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Rethinking Public Education
Resources for those who see a different future for public education and the students counting on us.
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Researchers Recommend Core Changes in Education | DML Hub

Researchers Recommend Core Changes in Education | DML Hub | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

Connected Lerning Research report regarding the future of education.  Some suggestions:  

Address inequity in education; Engender 21st century skills and literacies in all youth; Attune to the learning possibilities of a networked society."

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What if school was more like this?

What if school was more like this? | Rethinking Public Education | Scoop.it
This was written by George Couros who is Division principal of Innovative Teaching and Learning for Parkland School Division in Alberta, Canada. He is suspiciously well dressed and has the healthiest head of hair I've ever seen.
Mary Perfitt-Nelson's insight:

The story of Cain is inspiring.  Yes, what if school were more like this.

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Core Strategies for Innovation and Reform in Learning

Core Strategies for Innovation and Reform in Learning | Rethinking Public Education | Scoop.it
Core Strategies for Innovation and Reform in Learning
Mary Perfitt-Nelson's insight:

"These strategies -- and the educators who implement them -- are empowering students to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact."


Nice and concise!  

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Educational Technology and Mobile Learning: The Best 33 Educational Technology Blogs for 2012

Educational Technology and Mobile Learning: The Best 33 Educational Technology Blogs for 2012 | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

Edublog awards.......best of the best for innovative teaching and learning

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Jesse Soininen's curator insight, December 28, 2012 4:20 PM

via Mary Perfitt-Nelson

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Ray Kurzweil: Memorization is For Robots. People Learn By Doing. | Think Tank | Big Think

Ray Kurzweil: Memorization is For Robots. People Learn By Doing.  | Think Tank | Big Think | Rethinking Public Education | Scoop.it

What’s the Big Idea? 

What do elementary pedagogy and artificial intelligence have in common? Leaders in both fields have abandoned the study of the trees for that of the forest.  

From preschool through high school, progressive educators have long advocated for project-based learning as against old-school rote memorization. The goal is transferability of knowledge, as opposed to narrow, domain-based learning. Young children, for example, master the principles of addition faster, and can apply them more broadly, by grouping real-world objects than by manipulating numbers on paper.  

A similar shift is happening in the field of artificial intelligence. Scientists are significantly improving machine-thinking by reverse-engineering human cognition. According to Ray Kurzweil, a pioneer in voice recognition technology and the author of How to Create a Mind: The Secret of Human Thought Revealed, the future of artificial intelligence is in pattern recognition. The basic algorithms of human thought, Kurzweil says, just aren’t that complicated. From an observation about the weather to a sophisticated joke, cognition at every level operates according to a few simple principles. Researchers have gotten lost, he says, in the diversity and complexity of individual neurons and are missing the bigger picture.

View the Video: Ray Kurzweil on project-based education 

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Via Lynnette Van Dyke
Mary Perfitt-Nelson's insight:

Love this!  "toward methods of learning that will capitalize on our brain’s unique capacity for curiosity, discovery, creativity, and intellectual delight. "

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Homework: New Research Suggests It May Be an Unnecessary Evil

Homework: New Research Suggests It May Be an Unnecessary Evil | Rethinking Public Education | Scoop.it

It is important to review the original research. That being said, we need to think about the implications of homework for all students, especially for students with SLD.    


Via susan koceski
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Lessons for a Principal from a 9 Year Old Boy

Lessons for a Principal from a 9 Year Old Boy | Rethinking Public Education | Scoop.it
I assume you are one of the millions that are as inspired as I am by “Caine’s Arcade,” the endearing story of a boy who created his dream from the ground up – out of cardboard.  Every time I watch these videos, I flash back to my own childhood,...
Mary Perfitt-Nelson's insight:

Great reflections on Cain's Arcade

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"What are you going to do?" Engaging Video for Young Adults Asking the ?

"What are you going to do?"  Engaging Video for Young Adults Asking the ? | Rethinking Public Education | Scoop.it
Facebook is a social utility that connects people with friends and others who work, study and live around them.
Mary Perfitt-Nelson's insight:

I really love this video.  Following strengths and passions is the only way to spend your life!  

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We Need Teachers, Not Facilitators! : Stager-to-Go

We Need Teachers, Not Facilitators! : Stager-to-Go | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

yes.....the relationship is core

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How 17-Year-Old Nikhil Goyal Is Disrupting Education - Edudemic

How 17-Year-Old Nikhil Goyal Is Disrupting Education - Edudemic | Rethinking Public Education | Scoop.it
At 17 years old, Nikhil Goyal is shaking up America’s education system. Goyal is a senior at Syosset High School, a public school in New York.
Mary Perfitt-Nelson's insight:

This 17 year old is inspiring.

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Bloom’s Taxonomy: The 21st Century Version

Bloom’s Taxonomy: The 21st Century Version | Rethinking Public Education | Scoop.it

So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm.


Via Andrea Zeitz
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Cultures of Thinking: Six Principles

Cultures of Thinking:  Six Principles | Rethinking Public Education | Scoop.it

1. Skills are not sufficient; we must also have the disposition to use them.
Possessing thinking skills and abilities alone is insufficient for good thinking. One
must also have the disposition to use those abilities. This means schools must
develop students’ inclination to think and awareness of occasions for thinking as
well as their thinking skills and abilities. Having a disposition toward thinking
enhances the likelihood that one can effectively use one’s abilities in new
situations.
2. The development of thinking and understanding is fundamentally a social
endeavor, taking place in a cultural context and occurring within the constant
interplay between the group and the individual. Social situations that provide
experience in communicating oneʼs own thinking as well as opportunities to
understand othersʼ thinking enhance individual thinking.
3. The culture of the classroom teaches. It not only sets a tone for learning, but
also determines what gets learned. The messages sent through the culture of the
classroom communicate to students what it means to think and learn well. These
messages are a curriculum in themselves, teaching students how to learn and
ways of thinking.
4. As educators, we must strive to make students thinking visible. It is only by
making thinking visible that we can begin to understand both what and how our
students are learning. Under normal conditions, a studentʼs thinking is invisible to
other students, the teacher, and even to him/herself, because people often think
with little awareness of how they think. By using structures, routines, probing
questions, and documentation we can make studentsʼ thinking more visible toward
fostering better thinking and learning.
5. Good thinking utilizes a variety of resources and is facilitated by the use of
external tools to “download” or “distribute” oneʼs thinking. Papers, logs,
computers, conversation, and various means of recording and keeping track of
ideas and thoughts free the mind up to engage in new and deeper thinking.
6. For classrooms to be cultures of thinking for students, schools must be
cultures of thinking for teachers. The development of a professional community
in which deep and rich discussions of teaching, learning, and thinking are a
fundamental part of teachersʼ ongoing experience provides the foundation for
nurturing studentsʼ thinking and learning.

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