Education, Curiosity, and Happiness
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4 Reasons Not To Run (Take a Walk Instead).

4 Reasons Not To Run (Take a Walk Instead). | Education, Curiosity, and Happiness | Scoop.it
Somehow my heels never really hit the ground, so I bounce up and down on my toes and look more or less exactly like a human pogo stick.
Ivon Prefontaine, PhD's insight:

The four are quite humourous and I don't have any problems agreeing with them. Not everyone will, but I suspect most people will smile.

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Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
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Cartoons and Stories of Students and Lawyers

Cartoons and Stories of Students and Lawyers | Education, Curiosity, and Happiness | Scoop.it
For this month, I am combining those often repeated howlers that students write  on tests and say in class with a selection of actual back-and-forths between trial lawyers and witnesses. I wed these student stories/cartoons with courtroom exchanges to show that both children and professionals err and miscommunicate creating humor as they do. Enjoy!  …
Ivon Prefontaine, PhD's insight:
We should always look for humour in our daily work.
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7 signs you are growing

7 signs you are growing | Education, Curiosity, and Happiness | Scoop.it
Ray Kroc  who opened the first franchised McDonald's and built the company into what it is today, is known for asking the question: "Are you green and growing or ripe and rotting?” Most of us think we are growing, without really identifying the signs that indicate growth versus decay. Here are seven signs that you are still growing.
Ivon Prefontaine, PhD's insight:
John Dewey proposed growth (learning) is about being prepared to grow again.
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Return to basic skills first step to fixing Ontario's math problem, teachers say

Return to basic skills first step to fixing Ontario's math problem, teachers say | Education, Curiosity, and Happiness | Scoop.it
As the province prepares to embark on a complete “curriculum refresh” to address years of slumping math scores, several Ontario educators say the key is going back to basics.
Ivon Prefontaine, PhD's insight:
We dither with curriculum and think we can solve the problem. What if we asked classroom teachers rather than doing this outside the classroom?

John Dewey proposed that long-term outcomes were the work of adults not children. Children and many adults learn in the concrete moment of "ongoing nows" (Husserl). Pinar and Grumet wrote about this in Towards a Poor Curriculum in 1975.
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Alasdair MacIntyre on Education

Alasdair MacIntyre on Education | Education, Curiosity, and Happiness | Scoop.it
One of the summer’s great discoveries for me was the work of Alasdair MacIntyre. It’s a late discovery, but in a strange way, also just in time. A moral philosopher, i.e. a philosopher …
Ivon Prefontaine, PhD's insight:
"Contemporary teachers have the task of educating their students, so that those students will bring to the activities of their adult life questioning attitudes that will put them at odds with the moral temper of the age and with its dominant institutions."

There two underlying themes: teaching is ethical and relational. This means teachers have to be responsible and have freedom for their teaching rather than student learning.
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Letting Teachers Be Free

Letting Teachers Be Free | Education, Curiosity, and Happiness | Scoop.it
Educators must remain engaged and autonomous in order to do their jobs well and avoid burnout.
Ivon Prefontaine, PhD's insight:
There are two intertwined aspects: autonomy and responsiblity. The former is about teacher agency and voice. The latter is what accountability is not. There istrust in this that does not exist in canned curricular material and its delivery.
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Collection of Papers on Quality in Higher Education

Collection of Papers on Quality in Higher Education | Education, Curiosity, and Happiness | Scoop.it

Higher Learning Commission - Collection of Papers on Quality in Higher Education

 

"Established in 1895, the Higher Learning Commission accredits college and university institutions in nineteen states. The Commission hosts an annual conference that invites participating institutions to speak on the accreditation process, as well as best practices for institutional administration, curriculum, and pedagogy. A collection of papers is published from each annual conference - the link above takes visitors to an organized collection of papers from 2016, which can be browsed by category. Individual paper topics include: developing meaningful assessments with limited resources, using social media to engage institutional stakeholders, and developing a "graduate experience" in two-year master's programs. These papers are authored by professionals at public universities, private four-year colleges, and two-year colleges. Additionally, visitors can explore archived collections of papers dating back to 2013 in the Archives tab."


Via Jim Lerman, Dennis Swender, Ines Bieler, Miloš Bajčetić, Stephania Savva, Ph.D
Ivon Prefontaine, PhD's insight:
It is interesting to explore what is being done by others and their research findings.
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What Do Talented Teachers Do? via @TeacherToolkit

What Do Talented Teachers Do? via @TeacherToolkit | Education, Curiosity, and Happiness | Scoop.it
What do talented teachers do? Yes, qualifications are important but so are empathy and citizenship, two vital qualities that really demand our attention.
Via Ines Bieler
Ivon Prefontaine, PhD's insight:
Good teaching is about forming relationships with students that bring meaning to their learnng and one's teaching.
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5 Simple Ideas That Can Transform Your Teaching

5 Simple Ideas That Can Transform Your Teaching | Education, Curiosity, and Happiness | Scoop.it
4. Spiral everything.

Difficult things take practice.

See #3. Constantly spiral the most important, most transferable big ideas in your content. If you’re filling a jar with various size rocks, you fit the big rocks in first, yes?

Via Mel Riddile, Dean J. Fusto
Ivon Prefontaine, PhD's insight:
Don't grade everything. It is a good idea to provide feedback that is timely, specific, and helps growth. Grading is a snapshot in time that is done periodically.
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Get a Taste of PBL Before Your Students Do

Get a Taste of PBL Before Your Students Do | Education, Curiosity, and Happiness | Scoop.it
Project slices—condensed project-based learning for teachers—give educators a student’s perspective on what it’s like to do a project.
Ivon Prefontaine, PhD's insight:
I used student feedback to guide how I used projects in my teaching. I learned along with them and fine-tuned what we did each time we used a project.

This is an excellent way to share ideas with other teachers.
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Where All the School’s a Stage, and the List of Success Stories Is Long

Where All the School’s a Stage, and the List of Success Stories Is Long | Education, Curiosity, and Happiness | Scoop.it
In high schools of the performing and visual arts, race, sexual identity and ZIP code are beside the point. But not academics.

Via David W. Deeds
Ivon Prefontaine, PhD's insight:
The fine arts are something we can all enjoy and have opinions about. I cannot sing worth a darn, but I love music.
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David W. Deeds's curator insight, August 21, 12:30 AM

This is interesting. 

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Failure to Think Critically Allows Anti-Science to Flourish

Failure to Think Critically Allows Anti-Science to Flourish | Education, Curiosity, and Happiness | Scoop.it
Lack of critical thinking skills has allowed anti-science policies of Trump's administration and Congress to threaten the health and well-being of the country.

Via Demarcio Washington, Monica S Mcfeeters
Ivon Prefontaine, PhD's insight:
Questioning is at the heart of science. It begins with a hypothesis that should challenge one's own thinking and conventional thinking of a group.
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How Books can Expand our Mind

How Books can Expand our Mind | Education, Curiosity, and Happiness | Scoop.it
Lisa Bu was born and raised in Hunan, China. Before joining TED in 2011, she spent seven years as a talk show producer and a digital media content director at Wisconsin Public Radio. She's also a computer programmer, with a PhD in journalism and an MBA in information systems from the University of Wisconsin-Madison, as well as a BA in Chinese from Nanjing University in China. After coming to the U.S. it was a word that helped her redefine her relationships with her parents -- “honor” vs. the “obey” she knew in her culture. Bu believes we can read creatively and comparatively to uncover new horizons. In a brief talk describing how she let go of her first dream of becoming an opera singer and embraced a new way of learning, she says: Encountering a new culture also started my habit of comparative reading. It offers many insights. Fo

Via Bobby Dillard
Ivon Prefontaine, PhD's insight:
When we read, we should compare and contrast. Lisa Bu offers interesting insights into how this expands our thinking. She uses Jesus and Buddha as one such example.
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Leadership, Pedagogy, and Change in Education – Mark Sonnemann – Medium

Leadership, Pedagogy, and Change in Education – Mark Sonnemann – Medium | Education, Curiosity, and Happiness | Scoop.it
“Nothing is so painful to the human mind as a great and sudden change.” Mary Wollstonecraft Shelley, Frankenstein Change is hard. In fact, if Mary Shelley had it right, there is perhaps nothing more…

Via L. García Aretio, juandoming
Ivon Prefontaine, PhD's insight:
Each teacher's learning is contextual and situational, therefore unique. It is essential to engage each teacher in a personal conversation about what their context means to them and how they understand the needs that emerge.
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Welcome to College!: How High School Fails Students

Welcome to College!: How High School Fails Students | Education, Curiosity, and Happiness | Scoop.it
From 1984 until 2002, I worked as a high school English teacher in rural upstate South Carolina, a relatively impoverished small town where I was born and also attended schools. For many of those…
Ivon Prefontaine, PhD's insight:
It is not just high schools that fail students. Universities, colleges, tech schools, and other post-secondary institutes do, too.

The first class I attended in university was overflowing. The professor, an arrogant person, said that by mid-October those who had not dropped out would have plenty of choice in seating. He was right. I had lots of choice in his class and the others. Some 40% of the other first year students had dropped out.

If we know what the symptoms are, why do we not try to cure the problem?
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Brains may need flexible networks to learn well

Brains may need flexible networks to learn well | Education, Curiosity, and Happiness | Scoop.it
New data suggest that brain cells may learn best when they are able to easily make and break off communications with neighbors — or distant brain regions.
Ivon Prefontaine, PhD's insight:
The brain is made up not of isolated regions, but of regions that work together in the form of networks. These networks can change as we learn and use our brains in different ways.
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The Neuroscience of Narrative and Memory

The Neuroscience of Narrative and Memory | Education, Curiosity, and Happiness | Scoop.it
Delivering content—in any class—through a story has positive effects on your students’ information retention.
Ivon Prefontaine, PhD's insight:
Stories hold our attention. Information is dry and boring. How do we combine the two? The author, Judy Willis, provided examples that teachers can use.
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The Future of Education Is Already Happening (If You’re Paying Attention)

The Future of Education Is Already Happening (If You’re Paying Attention) | Education, Curiosity, and Happiness | Scoop.it
Tonight, we saw a parade of Hollywood stars talking about the future of education on XQ Live. We saw nothing about equity and funding. Nothing about policy changes that free up teachers to innovate…
Ivon Prefontaine, PhD's insight:
What is we featured teachers and their stories instead of experts who spent no time in the classroom as teachers?
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Feedback: It’s all it cracked up to be!

Feedback: It’s all it cracked up to be! | Education, Curiosity, and Happiness | Scoop.it
A lot has been said on the topic of feedback. Google will give you about 2,070,000,000 results in 0.82 seconds. There are different kinds and different definitions... my interest is in the realm of workplace performance which is defined as "the transmission of evaluative or corrective information about an action, event, or process to the…
Ivon Prefontaine, PhD's insight:
Good feedback is timely, specific, and helps a student move in a particular direction. It is not just information. It is usable information that makes a difference in teaching and learning.
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Who Owns Knowledge? A Look At Curriculum.

Who Owns Knowledge? A Look At Curriculum. | Education, Curiosity, and Happiness | Scoop.it
The central focus of every curriculum is imparting knowledge in the best way possible. But who decides what “the best way possible” really is? The K–12 curriculum is often referenced in abstract ways, with many schools and districts claiming to want to teach the “whole child.” But what does that actually mean in the context of contemporary classrooms? Not every student exposed to the same information will achieve the same success and life outcomes. Just what is actually considered knowledge is interpretive, at best. Educators must narrow information to the learning materials that will make the biggest positive impact on …

Via Arturo B
Ivon Prefontaine, PhD's insight:
Curriculum-as-plan is a starting point. I immersed myself in curriculum; however that is not enough. The next step is sharing it with students throug curriculum-as-lived. This fits with the method of currere, which is a complicated conversation based on each person's curriculum and autobiography.

Do we really own knowledge? Or is it always being reconstructed?
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The hardest thing about being a teacher

The hardest thing about being a teacher | Education, Curiosity, and Happiness | Scoop.it
“IT COULD be anything … their dog died. There could be relationship problems … someone didn’t return a text message … life, what we all cry about.”

Via Bookmarking Librarian
Ivon Prefontaine, PhD's insight:
Teaching is a emotionally demanding. It is about being there for students we teach in deep and relational ways. The idea of starting as a part-time teacher is interesting. It has a downside. Do we end up with teachers only being part-time? That runs against the relational aspects of teaching. What might be in order is teachers teaching together and helping one another.
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What Personalized Learning Is Not - EdSurge News

What Personalized Learning Is Not - EdSurge News | Education, Curiosity, and Happiness | Scoop.it

“I really want to personalize learning for my students, but I just don’t see how it’s possible—there’s no way I can create individual lesson plan
Ivon Prefontaine, PhD's insight:
Personalized learning does not mean students choosing an online app or game; an individualized learning plan for each student; involve digital tools; and has a neat definition.
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Why Slow Growth Creates Lasting Success – Thrive Global

Why Slow Growth Creates Lasting Success – Thrive Global | Education, Curiosity, and Happiness | Scoop.it
She began writing the story in high school. Her story was based off two rival gangs at school: the Greasers and the Socs. Hinton’s book sought to understand “the other side” by portraying life from…
Ivon Prefontaine, PhD's insight:
John Dewey proposed that the object of growth is more growth. Like writing, becoming a teacher takes time. We arrive with certain skills, dispositions, and qualifcations, but need to grow into what it means to write, teach, and anything we feel is worthwhile.
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Differentiation, individualization and personalization: What they mean, and where they’re headed

Differentiation, individualization and personalization: What they mean, and where they’re headed | Education, Curiosity, and Happiness | Scoop.it
How do differentiation, individualization and personalization differ? And how do they scale in terms of complexity?

Via Grant Montgomery, Dean J. Fusto
Ivon Prefontaine, PhD's insight:
Knowing the difference can make a difference.
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Reeling Them in Early

Reeling Them in Early | Education, Curiosity, and Happiness | Scoop.it
It can be overwhelming to think of all of the objectives you have for your students. In my own writing courses, I want my students to learn how to construct an argument and how to write good sentences. I want them to understand the place of research, and how to integrate outside sources into their writing. Of course to become good writers, they need to be good readers, understanding how other writers create. And what about learning how to draft and revise? Trying to balance that glut of important skills, my head can become very muddled, very quickly.

Via Peter Mellow, Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:
It is essential to reach students early in the semester/school year. An interesting point is to undermine one's authority as a teacher, allowing students to lead.
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Better Formative Feedback: Work Worth Doing in a Place Worth Being | Getting Smart #ModernEDU #Assessment

Better Formative Feedback: Work Worth Doing in a Place Worth Being | Getting Smart #ModernEDU #Assessment | Education, Curiosity, and Happiness | Scoop.it
Defining Formative Assessment

Overall, we’ve done a good job helping students “learn how to learn.” One of the biggest growth opportunities today is to help teachers and students to “know how they know.”

 

Educators skilled at designing formative assessment practice are able to understand where students are and where they need to be on a daily basis and adapt learning experiences accordingly.

The Council of Chief State School Officers (CCSSO) recently adopted the following definition of formative assessment:

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become more self-directed learners.

~ CCSSO FAST SCASS Austin, Texas, June 2017

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback

 


Via Gust MEES
Ivon Prefontaine, PhD's insight:
Formative feedback is teaching and learning as feedback. It is specific, timely, and situational for each student. It involves metacognitive skills.
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Gust MEES's curator insight, September 7, 11:02 AM
Defining Formative Assessment

Overall, we’ve done a good job helping students “learn how to learn.” One of the biggest growth opportunities today is to help teachers and students to “know how they know.”

 

Educators skilled at designing formative assessment practice are able to understand where students are and where they need to be on a daily basis and adapt learning experiences accordingly.

The Council of Chief State School Officers (CCSSO) recently adopted the following definition of formative assessment:

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become more self-directed learners.

~ CCSSO FAST SCASS Austin, Texas, June 2017

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback

 

Koen Mattheeuws's curator insight, September 8, 2:50 AM
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