Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
"......And how much of the whole “flipped classroom” model is based on the practice of homework that is dubious at best and onerous at worst? As education author Alfie Kohn has long argued, homework represents a “second shift” for students, and there’s little research to suggest they get much out of it — whether they’re watching videos or filling out worksheets after school. Gary Stager too has been highly critical of the practice (you can read his recent Storify of his tweets on the topic): “I believe teachers who lecture should be remediated,” he tweeted. Now that’s a flip.
And as the year rolls to a close, some teachers who’ve experimented with flipping their classrooms are evaluating the practices and questioning the hype about its transformative potential. Shelley Wright, for example, had written a blog post last year about why she loved “the flip.” But by October of 2012, she’d penned another: “The Flip: The End of a Love Affair.” She noted that she didn’t really disagree with anything she’d said last year, but that flipping the classroom “simply didn’t produce the tranformative learning experience I knew I wanted for my students.”
“It’s not about fads – it’s about ownership,” she continued....."
I believe that a tell-tale sign of a change initiative that has merit is one that quickly takes teacher conversation to the student motivation question.
Love this post. Motivation, engagement and education are topics I am passionate about. To impact our learners, we must understand what motivates them. This understanding will certainly change how we do what we do in our classrooms.
On this page, I will try and post a few videos that help to illustrate both good teaching as well as the principles and practices associated with the Cultures of Thinking initiative. When watching any video of teaching, one can always view it through the lens of the 8 Cultural Forces.pdf.
Questioning is a vital part of thinking, teaching and learning. We need to consider the purpose of every activity our students engage in while always looking to build higher level questioning into the daily routine.
Generative: Exploring the topic
• Authentic questions or wonders that teacher doesn’t know the answer to.
• Essential questions that initiate exploration of a topic
Constructive: Building New Understanding
• Extending & Interpreting
• Connecting & Linking
• Orienting and focusing on big ideas, central concepts, or purpose
Facilitative: Promotes the learner’s own thinking & understanding
I just finished reading Malcom Gladwell’s latest book, Outliers. In one of its chapters, he explains the 10,000-hour rule.
Great book. I saw this come alive in my son who, at 16 "wanted to be a musician" but was going through a period where hanging out with friends was all he could think about. Having read the book, I challenged him to the 10,000 hours premise (and asked that if he wanted my backing on the music, he had to Prove to me his sincerity). Well.........he became hyperfocused at that point and indeed, mastered percussion in ways that astounded me.
Practice. A vital piece of mastery. Without time on task, you have mediocrity.
RT @jelmerevers: It all depends on the student and context- Technology: Tool of Engagement or Distraction?
As always..............moderation and balance are needed. Once you muck around in the the information (often using technology) you need to reflect and do something with what you have. This does require silence. But then again, you will go bak to technology to slam it all together.
instaGrok allows students to keep a journal of their work . The journal is automatically populated with the websites a student visits, allowing them to keep an evolving annotated portfolio of their work. A teacher can see and comment on their students’ journals, or they can be shared with classmates so they can learn from one another! Here you can find age-appropriate educational content on any topic presented with interactive multimedia interfaces generates quiz questions based on student's research activity and skill level supports creation of research journals and concept maps for learning assessment .
Oh, my.........this article is so obviously biased in favor of folks who think in a linear fashion.
Not meaning to provoke, but the phrases: "hate to bust your bubble" and "you probably take great pride in being a multi-tasker" do put folks like me on defense.
We never claimed to feel proud . We are just being who we are. In all honesty, we don't feel there is a problem. We don't think we are doing two things at once. We think we are maximizing our learning. We aren't trying to save time, we are trying to spend our time in ways that keep us engaged.
"Multitasking involves engaging in two tasks simultaneously. But here's the catch. It's only possible if two conditions are met: 1) at least one of the tasks is so well learned as to be automatic, meaning no focus or thought is necessary to engage in the task (e.g., walking or eating) and 2) they involve different types of brain processing."
Listening to lectures and picking out vital words is something most students HAVE automatized. This is especially true if you pair your words with a visual graphic on a PPT slide. We see it: DONE. When you interpret the slide verbally for five or more minutes, it IS possible we already did that . So..........we send our resources elsewhere- often using technology to extend the new learning you just sent our way.
Interpreting visual graphics and listening to verbal lectures ARE two different tasks. SO- yes: we can do both if we learn like that.
It saddens me that this research and this article have tainted the understanding of many people. I suspect linear thinkers use it to promote (and validate) how they think. : (
"In the context of a gathering on November 10, 2012*, nine leading voices on education and child development — Carol Dweck, Richard Gerver, Nikhil Goyal, Ken Kay, Alfie Kohn, Steven Jones, Wendy Mogel, Ken Robinson, and Yong Zhao — engaged more than 600 educators and parents from 125 private and public schools in reflection on our deepest commitments to the lives and the learning of school-aged children at school and at home. What follows is a statement of common principles — shaped by participants’ input and these leaders’ collaborative reflection and design — that may help schools and families to determine how best to support our highest aspirations for the welfare of the children in our care."