Originally published at http://blog.iat.com/2015/09/30/a-perfect-storm-for-maker-education/ Perfect Storm: an expression that describes an event where a rare combination of circumstances will aggravate a situation drastically. The term This term is also used to describe an actual phenomenon that happens to occur in such a confluence, resulting in an event of unusual magnitude. Maker Movement: The maker movement,…
"Finland’s education system is considered among the finest in the world, as the country produces some of the world’s most intelligent and evolved students. The country has a progressive and successful education system. It is at the top of the international league for literacy and numeracy. Only far eastern countries such as Singapore and China outperform the Nordic nation in the influential Programme for International Student Assessment (PISA) rankings which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state – scrapping traditional “teaching by subject” in favour of “teaching by topic”.
"The big reform taking place in Finland is the introduction of a new National Curriculum Framework (NCF), which came into effect in August 2016. The framework sets the overall goals of schooling, describes the principles of teaching and learning, and provides the guidelines for special education, well-being, support services and student assessment in schools.
"The concept of “phenomenon-based” teaching – a move away from “subjects” and towards inter-disciplinary topics – will have a central place in the new NCF. Subject-specific lessons like history and geography are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course such as “cafeteria services” lessons, would study elements of maths, languages (to help serve foreign customers), writing skills and communication skills in a holistic manner."
"Confession: We at EdSurge are a bit in love with what may be America’s favorite new pastime: making. Indeed, it’s been a busy two years since we published our first guide on making, during which makerspaces have spread into classrooms and curriculum far and wide. But for many, issues of budget and buy-in mean maker education is still far from mainstream.
To be sure, there have been changes in the Maker movement in the decade-plus since the first Maker Faires wooed a new generation of DIYers. Along the way, we’ve celebrated successes and asked hard questions. How can we help making become more equitable and inclusive? How can maker ed embrace traditional technology, including computer science? What are the benefits of a maker education, and how do we measure them? In this guide, we hope you’ll find answers to—or at least ideas about—these and other questions that explore the meaning of making."
"We’ve talked about gamification quite a bit, which is different than game-based learning, if you’ll recall. (The definition of gamification is the application of game-like mechanics to non-game entities to encourage a specific behavior. You can read more if you’d like.)"
The walls tell the story at Lindsay Unified. In every classroom – from kindergarten through 12th grade – each student’s name is on a list on the wall that shows what students have learned and what they need to do next for every topic they are studying. After checking the list each day, students get to work, with no need for prompting from their teachers.
This small rural district in Tulare County has embraced “performance-based learning,” which breaks down the way classrooms are traditionally structured so that students can work independently, with teachers providing individualized support. Lindsay is part of a growing national movement, with more schools embracing the concept of students working at their own pace, being in charge of their own learning and advancing only when they can show they understand the material.
“We have to teach kids to not be passive in their learning,” said Lindsay Unified Superintendent Thomas Rooney.
Marla Ernest, who teaches English language development at Lindsay High, said: “You never hear a kid say, ‘I’m failing a class.’ They always feel they are working toward proficiency. If they’re not on pace, they figure out what to do to catch up.”
"In my last EdSurge article, “Computer Science Goes Beyond Coding,” I wrote about the difference between coding and computer science, to help us understand what we mean by phrases like “Teach kids to code” and “Computer science for all.”
In that article and in many other articles, there is another term that appears often: “Computational thinking.” Well, what is Computational Thinking (CT), and how does it differ from Coding and Computer Science—especially when it comes to classroom practice and instruction?""
Effective project-based learning is grounded in a strong learning community, one teachers create and must regularly foster. “Project-based learning requires kids to take risks and they aren’t going to take risks if they don’t trust you or each other,” Thomas said. She suggests teachers co-create a social contract with the class at the beginning of the year and make sure it is a living document that can grow and change. Every joke or put-down is a test of the teacher and she should stop everything to revisit the social contract and discuss violations. When kids are resisting a new kind of learning, it’s often because they feel unsafe.
“When we focus on the skills and dispositions at the beginning, the depth of the work is much greater. And [students] internalize the skills much more than when it’s a separate unit because it’s contextualized.”
“A lot of teachers don’t understand how important it is to build a learning community,” Thomas said. One of the best ways to do this is through meaningful work, but it’s also important at times to take a break from academics and just play together. A short game outside can refocus students and build trust and teamwork at the same time.
10 Reasons Every Teacher Needs A Professional Learning Network by TeachThought Staff What’s a professional learning network? According to Marc-André Lalande, “a Personal Learning Network is a way of describing the group of people [...]
In lieu of writing a reflective blog for this year I thought I would share the top ten iPad Apps that have been impactful in my working with hundreds of schools and teachers around the world this year.
With a focus on a few key types of Apps such as workflow and demonstration apps alongside those that support learning activities such as note taking, research and sketching, here are my top ten iPad Apps from across 2015.
As it says below, those that know or have worked with me will testify, I’m not really one for ‘Apps for a subject’ but there are some Apps which work well everywhere. I have been asked by many for my top ten apps for 2015, so instead, here are my top ten apps for learning that have impact in the schools I have worked with in recent times. Enjoy!
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