Mental Models | How do you think the most rational people in the world operate their minds? How do they make better decisions? They do it by mentally filing away a massive, but finite amount of fundamental, unchanging knowledge that can be used in evaluating the infinite number of unique scenarios which show up in the real world. That is how consistently rational and effective thinking is done, and if we want to learn how to think properly ourselves, we need to figure out how it's done. Fortunately, there is a way, and it works. Before we dig deeper, let's start by watching this short video on a concept called mental models. It's not that complicated, right? The idea for building a “latticework” of mental models comes from Charlie Munger, Vice Chairman of Berkshire Hathaway and one of the finest thinkers in the world. Munger's system is akin to “cross-training for the mind.” In a famous speech in the 1990s, Munger explained his novel approach to gaining practical wisdom: Building the Latticework 1. 2. 3. 4.
aea8 - EduVision Using eCurriculum to Change Instruction PSA PL Jennifer Sigrist, Director of Teaching & Learning at Van Meter (IA) Schools, talks about Iowa's innovative approach to developing high quality, conceptual-based digital teaching modules through the collective efforts of the Iowa Communities of Practice and Innovation (IACoPi) project." 31551 IA_FortDodge_aea8_aea8_359/psa_815166ea4c6440b1999f6b81cfe79c37_converted_flvconverted.mp4 PLAEA Board Meeting April 21, 2014 PL This is the monthly meeting of the Prairie Lakes AEA Board of Directors, held April 21, 2014 in Pocahontas, Iowa. 88629 IA_FortDodge_aea8_aea8_359/april_2014_board_meeting_25316c1e3bc547ab974429746ecfc6a8_flvconverted.mp4 Using Video Slimmer on the iPad PL Trying to upload a video shot with an iPad can be frustrating. Because an iPad shoots video in high definition, the file size is enormous. Preparing for Download... Video file is missing. Please contact your site administrator. Using eCurriculum to Change Instruction PSA
Collaboration | Aspire Public Schools Collaboration brings about stronger relationships, better ideas, and smoother execution. Adult collaboration in schools not only makes everyone’s work smarter and smoother, but also models for students the critical skill of teamwork in the 21st century. We live and breathe collaboration – not just during specific team-meeting times. Collaboration is more than teachers working together. Close the Loop The “Home Office” doesn’t make big decisions and hand them down to the schools. We ask members of the Aspire community for their opinions – because they matter.We take the time – but not too much time – considering different ideas and options in order to determine what is truly best for students. We “close the loop” by circling back to people. External Collaboration Aspire is dedicated to collaborating with school districts and educational organizations whenever possible.
Interesting Chart Outlining the Differences between Pedagogy, Andragogy, and Heutagogy Preparing our kids and students for a global knowledge economy necessitates a new teaching approach; one that will equip them with the skills and competencies needed to thrive in such an economy. It is widely believed that pedagogy as an educational method per see is no longer enough; teachers and educators need to embrace new methodologies that are more relevant to the exigencies of today's learning. Andragogy and Heutagogy are probably the answer. Andragogy Andragogy is a teaching strategy developed for adult learners. 1. Check out this page to learn more about Andragogy: Related : Pedagogy Vs Andragogy Heutagogy Heutagogy is the study of self-directed learning and self- determined learning. There are some key differences between the three approaches : pedagogy, andragogy, and heutagogy. the chart below compiled by Lindy Mckeown captures some of these nuances, check it out and share with us what you think of them.
Learning Theories Every Teacher should Know about Have you ever asked yourself what learning theories you know about and which ones you feel more connected to and apply in your teaching ? Generally speaking, theories inform and guide practice in any content area and a learning theory is a set of concepts on how people learn. It is more or less an investigation of the strategies and the underlying cognitive processes involved in learning. The educational field abounds in learning theories to the extent that it becomes hard to draw clear boundaries between some of them. The graphic I have for you below provides a clear categorization of the learning theories you need to know as a teacher and educator. Check it out and as always share with us your feedback. courtesy of edudemic
The PLP model: Research-based professional learning A vast body of literature underlies the connected learning communities model — our three-pronged approach at Powerful Learning Practice. Here we cite the studies and literature most relevant to connected learning in the digital age and offer supporting points to help readers understand the rationale behind the PLP learning model here. We’ve grouped the findings under three headings — the three components of connected learning communities: professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). Professional Learning Communities The literature proposes the characteristics of professional learning communities in which educators are connected and engage in face-to-face collaboration: collaborative learning with a purposeful shared vision and practice and a focus on inquiry and improvement building (Hord, 1997, 2003). Theories Experience and Knowledge Effectiveness for Teacher Professional Development Anticipated Growth or Decline
Rethinking Mentorship, Learning Pathways in a Networked Age As founder of the Digital Youth Network, a digital literacy program for Chicago youth that incorporates both in-school and out-of-school settings and co-founder of YOUmedia, a 5,500-square-foot multimedia learning space for Chicago teens, Nichole Pinkard is well known in the digital media & learning community for work that encompasses both theory and practice. Pinkard is also the co-creator of Remix World, a social learning platform that connects youth’s learning opportunities in school, home, and in the community. She’s also serving as conference chair for the 2014 Digital Media and Learning Conference, which is themed “Connecting Practices” and will take place March 6-8, 2014, in Boston. We sat down for a few moments with Pinkard to learn more about the upcoming conference and to talk about how mentoring practices can best support today’s youth. How is the increase of online and mobile access changing the nature of the mentor-mentee relationship? Kansas City was a mentoring community.
Why We Need to Redefine Intelligence - HBR IdeaCast An interview with Scott Barry Kaufman adjunct assistant professor of psychology at New York University and author of Ungifted: Intelligence Redefined. Download this podcast SARAH GREEN: Welcome to the HBR IdeaCast from Harvard Business Review. I’m Sarah Green. SCOTT BARRY KAUFMAN: Thank you. SARAH GREEN: So I thought we would just start with why redefine intelligence? SCOTT BARRY KAUFMAN: Yeah, it’s a great question. But what I’ve done in trying to look at all different kinds of minds and ways that we can achieve success in the real world once we get out of school, and the importance of things such as inspiration, and motivation, and engagement in something that personally interests you– what I started to notice was a repeating pattern over and over again. It’s almost like there’s a lot of intellectual capacity hidden in a lot of people. SCOTT BARRY KAUFMAN: I absolutely will. So they may be adding another intelligence. What I argue for is the shift to the personal developmental level.
Jean Lave, Etienne Wenger and communities of practice contents: introduction · communities of practice · legitimate peripheral participation and situated learning · learning organizations and learning communities · conclusion · references · links · how to cite this article Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, we often assume that learning ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger 1998: 3). But how would things look if we took a different track? Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines – Jean Lave and Etienne Wenger. Communities of practice The characteristics of such communities of practice vary.
Engaging Students in Sustained Collaborative Discussion Classroom discussion is an important strategy for enhancing understanding, clarifying and refining meaning, making connections, inferring, and synthesizing information. It serves an important social function in the classroom by creating an opportunity for all students to participate in collaborative conversations to enhance learning. Discussion is centered on student thinking flowing from their questions and topics of inquiry. Middle level grades are social settings. The role of the teacher is: • To create an environment that promotes engagement in collaborative conversations about text. • To guide students to elaborate on, provide evidence for, and extend their thinking about topics of inquiry. • To be an effective listener who is respectful of the opinions of others. • To facilitate the students’ collaborative conversation around topics of inquiry. • To clarify ideas, reflect feelings, resolve different points of view, and pose questions to students. The role of the student is: Resources:
Hybrid PD supported by online ‘communities of practice’ With the many professional educational technology resources available to the K12 community today, it’s imperative that we transition from episodic and ineffective models to an interactive environment that is digitally-based and connected 24/7. This “learning powered by technology” is the approach outlined in the DOE’s National Education Technology Plan (NETP), which calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning; accelerate and scale the adoption of effective practices; and use data and information for continuous improvement. Online professional development environments are the key to helping teachers everywhere achieve this goal. Online programs provide a forward-looking model for professional learning that blends effective in-person events, courses, and workshops with expanded opportunities, immediacy, and convenience. Online communities of practice. Accessing knowledge.