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Scoop.it!
If I could ensure that kids come away from science class with one thing only, it wouldn’t be a set of facts. It would be an attitude—something that the late physicist Richard Feynman called “scientific integrity,” the willingness to bend over backward to examine reasons your pet theories about the... 
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Scoop.it!
This week I have been part of the Content Team of the Massachusetts New Literacies Institute 2012. We shared this video today with our participants and although is is not current the points that are raised are still valid. As you watch think about how your school/district deals with change. For more information you may want to visit his blog at http://thefischbowl.blogspot.com/2006/09/what-if.html.
Scoop.it!
Dant (1991:5) defines knowledge as being a phenomenon which is socially constructed and shared by all members of a society. Its features of common sense may be understood at two levels: on the one ...
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Scoop.it!
"Do you know this guy on the left? Of course you do! The man, and in particular that photo, are icons. They represent creativity itself. Yet Einstein is both an inspiration and an intimidation. His legend, unfortunately, has obscured much his story’s true value. He was, in many ways, unexceptional, but nevertheless managed to see the world differently and led others to do so as well."
Beth Dichter's insight:
Creativity is a word that is often used when we speak about education today. We are told that we need to help our students be creative. The question is how to do this and there have been many articles published about this. This post notes that Einstein was not "a good, if unruly, student. He studied physics intensely, worked towards a doctorate and sought out a job as an ordinary physics professor." The important part of that statement is "He studied physics intensely..." Many people who we define as creative work intensely in one field, so intense domain knowledge is one key. Other aspects discussed in this post include the ability to cross domains and persistence. The final sentence reads "Creativity comes from combining ordinary things in extraordinary ways."
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We all know what a traditional college classroom looks like: students in rows stare glassy-eyed at the professor who drones on, paying more attention to the equations he’s writing on the board than the students he’s supposed to be teaching. "...In some ways, the flipped model is an improvement. Research shows that tailored tutoring is more effective than lectures for understanding, mastery, and retention. But the flipped classroom doesn’t come close to preparing students for the challenges of today’s world and workforce..." But what about a "cartwheeled classroom?" "The cartwheeled classroom not only connects text books and classrooms to the real world, but it also inspires, uplifts, and offers the joy of accomplishment. Transformative, connected knowledge isn’t a thing--it’s an action, an accomplishment, a connection that spins your world upside down, then sets you squarely on your feet, eager to whirl again. It’s a paradigm shift."
Scoop.it!
Learning to Change Changing to Learn Advancing K-12 Technology Leadership, Consortium for School Networking(COSN) Video...
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Have you heard about the concept of a paradigm shift? This happens when new information comes in that does not fit what we expected. Unfortunately in many cases we choose not to see this lack of fit, and ignore the information. This post looks at this type of issue but suggests that you have students look it as "surprises" and notes that "we need to actively look for signs that our assumptions are wrong..."
How can we do this? Try creating a "Surprise Journal" with your students. Based on one teacher who has done this consider having your students (and you) look for moments of "surprise." Have them respond to two questions:
* Why was this surprising?
* And what does that tell me about myself?
This teacher has collected over 1,000 moments of surprise and shares a few of them in this post.
Here is his statement about how it changed his classroom culture (quoted from the post):
“In the class culture, acknowledgement that you are mistaken about something has become dubbed a ‘moment of surprise’ (followed by a student scrambling to retrieve their journal to record it),” he wrote to me. “As this is much more value-neutral than ‘I screwed up,’ the atmosphere surrounding the topic is less stressful than in previous years.”