30 stvari koje niste znali, a popravit će Vam dan. Ozbiljno. – Alternativa Informacije Ako imate loš dan, to će se upravo promijeniti. Toliko stvari vam može pokvariti dan. Možda vam je teško na poslu, ili ste u svađi s svojom boljom polovicom? njuškica.hr The Learning Revolution Out Of The Classroom And Into The Woods : NPR Ed Philby Illustration/Corbis Kids in the U.S. are spending less time outside. Even in kindergarten, recess is being cut back. It's called Forest Monday. Eliza Minnucci got the idea after watching a documentary about a forest school in Switzerland where kids spend all day, every day, out in the woods. "I would do that in a heartbeat," she thought to herself. But her principal at the Ottauquechee School in central Vermont surprised her by saying: Try it. Every Monday morning, the kids suit up for a day outdoors. First thing, the kids go to their "sit spots." "There's more moisture in the air," a boy named Orion Bee tells me. Playtime is next. "We can't roll it," says one boy, pushing with all his might to try to move a downed tree onto the dam. "We can roll it!" "We're supposed to study force and motion in kindergarten," she says — and these boys just got a real-world lesson. There are formal lessons in the forest, too. "I'm going to get some curvy sticks!" "It's 33 degrees out.
The Question Game: A Playful Way To Teach Critical Thinking The Question Game by Sophie Wrobel, geist.avesophos.de The Question Game: A Playful Way To Teach Critical Thinking Big idea: Teaching kids to ask smart questions on their own A four-year-old asks on average about 400 questions per day, and an adult hardly asks any. Our school system is structured around rewards for regurgitating the right answer, and not asking smart questions – in fact, it discourages asking questions. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger suggests that there are three main questions which help in problem solving: Why questions, What If questions, and How questions. Regardless of the question, the question needs to be phrased openly and positively in order to achieve positive results – a closed or negative question only raises bad feelings against each other. Why questions help to find the root of a problemWhat If questions open up the floor for creative solutionsHow questions focus on developing practical solutions
Are You A Whole Teacher? A Self-Assessment To Understand - Are You A Whole Teacher? A Self-Assessment To Understand by TeachThought Staff Whole Child Learning is a thing; Whole Teaching should be a thing too, no? Here at TeachThought, Jackie Gerstein’s usergeneratededucation is at the top of our reading list, in large part for her thinking about the human side of formal education. (The fact that we have to push ourselves to think of the “human side” could be part of our problem; teaching and learning are among the most human of processes–a natural response to our environment and curiosity.) We’ve also long been interested in the work of Costa and Kallick with the Habits of Mind (See What Are The Habits Of Mind? These ideas have pushed us to consider what it is that students really need to know in a modern world, which we’re going to have spend some time this year thinking about. You can read more here–in fact, follow her on twitter, and add her blog to your favorite RSS reader. Oral & Written Communication 1. 2. Critical Thinking & Problem-Solving
Learning: It’s All About the Connections I’ve written about connections before in It’s All About Connection. Today, though, I was thinking about all of the connections important for learning. Connection has a lot of meanings and connotations: Here are some of the connections I thought of that can/should be part of both formal and informal education: In fact, I have come to believe that connection and all of its implications is one of the most important concepts in understanding, engaging in, and facilitating powerful learning experiences. Like this: Like Loading...
Cultivating the Habits of Self-Knowledge and Reflection Once it’s begun, you can’t fully separate the person from the task. When the artist is painting, the painter and the act of painting become a single "thing." The emerging artwork becomes a part of it all, too. As a teacher, your "self" is embedded within your teaching -- which is how it goes from a job to a craft. The learning results are yours. The same goes for students as well. The Insecurity of Student Performance But this also presents some problems. Did you do your best on your homework? In other words, it's all very personal. The Habits of Insecure Students So it makes sense that students' self-defense mechanisms kick in when they're challenged. Lack of apparent curiosity Apathy Refusal to take risks Decreased creativity Defeated tones Scrambles for shortcuts It just might be that these are all symptoms rather than causes -- that is, symptoms of not wanting to make mistakes, to fail, to be corrected, or to be thought less of by peers. 4 Questions for Self-Knowledge and Reflection
Educational Leadership:Giving Students Ownership of Learning:It's All About Relationships Twentieth-century education policy was all about getting more students into better schools for longer periods of their lives—and ensuring high-quality teaching. Many people suggest that 21st-century education policy should be about pupils accessing learning through the Internet and other technologies rather than in school settings. I think the future should be about neither, at least not primarily. The key issue for this century is whether schools can provide more children with relationships that support learning. What tools, policies, and institutions we use to achieve that goal is secondary. If we want to design schools that promote student ownership of learning, one underlying principle must come to the fore: Relationships are essential for learning. Learning is best done with people, not for them. Learning also happens between teacher and pupil as they share ideas and knowledge. Innovative Approaches to Relationship Building Build Participation Offer Recognition Instill Motivation Endnote
RWL Bilingual children are likely to be more empathetic, better communicators Children who are exposed to other languages are more likely to interpret what other people really mean when they speak to them, a new study suggests. Psychologists from the University of Chicago found that not only those who were fluent in another language but those that were merely “exposed” to one in early life showed better understanding of others. The researchers, publishing their findings in Psychological Science, tested the theory by asking different sets of children - bilingual, exposed and monolingual - to move an object from an adult’s eyeline. In the test, there were three toy cars - a large, medium and small one - with the smallest being clearly hidden from the adult. When the adult said to the child “I see a small car” and asked them to move it, 75 per cent of the bilingual or exposed groups moved the medium car - the smallest the adult could see - compared to just half of the monolingual group. University of Chicago researchers
Changing What We Teach Changing What We Teach: Shifting From A Curriculum Of Insecurity To A Curriculum Of Wisdom by Terry Heick Increasingly, the idea of computer coding is being pushed to the forefront of “things.” In movies, on the news, and other digital avatars of ourselves, coders are increasingly here. Hack the mainframe, change the school grades, save prom, etc. So we should totally teach it in schools, right? Teaching Skills vs Teaching Content Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach. Yet in the ecology of a school, they behave differently in the classroom where the rubber hits the road. There is nothing wrong with changes in priority. To try to address this problem, let’s consider a more macro question: What is school? Skills are things students can “do”—procedural knowledge that yields the ability to do something. Should schools focus on content and skills, or should they focus on habits and thinking? Hi: *stunned silence* Content.
How To Kill Learner Curiosity In 12 Easy Steps How To Kill Learner Curiosity In 12 Easy Steps by Terry Heick Ed note: This has been updated from a 2012 post that you may or may not have already read. Killing a learner’s natural curiosity doesn’t happen overnight. Learning environments focused on standards, assessment, and compliance allow for the implementation of research-based strategies in pursuit of streams of data to prove that learning is happening. And who ever qualified for a job by demonstrating how strong their curiosity is anyway? Below are twelve tips to help stifle learner curiosity and keep the learning nice and tidy in your classroom this school year. Step 1. Whether physical or digital, individual or group, you’re the teacher (or “district curriculum coordinator”). Step 2. Voice and choice sound great in theory, but who knows better what a learner needs than the teacher. Step 3. Right is right. Step 4. Again, see #3. Step 5. Step 6. Collaboration is the stuff of legend. Step 7. Step 8. Step 9. Step 10. Step 11. 12.
Grant Wiggins, Champion Of Understanding Grant Wiggins, Champion Of Understanding by Terry Heick Modern education icon Grant Wiggins, co-creator of Understanding by Design, has died, as announced on his twitter account by Grant’s wife, Denise. Our colleagues at ASCD have also verified Grant’s death, as has Grant’s professional development company, Authentic Education. The First Time I Saw Grant Grant was tremendously influential on me as an educator. Sometime around 2005 I think, I was walking through the booths at a major conference. After hearing the cliche calls for alignment, data, and rigor as the tools of school improvement in my own district, in Grant I found a voice that–as far as my tiny mind could tell–knew what it was talking about. Authenticity. Understanding. Design. Transfer. This is the blueprint for a modern teacher. He sat at a textbook company’s booth and, without irony, described a way of teaching that would be difficult to accomplish with a textbook. Champion Of Understanding The good news?