Butterflies in my head
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Philosophy belongs in the core curriculum // The Observer

Philosophy belongs in the core curriculum // The Observer | Butterflies in my head | Scoop.it
I will never forget when my Introduction to Philosophy seminar professor taught me that “which begs the question” was not just a flashy phrase I used to introduce new paragraphs in my ACT Writing section. It turned out that begging the question was a specific kind of circular logical fallacy, and I had been using
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Curriculum experts say Gove's plans could lower standards

Curriculum experts say Gove's plans could lower standards | Butterflies in my head | Scoop.it

Leaked papers show that experts employed to advise the government on the new national curriculum say it lacks rigour, and in English could lower standards of reading...'Battle of Balaclava, 25th October 1854', painted circa 1920 by John Charlton. The draft art curriculum is criticised as being too focused on white European artists. Illustration: The Print Collector/Corbis

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Hybrid Pedagogy: A Digital Journal of Teaching & Technology | Home

Hybrid Pedagogy: A Digital Journal of Teaching & Technology | Home | Butterflies in my head | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.

"Teaching is a moral act. Our choice of course content is a moral decision, but so is the relationship we cultivate with students. Both physical and digital learning spaces require us to practice a politics of teaching, whether we’re conscious of it or not. However, traditional relationships between students and teachers come freighted with a model of interaction that often impedes learning. They are hierarchical. Progressive teaching, informed by a critical attention to pedagogy, resets the variables and insists on the classroom as a site of moral agency." (http://www.hybridpedagogy.com/Journal/files/Occupy_the_Digital.html)

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Decoding Complexity of Education with Systems Approach

Decoding Complexity of Education with Systems Approach | Butterflies in my head | Scoop.it

UNESCO Office in Bangkok:

The ‘systems approach’ to education views the education sector as a ‘system’, which is a connected set of components that moves along in an interactive and interdependent manner to achieve certain results. In other words, as a system, education is part of a wider environment, and in turn is comprised of a myriad of subsystems. Policy interventions at one end of the system can fail if made in isolation and without consideration of other parts of the system.

The application of the systems approach to education is not new. In fact, in its 1979 report(*), UNESCO states that “concurrent changes in the social milieu in which education systems are embedded, have led to the emergence of complex problems” (p. 11) which require a more systemic approach to resolve.

*https://docs.google.com/viewer?url=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0003%2F000365%2F036550EB.pdf 

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Harvard's Artful Thinking Program

Harvard's Artful Thinking Program | Butterflies in my head | Scoop.it

Artful Thinking is a program that was developed by Harvard Project Zero in collaboration with the Traverse City, Michigan Area Public Schools (TCAPS). The program was one component of a larger TCAPS grant from the US Department of Education that aimed at developing a model approach for integrating art into regular classroom instruction. The purpose of the Artful Thinking Program is to help teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning.

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British Columbia's New Education Plan

British Columbia's New Education Plan | Butterflies in my head | Scoop.it

A promising plan based on recent literature in the field of education.

"Under BC's Education Plan, our system will be more flexible, dynamic and adaptable to better prepare students. A more personalized approach to learning is already happening in schools around the province."

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A talk on Rhizomatic Learning for ETMOOC

A talk on Rhizomatic Learning for ETMOOC | Butterflies in my head | Scoop.it

This is one of two collaborate talks I (Dave Cormier) did for ETMOOC on rhizomatic learning. There are several live slides in the middle... Link to http://davecormier.com/e...

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Critical Explorers: Inquiry-Based Curricula and Teaching

Critical Explorers: Inquiry-Based Curricula and Teaching | Butterflies in my head | Scoop.it

Critical Explorers, a non-profit organization, creates and shares inquiry-based curricula and teaching approaches that support critical exploration in public school classrooms. Critical exploration is a teaching and research method suitable for teachers and learners of all ages, both in and out of schools.
Critical exploration in the classroom, a particular approach to teaching, learning, and curriculum, was originated by professor Eleanor Duckworth. A teacher practicing critical exploration selects materials to engage students directly with the subject matter, invites students to express their thoughts, and listens carefully, following the students’ thinking in order to determine what to do next to help them to think more deeply. Thus, curriculum is created or adapted as the teacher nurtures a material environment and intellectual community in which students can take their own thoughts further.

For an introdutory lecture by Eleanor Duckworth on their work check http://snd.sc/PyQ6DI ;

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BC's Education Plan Progress Update

Rod Allen, Superintendent of the Ministry of Education's Learning Division, outlines progress made to date towards implementing BC's Education Plan.

See earlier Scoop for background or visit http://www.bcedplan.ca/theplan.php ;

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The Progressive Education Fallacy in Developing Countries, by Gerard Guthrie: A Review | Development Policy Blog

The Progressive Education Fallacy in Developing Countries, by Gerard Guthrie: A Review | Development Policy Blog | Butterflies in my head | Scoop.it

Guthrie provides evidence that classroom change in the developing world does not necessarily require progressive methods but can focus on upgrading more traditional and formal approaches to teaching and learning.

 

This book is primarily about Papua New Guinea (PNG). The book focuses on the merits of formalism, also described as teacher-centred, traditional and didactic teaching, and the risks associated with the false premise that progressive, enquiry-based methods are necessary to promote intellectual enquiry skills among non-western school children. This premise he labels the “progressive education fallacy”.

 

Progressive education, which includes student-centred learning, active learning and learner-centred education, stems from European cultures based on a scientific epistemology that knowledge is there to be created and that student-centred progressive education should focus on helping students learn how to discover such knowledge. In contrast, the ‘revelatory cultures’ that prevail in many parts of the developing world focus on given truths that teachers are expected to pass on to their students.

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Mindware and the Metacurriculum: D. N. Perkins

Mindware and the Metacurriculum: D. N. Perkins | Butterflies in my head | Scoop.it

Perkins and the Six Key Principles of the Cultures of Thinking Project:

 

1. Skills are not sufficient; we must also have the disposition to use them.

2. The development of thinking and understanding is fundamentally a social endeavor.

3. The culture of the classroom teaches.

4. As educators, we must strive to make students thinking visible.

5. Good thinking utilizes a variety of resources and is facilitated by the use of external tools to “download” or “distribute” oneʼs thinking.

6. For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers.

 

To access the six principles document: http://www.ronritchhart.com/COT_Resources_files/6Principles%20of%20COT_V2.pdf

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New Zealand Curriculum background: Framework for 21st Century Learning

New Zealand Curriculum background: Framework for 21st Century Learning | Butterflies in my head | Scoop.it

As referred to in the New Zealand curriculum:

The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

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