Professional Documents
Culture Documents
Table of Contents
Preparing Kids for a Connected World Social & Emotional Intelligence Engaging Students Critical Thinking Skills - Questioning Techniques Challenge Based Learning - Teacher Guide Framing Projects with a Challenge | Crafting a Challenge Teachers as Learning Designers: Design Thinking The Culture of Overachievement | Overscheduled Kids The Value of Struggle & Rigor STEM to STEAM Model Classroom | Digital Toolkit Technology Integration
happy in a very particular way; excited, interested, and most of all optimistic, Salen said. Fun failure even makes us more resilient, which keeps us emotionally safe.
also called on to attend to their students emotional health as well, incorporating social and emotional skills. Related: How Parents and Schools Can Help Build Kids Emotional Strength Radio Podcast (55 min KQED Forum): Teaching Social and Emotional Learning
Example Lesson: Recycling as a Focus for Project Based Learning Source: NYTimes Learning Network Description: This is the third post in a series in which the education writer Suzie Boss suggests ways to use The New York Times Fixes blog and other resources as inspiration for designing real-world projects for schools. This Lesson challenges students to lead the way in recycling at their school, home and community.
Article: How to Turn Your Classroom into an Idea Factory | Generating Ideas
Source: http://blogs.kqed.org/mindshift/ Description: How can we prepare todays students to become tomorrows innovators? If were serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrows challenges means helping them develop a new set of skills and fresh ways of thinking that they wont acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. Thats how theyll develop the confidence to tackle difficult problems.
Source: Huffington Post Description: We should start to see ourselves as designers. The term "teaching" holds cultural images and schema that many us quickly tap into. I encourage anyone to google "teaching" or "teacher" and see the majority of images that pop up. You will most like see an individual at the front of the room, pointing to something on a board while talking to students. We know it isn't like that all the time, and we also know this doesn't work for our students. Many teachers have been pushed into a role where they are not being utilized for their expertise and skills. Through highly standardized curricula and pacing guides, teachers are told exactly how to teach, rather than being empowered to differentiate instruction and create engaging learning environments to meet the needs of their students. How do we not only clarify what teachers can and should do in the classroom and re-frame this conversation on the role and expertise of a teacher?
Video: Design Thinking | 60 Minutes Interview with David Kelly, founder of IDEO
Source: 60 Minutes Description: Design Thinking at work: How design breakthrough inventions. Global firm IDEO incorporates human behavior into product design -- an innovative approach being taught at Stanford. Charlie Rose profiles the company's founder, David Kelley.
designing, and empowers educators to create impactful solutions. Produced by IDEO in partnership with Riverdale Country School. IDEO uses similar processes, methods and tools for years in tackling some dauntingly complex challenges.
Book: HOW CHILDREN SUCCEED - Grit, Curiosity, and the Hidden Power of Character
by Paul Tough
Source: NYTimes Book Review Description: According to Paulk Tough, for one to succeed, character trumps cognitive skills. In his new book, How Children Succeed, Tough sets out to replace this assumption with what might be called the character hypothesis: the notion that noncognitive skills, like persistence, self-control, curiosity, conscientiousness, grit and self-confidence, are more crucial than sheer brainpower to achieving success.
STEM to STEAM
Article: Use Arts Integration to Enhance Common Core
Source: www.Edutopia.org Description: Integration requires collaboration, research, intentional alignment and practical application on behalf of the teachers who take on this challenge. From the students, integration demands creativity, problem-solving, perseverance, collaboration and the ability to work through the rigorous demands of multiple ideas and concepts woven together to create a final product. Integration is not simply combining two or more contents together. It is an approach to teaching which includes intentional identification of naturally aligned standards, taught authentically alongside meaningful assessments which take both content areas to a whole new level. Put together, these components set the foundation for how we will be able to facilitate the Common Core State Standards.
Technology Integration
Article: Using Digital Media to Enhance Educational Transfer
Source: http://SMARTblogs.com/Education Description: one of the best ways to promote transfer is to balance students cognitive load while they consume or create multimedia. In todays digitally enhanced world, we often ask students to create or consume something rooted in multimedia. This allows our students to experience many different versions of the same idea. However, how often do we consider which specific multimedia designs actually balance cognitive load and promote long lasting learning and transfer?
Description: The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
Florida Center for Instructional Technology version of TIM: http://fcit.usf.edu/matrix/matrix.php