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Sara Wilkie

How curiosity changes the brain to enhance learning -- ScienceDaily - 1 views

    "The more curious we are about a topic, the easier it is to learn information about that topic. New research provides insights into what happens in our brains when curiosity is piqued. The findings could help scientists find ways to enhance overall learning and memory in both healthy individuals and those with neurological conditions."
Karen Justl

10 activities to share learning globally (or locally) | Ditch That Textbook - 0 views

    "Sharing learning is powerful because it makes students' learning relevant beyond their own classrooms."
Sara Wilkie

8 Steps To Flipped Teacher Professional Development - 0 views

    "Whatever you do the first year will be a trainwreck (compared to the nice and tidy sit-and-get PD). So from the beginning, everyone should be aware that it's all a work in progress-just like the profession itself.

    Perhaps the greatest potential here is in the chance to personalize professional development for teachers. The above ideas are too vague to be considered an exact guide, but an "exact guide" really isn't possible without ending up with something as top-heavy and standardized as the process it seeks to replace-or at least supplement. Instead focus on the big ideas-personalizing educator training through self-directed and social media-based professional development."
Karen Justl

Top 10 ways to use technology to promote reading - Home - Doug Johnson's Blue... - 0 views

  • ...8 more annotations...
  • Get flashy with digital displays. 
  • Check out the Skype an Author Network website to get some ideas.
Sara Wilkie

OET-Draft-Grit-Report-2-17-13.pdf - 0 views

    US Dept of Ed - draft report
Sara Wilkie

'The Objective of Education Is Learning, Not Teaching' - Knowledge@Wharton - 0 views

    "In their book, Turning Learning Right Side Up: Putting Education Back on Track, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed -- it focuses on teaching rather than learning. "Why should children -- or adults -- be asked to do something computers and related equipment can do much better than they can?" the authors ask in the following excerpt from the book. "Why doesn't education focus on what humans can do better than the machines and instruments they create?"

    -- Oscar Wilde"
Sara Wilkie

kindergarten-learning-approach.pdf - 0 views

    "All I Really Need to Know (About Creative Thinking)
    I Learned (By Studying How Children Learn) in Kindergarten
    Mitchel Resnick
    MIT Media Lab
    Cambridge, MA 02139 USA
    +1 617 253 9783
    This paper argues that the "kindergarten approach to
    learning" - characterized by a
    spiraling cycle of Imagine,
    Create, Play, Share, Reflect,
    and back to Imagine - is
    ideally suited to the needs of the 21
    century, helping
    learners develop the creative-thinking skills that are critical
    to success and satisfaction in today's society. The paper
    discusses strategies for designing new technologies that
    encourage and support kindergarten-style learning,
    building on the success of traditional kindergarten
    materials and activities, but extending to learners of all
    ages, helping them continue to develop as creative thinkers. "
Sara Wilkie

Daniel H. Pink - To Sell is Human | London Real - YouTube - 0 views

    "Daniel H. Pink, author of "To Sell is Human" and "Drive: The Surprising Truth About What Motivates Us" talks about the microeconomic fallacy that more pay begets more work and argues that humans are truly motivated by Autonomy, Mastery & Purpose, and why most of us spend a large portion of our day engaging in "non-sales selling" as we persuade, convince, and influence others to give up something in exchange for what we have."
Sara Wilkie

Learning with Artifacts - 0 views


Sara Wilkie

The challenge of responding to off-the-mark comments | Granted, and... - 0 views

    I have been thinking a lot lately about the challenge we face as educators when well-intentioned learners make incorrect, inscrutable, thoughtless, or otherwise off-the-mark comments. It's a crucial moment in teaching: how do you respond to an unhelpful remark in a way that 1) dignifies the attempt while 2) making sure that no one leaves thinking that the remark is true or useful? Summer is a great time to think about the challenge of developing new routines and habits in class, and this is a vital issue that gets precious little attention in training and staff development.

    Here is a famous Saturday Night Live skit, with Jerry Seinfeld as a HS history teacher, that painfully demonstrates the challenge and a less than exemplary response.

    Don't misunderstand me: I am not saying that we are always correct in our judgment about participant remarks. Sometimes a seemingly dumb comment turns out to be quite insightful. Nor am I talking about merely inchoate or poorly-worded contributions. That is a separate teaching challenge: how to unpack or invite others to unpack a potentially-useful but poorly articulated idea. No, I am talking about those comments that are just clunkers in some way; seemingly dead-end offerings that tempt us to drop our jaws or make some snarky remark back.

    My favorite example of the challenge and how to meet it comes from watching my old mentor Ted Sizer in action in front of 360 educators in Louisville 25 years ago. We had travelled as the staff of the Coalition of Essential Schools from Providence to Louisville to pitch the emerging Coalition reform effort locally. Ted gave a rousing speech about the need to transform the American high school.

    After a long round of applause, Ted took questions. The first questioner asked, and I quote: "Mr Sizer, what do you think about these girls and their skimpy halter tops in school?" (You have to also imagine the voice: very good-ol'-boy). Without missing a beat or making a face, Ted said "Deco
Sara Wilkie

Ramsey Musallam: 3 rules to spark learning | Video on - 0 views

    Ramsey Musallam, a high school chemistry teacher from the San Francisco Bay Area, has been creatively using digital tools in his classroom for several years as a way to drive students to deeper inquiry. In a recent TED talk, Musallam says that a teacher's strongest tool - the force that draws students deeper into learning - is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.
Sara Wilkie

Professional Development is Not That Complicated | Ideas and Thoughts - 0 views

    "I want to suggest that we've made professional development learning way too complicated. Partly because as leaders we want to be helpful, partly because teachers have little experience in owning their own learning and partly because we don't trust them."
Sara Wilkie

Hard Fun - 0 views

Sara Wilkie

What are the 4 R's Essential to 21st Century Learning? | HASTAC - 0 views

    "The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic. For the 21st century, we need to add a fourth R--and it will help inspire the other three: Algorithm. I know, it isn't a very graceful "R"--but 'riting and 'ritmetic are fudges too. And the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print. "
Sara Wilkie

Diving Into Project-based Learning: Designing the Rubric |Philip Cummings - 0 views

    "Perhaps the most difficult aspect of project-based learning for me was figuring out how I was going to assess it. I'm sure some teachers love assessing and marking student work, but honestly, I'm uncomfortable with most grading and scoring. I appreciate feedback and I don't mind giving feedback, but I hate reducing it to a letter, number, or score. To me, it undervalues the learning."
Sara Wilkie

Diving Into Project-based Learning: Our Need to Know |Philip Cummings - 0 views

    "Once the students had selected a topic from our over-arching theme of civil/human rights, and I had a rubric, it was time for the real work to begin. We started our project-based learning by making a list on the board of things we know about the topic followed by a list of things we "need to know." Basically, we completed the K and W of our KWL chart (PDF)."
Sara Wilkie

Diving Into Project-based Learning: Our Inquiry |Philip Cummings - 0 views

    "I decided to use the teacher console on Diigo to create groups for each of my classes. I used handouts and tips from Bill Ferriter's Digitally Speaking Wiki to get everything set up and explain to the student how I wanted them to find, annotate, and share resources and information. (I highly recommend Bill's resources. They saved me a ton of time.)

    The students had used Diigo for research on a project during a previous school year so I thought with Bill's handouts and the boys' previous experience we were in good shape to begin. I soon learned differently. We have a 1:1 laptop classroom and the boys have a natural tendency to head straight to Google any time they have a question, but it was obvious after the first day that they weren't finding the quality resources they needed. Additionally, some boys still didn't know (or forgot) how to share to a group while others didn't know how to write a quality annotation. I had assumed too much. They needed what Mike Kaechele calls a "teacher workshop" on searching for information and on how to use Diigo. They needed me to model what they should do."
Sara Wilkie

Knowing the Subject - 0 views

    Starting with the known and moving to the unknown sounds relatively simple-if everyone in the group has a similar level of existing knowledge. But everyone in a given audience or classroom brings a different set of experiences and thus a different body of existing knowledge. In some cases the difference is relatively small; in other cases it is immense.
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