech Tools 01/29/2015

  • How to think about making especially in terms of a library.
    • A Makerspace is not a one-size-fits-all kind of space.
    • What are teachers already doing? What is already there, and how can we add to and augment it?
    • Makerspaces in schools should connect to student’s authentic interests, or the experiences children have had.
    • When students have to spend all their time fulfilling an external agenda, they don’t have a chance to learn how to create their own agenda. Teaching kids only what adults think they need to know can take up all the time kids need to explore what it is that they care about.
    • But in the process of following their own interests, they’re going to develop a lot of other skills.
    • School does some things well, but what I love about the library is that when I enter, I set the agenda.
    • I am excited about Making in schools — it can be really great.  But if the agenda for what needs to be Made is coming from outside the Maker, then that could be problematic.
  • tags: math
  • Lots of great math resources.
  • Lots of math resources here.
    tags: math
    • Educators, Perkins says, need to embrace these same insights. They need to start asking themselves what he considers to be one of the most important questions in education: What's worth learning in school?
    • These days, he says we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment. As a result, as educators, “we have a somewhat quiet crisis of content,” Perkins writes, “quiet not for utter lack of voices but because other concerns in education tend to muffle them.” These other concerns are what he calls rival learning agendas: information, achievement, and expertise.
    • The information in textbooks is not necessarily what you need or would like to have at your fingertips.” Instead, even though most people would say that education should prepare you for life, much of what is offered in schools doesn’t work in that direction, Perkins says. Educators are “fixated” on building up students’ reservoirs of knowledge, often because we default to what has always been done.
    • “Conventional curriculum is chained to the bicycle rack,” he says. “It sits solidly in the minds of parents: ‘I learned that. Why aren’t my children learning it?’
    • Curriculum suffers from something of a crowded garage effect: It generally seems safer and easier to keep the old bicycle around than to throw it out.”
    • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
    • Unfortunately, if someone questions whether this expertise serves students well and instead suggests more life-relevant topics, Perkins says the common reaction is: “We’re sacrificing rigor!”
    • Instead of building during the first 12 years of schooling toward expertise in an advanced topic like calculus that hardly ever comes up in our lives, Perkins says students can instead become “expert amateurs” in something like statistics — a rigorous topic that is also used in daily life. In fact, expert amateurism works great, he says, in most of what we do in our lives
    • There’s no list of 1,000 things we must know or teach. Perkins says there would be no way to create a definitive list because there are lots of things worth learning at any given time or for a specialized career or even simply because we enjoy learning.
    • “The fixation on the heap of information in the textbooks is itself part of the problem because the world we are educating learners for is something of a moving target,” he says.
    • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
    • Perkins says he’s not surprised that so many people have trouble naming things they learned early on that still have meaning today or that disengaged students are raising their hands, asking why they need to know something.
  • Teens and Technology 2013 Report
Posted from Diigo. The rest of my favorite links are here.

Tuesday, January 27, 2015

Educational Resources & Tech Tools 01/28/2015

Posted from Diigo. The rest of my favorite links are here.

Monday, January 26, 2015

Educational Resources & Tech Tools 01/27/2015

Posted from Diigo. The rest of my favorite links are here.

Thursday, January 22, 2015

Educational Resources & Tech Tools 01/23/2015

Posted from Diigo. The rest of my favorite links are here.

Wednesday, January 21, 2015

Educational Resources & Tech Tools 01/22/2015

    • perhaps you're worried that you don't have time to do a long, involved project
    • Capture the learning. Ask students to document and assess their process, identifying the thinking skills they've used.
    • Grading creative projects can be difficult, so create a rubric that includes students' process. Have them tell the story of their thought process. And have them write a paragraph about their intent, as this allows those with lesser making skills to explain what they were trying to convey. Grade craftsmanship, because no matter their skill level, sloppy projects detract from the creator's intended message.
    • Design thinking allows teachers to have control over messy maker projects. You can set distinct time restraints for different steps of the process that will keep everyone on roughly the same timeline.
    • Asking them to express an idea translated into another medium requires them to know something holistically and more deeply. They must understand both its complexities and its parts. It's the same as knowing something well enough to teach it -- you have to understand it completely, as well as how all the different pieces fit together.

Posted from Diigo. The rest of my favorite links are here.

Monday, January 12, 2015

Educational Resources & Tech Tools 01/13/2015

  • tags: rubric sheets gafe Google Google_Drive

  • tags: curiosity mindset

    • curiosity puts the brain in a state that allows it to learn and retain any kind of information, like a vortex that sucks in what you are motivated to learn, and also everything around it.
    • So not only will arousing students' curiosity help them remember lessons that might otherwise go in one ear and out the other, but it can also make the learning experience as pleasurable as ice cream or pocket money
  • Carol Dweck's article emphasizing mindset and praise.

    tags: mindset motivation SEL

    • more than 35 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
    • our studies show that teaching people to have a “growth mind-set,” which encourages a focus on “process” (consisting of personal effort and effective strategies) rather than on intelligence or talent, helps make them into high achievers in school and in life.
    • Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed.
    • These experiments were an early indication that a focus on effort can help resolve helplessness and engender success.
    • The helpless ones believe that intelligence is a fixed trait: you have only a certain amount, and that's that. I call this a “fixed mind-set.”
    • The mastery-oriented children, on the other hand, think intelligence is malleable and can be developed through education and hard work. They want to learn above all else.
  • tags: makerspace maker resources STEAM maker movement

  • tags: edutopia lessons lesson plans new teacher planning

    • John Irving, the author of The Cider House Rules, begins with his last sentence:

      I write the last line, and then I write the line before that. I find myself writing backwards for a while, until I have a solid sense of how that ending sounds and feels. You have to know what your voice sounds like at the end of the story, because it tells you how to sound when you begin.
    • That is the crux of lesson planning right there -- endings and beginnings. If we fail to engage students at the start, we may never get them back. If we don't know the end result, we risk moving haphazardly from one activity to the next. Every moment in a lesson plan should tell.
    • The eight minutes that matter most are the beginning and endings. If a lesson does not start off strong by activating prior knowledge, creating anticipation, or establishing goals, student interest wanes, and you have to do some heavy lifting to get them back. If it fails to check for understanding, you will never know if the lesson's goal was attained.

Posted from Diigo. The rest of my favorite links are here.

Monday, January 5, 2015

Educational Resources & Tech Tools 01/06/2015

Posted from Diigo. The rest of my favorite links are here.