Education, Curiosity, and Happiness
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"..the power to make change happen is not in someone else’s hands, but yours" - You're Ok, Now Let's Make A Change

"..the power to make change happen is not in someone else’s hands, but yours" - You're Ok, Now Let's Make A Change | Education, Curiosity, and Happiness | Scoop.it
As a young couple in the 70’s, my parent’s library consisted of a closet bookshelf. I developed my love of reading by carefully studying...

Via Anne Leong
Ivon Prefontaine, PhD's insight:

When we understand there are roles, there is a certain stablity that comes with it. It is not certainty but a sense of stablity in otherwise chaotic lives.

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Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
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History and Philosophy of Education


Via Ana Cristina Pratas, Saberes Sin Fronteras OVS
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Ana Cristina Pratas's curator insight, June 21, 4:26 AM
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Nevermore Sithole's curator insight, June 27, 5:08 AM
History and Philosophy of Education
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Do You Have an Inquiry Classroom?

Do You Have an Inquiry Classroom? | Education, Curiosity, and Happiness | Scoop.it
One of the strengths of Dive into Inquiry is that it provides the how behind adopting inquiry as your own.  It's full of lessons, structures, definitions, graphics, and artifacts of learning that help teachers grasp how the inquiry classroom flows from day to day, week to week, and month to month. After the book went…
Via Vicki Moro
Ivon Prefontaine, PhD's insight:
Every classroom should be an inquiry classroom, beginning with the teacher. What is each student interested in? How does that inform my teaching? How do I use that alongside the official curriculum?

John Dewey suggested self and interest are two words for the same thing. How do we use our lived-experiences to inform our teaching and learning?
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What’s Going on Inside the Brain Of A Curious Child?

What’s Going on Inside the Brain Of A Curious Child? | Education, Curiosity, and Happiness | Scoop.it
New research suggests that curiosity triggers chemical changes in the brain that help students better understand and retain information.
Via Sharrock
Ivon Prefontaine, PhD's insight:
Understanding about the neuroscience of learning, in this case being curious, is essential for teaching.
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Collective Pedagogical Teacher Culture and Teacher Satisfaction

Content and resources for the education researcher
Ivon Prefontaine, PhD's insight:
"The significance of this paper’s findings lies in several areas. Our findings show that treating teachers as professionals with sufficient autonomy to do their job, paying attention to the extent of professional community, collaboration, and teacher control over classroom policy, can indeed increase teacher job satisfaction."

The bottom-line is teachers who feel happy and fulfilled with their teaching will continue to teach. Unfortunately, in many cases, we are going in the wrong direction. Comunity and continued learning help overcome this.
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Why Growth Mindset Isn't What You Think It Is

Why Growth Mindset Isn't What You Think It Is | Education, Curiosity, and Happiness | Scoop.it
WHY GROWTH MINDSET ISN'T WHAT YOU THINK IT IS
Growth mindset is one of the most well-known psychological theories in education. But in the rush to embrace it, have most people misunderstood what it actually is?

Most articles and blogs about growth mindset will have a brief growth mindset definition that goes along the lines of ‘growth mindset is knowing that ability or intelligence is not fixed and can be improved with effort’.

Only the first half of that definition is accurate. Growth mindset is the belief that they can improve their intelligence. Effort may be one strategy that can be employed in order to do so. It is not the only one. Equating growth mindset just with effort is a mistake for several reasons and could potentially do more harm than good.  So before I outline some of the potential reasons why this is bad, it is important to explain how this misconception came about.

Via Sharrock
Ivon Prefontaine, PhD's insight:
Growth mindset is a theory about learning, which is messy and complex. That is a telling statement. The caution that emerges is praising effort when someone is working hard and failing is not a good plan. It is about asking good questions that help the student grow. John Dewey proposed the idea of growth was to foster more growth. Students need good feedback that moves them forward.
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Teachers can show young people the good and unifying in society

Teachers can show young people the good and unifying in society | Education, Curiosity, and Happiness | Scoop.it
It is easy to simplistically set the world as a place of stark opposites, but education has the power to give people hope and reflect our shared values

Via Sarantis Chelmis
Ivon Prefontaine, PhD's insight:
We live in a world that sometimes overwhelms us. Good teachers can be role models for students and teach in ways that allow young people to see the good in each other.
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5 Productivity Lessons Painfully Learned From Running Marathons

5 Productivity Lessons Painfully Learned From Running Marathons | Education, Curiosity, and Happiness | Scoop.it
Past success is often an indicator of future complacency.
Ivon Prefontaine, PhD's insight:
The five key points are past productivity does not guarantee future results, be adaptable, consider inputs, ongoing assessment, and mental toughness.
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Differentiation: The Magic Tool of Teaching

Differentiation: The Magic Tool of Teaching | Education, Curiosity, and Happiness | Scoop.it
I would like to take this opportunity now to explain some of the best “instructional methods” I have used to enable effective differentiation to take place.

Via Mel Riddile, Lawrence Buck
Ivon Prefontaine, PhD's insight:
Differentiating learning is an essential aspect of good teaching. Having students sit at grade level tables enabled this. They shared, talked, and questioned. There was a barter system of sorts. The artist helped others with art work and was repaid with help in other subjects. "Differences make a difference."
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The Illustrated Guide to a PhD: 12 Simple Pictures That Will Put the Daunting Degree into Perspective

The Illustrated Guide to a PhD: 12 Simple Pictures That Will Put the Daunting Degree into Perspective | Education, Curiosity, and Happiness | Scoop.it


Matthew Might, a computer science professor at the University of Utah, writes: 'Every fall, I explain to a fresh batch of Ph.D. students what a Ph.D. is. It's hard to describe it in words.
Via Martin Debattista
Ivon Prefontaine, PhD's insight:
Don't forget the larger world. Those are words to remember.
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Creativity and the Brain: What We Can Learn From Jazz Musicians

Creativity and the Brain: What We Can Learn From Jazz Musicians | Education, Curiosity, and Happiness | Scoop.it

sLuckily, creativity isn’t an unknowable, mystical quality. It can be developed. “You have to cultivate these behaviors by introducing them to children and recognizing that the more you do it, the bettier you are at doing it,” Limb said. The problem is a lot of kids don’t get much unstructured time either in school or out of it. School is often based on right or wrong answers, leaving little room for students to come up with ideas that haven’t been taught to them before.

“It doesn’t have to be so directed all the time,” Limb said. “We’ve taken a lot of the joy out of things that used to be joyful.” Even a lot of music lessons have become about the discipline of learning to play well, not the joy of creating the music. Children should have part of every lesson reserved for improvisation and free form play, Limb said. The same could be said for free play on the playground and experimentation with new ideas in the classroom. Unprogrammed time is necessary for students to practice using their creativity.


Via Jim Lerman
Ivon Prefontaine, PhD's insight:
Improvising makes a difference to a person's brain. Play is another form of jazz. Watching a child play I notice they improvise and solve problems as they encounter them. They puzzle and wonder over their play.

An essential idea in the article is to allow children (and adults) free form play.
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The Life-Changing Habit of Journaling (Einstein, Leonardo da Vinci, and Many More Great Minds…

The Life-Changing Habit of Journaling (Einstein, Leonardo da Vinci, and Many More Great Minds… | Education, Curiosity, and Happiness | Scoop.it
Ever wondered why history’s great minds including Isaac Newton, Abraham Lincoln, Andy Warhol, Leonardo Da Vinci, Marcus Aurelius, Charles Darwin, Winston Churchill, Benjamin Franklin, Ernest…

Via Bobby Dillard
Ivon Prefontaine, PhD's insight:
Taking time, reflecting (meditating), and writing is essential to one's learning.
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You Do Not Think Alone

You Do Not Think Alone | Education, Curiosity, and Happiness | Scoop.it
A new book argues that thought and knowledge are community efforts

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's insight:
It is not possible for one person to know everything. A concern I have is we have moved towards an insular way of being that is not healthy. Dewey and Gadamer underscored the essential aspects of community and communicating.
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Deanna Mascle's curator insight, June 27, 11:09 AM
our intelligence depends on the people and things that surround us
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A Novice→Expert Model of Learning - David Didau: The Learning Spy

A Novice→Expert Model of Learning - David Didau: The Learning Spy | Education, Curiosity, and Happiness | Scoop.it
Every artist was first an amateur. Ralph Waldo Emerson One of the best understood principles of cognitive psychology is that novices learn and think differently to experts. These labels are domain-specific, not person-specific; I can be an expert at particle physics whilst still being a novice at evolutionary biology. Or skateboarding. Similarly, you could be
Via Jeroen Bottema
Ivon Prefontaine, PhD's insight:
The post explores learning for novices, which is more superficial and, as we become more expert, it deepens. The Dreyfus model of skill acquisition is referenced. Hubert Dreyfus is critical of overusing digital tools and the Internet in learning.
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Espresso Thoughts: On the Moral Imperative to Innovate Education

Espresso Thoughts: On the Moral Imperative to Innovate Education | Education, Curiosity, and Happiness | Scoop.it

Via Elaine J Roberts, Ph.D.
Ivon Prefontaine, PhD's insight:
Each day, each teacher is called upon to transform how they teach and schools.
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Elaine J Roberts, Ph.D.'s curator insight, June 28, 4:49 AM

You might find this intellectually and professionally interesting, perhaps even a worthy insight to challenge your way of thinking and doing.

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Teaching Social Activism at the Museum of the City of New York

Teaching Social Activism at the Museum of the City of New York | Education, Curiosity, and Happiness | Scoop.it
Teachers are often leery of being accused of expressing political opinions in classes or even public forums and of encouraging student activism

Via Stephania Savva, Ph.D
Ivon Prefontaine, PhD's insight:
Teaching about social activism is essential and different than teaching for social activism. In my experience, students want to know how the world has changed and who helped bring about change.
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Ursula K. Le Guin on Redeeming the Imagination from the Commodification of Creativity and How Storytelling Teaches Us to Assemble Ourselves

Ursula K. Le Guin on Redeeming the Imagination from the Commodification of Creativity and How Storytelling Teaches Us to Assemble Ourselves | Education, Curiosity, and Happiness | Scoop.it
Le Guin observes that like any tool, the imagination requires that we first learn how to use it — or, rather, that we unlearn how to squander it. Storytelling, she argues, is the sandbox in which we learn to use the imagination:

Children have imagination to start with, as they have body, intellect, the capacity for language: things essential to their humanity, things they need to learn how to use, how to use well. Such teaching, training, and practice should begin in infancy and go on throughout life. Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy. This need continues as long as the mind is alive.

When children are taught to hear and learn the central literature of their people, or, in literate cultures, to read and understand it, their imagination is getting a very large part of the exercise it needs.

Nothing else does quite as much for most people, not even the other arts. We are a wordy species. Words are the wings both intellect and imagination fly on. Music, dance, visual arts, crafts of all kinds, all are central to human development and well-being, and no art or skill is ever useless learning; but to train the mind to take off from immediate reality and return to it with new understanding and new strength, nothing quite equals poem and story.

Via Jim Lerman
Ivon Prefontaine, PhD's insight:
This is an insightful article into why we should have fine arts and creative writing in our schools
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ARTSEDGE: The Kennedy Center's Arts Education Network

ARTSEDGE: The Kennedy Center's Arts Education Network | Education, Curiosity, and Happiness | Scoop.it
ARTSEDGE is the Kennedy Center’s free digital learning platform for arts education. Our resources-- including lesson plans, guides, audio stories, video clips, and interactives-- support K-12 teaching and learning in the arts in the classroom, at home, and beyond.

Via Ana Cristina Pratas, Jim Lerman, Dean J. Fusto
Ivon Prefontaine, PhD's insight:
A site that provides teachers, parents, and students with arts-based learning opportunities.
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Are You a Self-Aware Leader?

Are You a Self-Aware Leader? | Education, Curiosity, and Happiness | Scoop.it
Organizational psychologist Tasha Eurich says becoming more self-aware can lead to greater success in both your personal and work lives.

Via Kevin Watson, Roger Francis, Dean J. Fusto, Bobby Dillard
Ivon Prefontaine, PhD's insight:
I consider teaching and leading as being synonomous with each other. Being mindful, aware, and present are essential to both.
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New teachers need a master’s support

New teachers need a master’s support | Education, Curiosity, and Happiness | Scoop.it
David Krulwich, principal of the Urban Assembly School for Applied Math and Science, says new teachers are too often left to fend for themselves, without the benefit of an artisan-apprentice relationship.
Ivon Prefontaine, PhD's insight:
Teaching is an art. We teach in isolation throughout our careers, because that is what has always been done.
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Rural Kansas teacher pay ranks lowest in U.S.

Rural Kansas teacher pay ranks lowest in U.S. | Education, Curiosity, and Happiness | Scoop.it
In his 26 years at Meade Unified School District 226, a 400-student district southwest of Dodge City, Superintendent Kenneth Harshberger has watched the educational landscape change.
Ivon Prefontaine, PhD's insight:
This is a universal issue, which may be a bigger problem in rural areas. Finding new teachers and retaining them are intertwined.
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The Purposes of High-Quality PBL | Getting Smart by Emily Liebtag

The Purposes of High-Quality PBL | Getting Smart by Emily Liebtag | Education, Curiosity, and Happiness | Scoop.it
“By Emily Liebtag”
Via Tom D'Amico (@TDOttawa) , Vicki Moro
Ivon Prefontaine, PhD's insight:
Well thought out projects and problems that engage students help them form skills and learn content.
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On the Edge of Chaos: Where Creativity Flourishes

On the Edge of Chaos: Where Creativity Flourishes | Education, Curiosity, and Happiness | Scoop.it
How does an educator know if she’s creating space for creativity? The way Bilder describes it, students in a classroom that allowed for creativity would appear to a visitor to be enraptured in what they were doing — they’d be in the zone. “You’d have a hard time distracting them and getting them away from what they’re working on,” Bilder said. He highlighted project-based learning as a way that educators are beginning to introduce choice, and thus freedom, into school work, making space for at least some creativity.

COGNITIVE TRAITS OF CREATIVITY

Generating lots of different ideas is more important to creativity than many people realize. That’s partly because of the free flowing nature of coming up with lots of ideas, no matter how ridiculous they seem, but it’s also because it gets the idea out of the brain, making space for the next idea.

Via Jim Lerman
Ivon Prefontaine, PhD's insight:
"So, can educators help their students become more creative? Some teachers are moving in that direction, loosening the rules, giving students choice, celebrating ideas and behaviors that challenge the status quo, but without a drastic reimagining of the structures within which educators work, true creativity could be hard to find in school."

The constraints on teaching and learning in school are significant.
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5 Questions Leaders Should Be Asking All the Time

5 Questions Leaders Should Be Asking All the Time | Education, Curiosity, and Happiness | Scoop.it
Use them to resolve conflict, challenge old ways of working, and keep things in perspective.

Via donhornsby, Bobby Dillard
Ivon Prefontaine, PhD's insight:
Teaching and leading both depend upon intellectual curiosity. Asking ourselves questions makes a difference. It actually slows things down.
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donhornsby's curator insight, June 26, 8:16 AM
Leaders should ask these questions both on a daily basis and during critical moments. Of course, these aren’t the only questions to ask; context certainly matters. But I have found these five to be a very practical and useful way to ensure understanding, generate new ideas, inspire progress, encourage responsibility, and remain focused on what is genuinely important.
 
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Situated Learning Theory (Lave)

Situated Learning Theory (Lave) | Education, Curiosity, and Happiness | Scoop.it
Summary: Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture. Originator: Jean Lave Key Terms: Legitimate Peripheral Participation (LPP), Cognitive Apprenticeship Situated Learning Theory (Lave) In contrast with most classroom learning activities that involve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a process of "legitimate peripheral participation." Knowledge needs to be presented in authentic contexts -- settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge."

Via Ana Cristina Pratas, Bruno De Lièvre, juandoming
Ivon Prefontaine, PhD's insight:
The idea here is that learning happens in and out of school. The learning that occurs in school is taken outside and influences that learning, and vice-versa.

We have used the concept of Communities of Practice as a catch phrase. Vygotsky and Dewey were writing about similar concepts at the same time,
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Margarita Parra's curator insight, June 27, 10:36 AM
"Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture."
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Intersections and Disjunctures: Scholars, Teachers, and Writers

Intersections and Disjunctures: Scholars, Teachers, and Writers | Education, Curiosity, and Happiness | Scoop.it
Discussing scholars as writers, Michael C. Munger explains, "We train people in methods, and theory, but we don’t tell them that writing is something you have to practice." And that practice, Munger argues, must be "like you exercise: at least a little bit, most days....Furthermore, writing makes you a more focused and attentive reader of…
Ivon Prefontaine, PhD's insight:
Like many other subjects/topics we teach, writing needs time, patience, and new ways of thinking about how we teach it.
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