Leadership, Innovation, and Creativity
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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Teaching comes with great power

Teaching comes with great power | Leadership, Innovation, and Creativity | Scoop.it
Many attribute the quote: “With great power comes great responsibility” to Spiderman or more specifically his Uncle Ben. Stan Lee wrote the comic, and originally it showed up in a narra…
Ivon Prefontaine's insight:
Teaching remains important. It provides the human contact and relationships that instrumental methods (i.e. computers, books, curriculum guides, etc.) cannot. Pedagogy remains central to teaching and learning.
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Classroom Culture vs. Classroom Management

Classroom Culture vs. Classroom Management | Leadership, Innovation, and Creativity | Scoop.it
What's the difference between classroom culture and classroom management, and how can you make the most of both? Lily Jones provides helpful tips and resources.

Via Mary Perfitt-Nelson
Ivon Prefontaine's insight:
Engaging students and helping them find ways to be responsible for their learning is important. A culture of learning and teaching, not as either/or proposistions, but as two conjoined practices, is important. It is about leading (based on etymology of educate and pedagogy).
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Mary Perfitt-Nelson's curator insight, April 30, 5:30 PM

We think about classroom management, when the culture is the context in which all behavior occurs.  Transforming the culture can transform the behavior.

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Pulitzer-Winning Poet Mark Strand on the Heartbeat of Creative Work and the Artist’s Task to Bear Witness to the Universe

Pulitzer-Winning Poet Mark Strand on the Heartbeat of Creative Work and the Artist’s Task to Bear Witness to the Universe | Leadership, Innovation, and Creativity | Scoop.it
"It’s such a lucky accident, having been born, that we’re almost obliged to pay attention."
Ivon Prefontaine's insight:
This article blends wonderful ideas from Mark Strand, Rilke, Mary Oliver, and others.
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The Purposeful Pause: 10 Reflective Questions to Ask Mid-Lesson - Brilliant or Insane

The Purposeful Pause: 10 Reflective Questions to Ask Mid-Lesson - Brilliant or Insane | Leadership, Innovation, and Creativity | Scoop.it
When we take a purposeful pause and present learners with reflective questions mid-lesson, we help them persevere and cultivate a growth mindset.

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine's insight:

I am reading Paul Ricoueur and asking people to explain things is not the same as describing and re-describing. We mix fiction into the narrative when we re-describe.

 

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Cindy Riley Klages's curator insight, April 3, 2015 9:39 PM

Purposeful planning is the key to successful lessons.

---AL Reading Initiative Project for Adolescent Literacy

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Ontario Research - 21st Century teaching and learning


Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine's insight:

This is timely as I move into some polishing work on a dissertation.

 

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The World of Teaching Part 4: Teaching in the World

The World of Teaching Part 4: Teaching in the World | Leadership, Innovation, and Creativity | Scoop.it
A brief collection of infographics on the state of teaching around the world for teachers and would-be teachers.

Via Paul Murray
Ivon Prefontaine's insight:

Pay and job happiness are not directly correlated. What we should consider, is, in a country like Canada, with decent pay, why are teachers leaving the profession? It might less about pay and more about a sense of accomplishment. Does teaching have meaning for teachers?

 

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The education question we should be asking

The education question we should be asking | Leadership, Innovation, and Creativity | Scoop.it

One area of education that doesn’t get enough attention in the loud education reform debate is exactly what is worth learning. In the following post Alfie Kohn explores this problem. Kohn (www.alfiekohn.org) is the author of 13 books about education, parenting, and human behavior, including “The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting,” just published this spring. He lectures widely across the United States and abroad.

 


Via Sharrock
Ivon Prefontaine's insight:

What is worth learning? This has been a question asked in educational research for some time i.e. John Dewey and is still being asked i.e. Bill Pinar and David Jardine. What is worth whiling over is not a bureaucratic and technocratic question, but one which comes to life in classrooms.

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RJ Lavallee's curator insight, February 13, 2015 7:41 AM

Alfie Kohn. Brilliant

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How We Learn What We Learn

From the big thinkers of the previous century that have influenced our own understanding of learning, to the strategic implementation of those pricnciples in designing pedagogy, this text sheds light on the great heritage that we draw upon in our...

Via Ness Crouch, Mark E. Deschaine, PhD, Dean J. Fusto
Ivon Prefontaine's insight:

A short biography of a number of leading thinkers contributors work in education i.e. Dewey, Montessori, Freire, etc.

 

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Anita Vance's curator insight, November 3, 2014 8:45 AM

A great reference of the educational theories and practices of our times.


Rabbi Avi Bossewitch's curator insight, March 3, 2015 8:16 PM

Excellent review of 20th century ed thought leaders and how they inform 21st century learning

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Rethinking Difficult Parents

Rethinking Difficult Parents | Leadership, Innovation, and Creativity | Scoop.it
"Jack tells me that lots of kids are doing way worse things, but you ignore them and pick on him."

"Are you saying Mandy is a liar?"

"As far as I know, three kids did the same thing, yet Ben was th

Via Mary Perfitt-Nelson
Ivon Prefontaine's insight:

Listen as an educator to the story the parent is telling. Yes, parents can be over the top with their advocacy. What are the reasons for that?

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susan koceski's curator insight, May 8, 2013 9:49 PM

Great reminders in working with parents. 

Mariha Greenland Shields's curator insight, February 17, 2014 11:39 AM

Another great reference when talking with my students about working with parents.

Mrs. Monsour's comment, March 1, 2014 12:47 PM
Thank you for sharing this valuable resource, Mariha.
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Christopher Emdin Confronts “White Folks’ Pedagogy”: “whether one chooses to do damage to the system or to the student”

Christopher Emdin Confronts “White Folks’ Pedagogy”: “whether one chooses to do damage to the system or to the student” | Leadership, Innovation, and Creativity | Scoop.it
In his For White Folks Who Teach in the Hood…and the Rest of Y’all Too, Christopher Emdin confronts “classroom colonialism” (p. 14), and clarifies earlier in his Preface: What I am suggesting is that it is possible for people of all racial and ethnic backgrounds to take on approaches to teaching that hurt youth of color…. I…
Ivon Prefontaine's insight:
Several years ago, I sat in a meeting and listened to administrators speak about students and teachers as if they owned them. They used ownership language that suggests how we speak is about colonialism, rather than autonomy. This is in the mainstream. I can only imagine what it is like outside the mainstream. Ownership language leads to managing rather than leading.
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Heart of a Teacher by Paula Fox

Here's a short inspirational movie from Simple Truths! Please pass this on to any teachers in your life that have inspired you in the past. Visit ou
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A wonderful video about teaching.
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High school students know that their learning isn't relevant | Education Recoded | Big Think

High school students know that their learning isn't relevant | Education Recoded | Big Think | Leadership, Innovation, and Creativity | Scoop.it

It is hard to make an argument that there are many desirable post-secondary educational or career scenarios for current high school students that will not require the use of computer technology on a daily basis. The kids have known this for quite some time now.


Via Beth Dichter, De'armond Mitchell
Ivon Prefontaine's insight:

Several years ago, I was being professionally developed in critical thinking. It was not a session I wanted to attend, but took materials with me I used on a regular basis and simply re-designed an activity I already used. In my instructions, I commented I sent a letter/email to parents outlining a role they could play in the project as a consultant.

 

One of the facilitators, a teacher, questioned the use of parents. I smiled and replied, "When my wife goes to work, she does not close the door to her office and sequester herself. She works with others who bring particular and necessary skills." It is why I find John Dewey's writing so informative for teaching. It is hard, but rewarding teaching.

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Teachers Deserve Better #EricSheninger

Teachers Deserve Better #EricSheninger | Leadership, Innovation, and Creativity | Scoop.it
My message is to everyone who has and continues to bash teachers by implementing accountability structures that will do nothing to help our students succeed in life and follow their dreams....

Via Mika Auramo, Bonnie Bracey Sutton
Ivon Prefontaine's insight:

A key point is that there is standardization in School besides just testing.

 

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If teachers know best about professional learning… let's follow their lead. | CTQ

If teachers know best about professional learning… let's follow their lead. | CTQ | Leadership, Innovation, and Creativity | Scoop.it

But most principals just don’t know how to implement the kind of PD that matters, having had little preparation or support to do so.


Via Mika Auramo
Ivon Prefontaine's insight:

I found the teacher-principal gap was a product of a lack of understanding about professional learning. Teachers want something that helps them in their day-to-day work. I experienced principals wanted something that was efficient and they could do at a whim. For example, Professional Learning Communities do yield benefits when done well, but that does not mean once a month as an add-on to staff meetings or as something done after school. Effective professional learning is a conversation that occurs identifying particular needs and not those imposed on teachers.

 

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The World of Teaching Part 1: America

The World of Teaching Part 1: America | Leadership, Innovation, and Creativity | Scoop.it
A collection of infographics on the state of the teaching profession for education workers and other interested parties.

Via Paul Murray
Ivon Prefontaine's insight:

We should realize other governments are failing our Schools, teachers, and students, hence the communities they live in. We should not just ask where male teachers have gone. We should ask, "What are the reasons male teachers left the profession?" This is not just about male teachers leaving and not entering teaching. It is about the systemic reasons they leave. Schools are places of oppression. It is in this light we should ask our questions. For example, we should ask about the increase in part-time contracts.

 

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Paul Murray's curator insight, September 18, 2014 9:13 AM

A quick look at a series of infographics on the state of the teaching profession in the United States of America.

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Infographic: What Does It Take To Be A Teacher?

Infographic: What Does It Take To Be A Teacher? | Leadership, Innovation, and Creativity | Scoop.it

What Does It Take To Be A Teacher? Infographic shows that teachers’ realities are growing increasingly complex.


Via Dennis T OConnor, Mohammed Omar Faruque Masud
Ivon Prefontaine's insight:

These are the formal things, but what about the informal, invisible things i.e. the forming of teacher subjectivity.

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Jaime Salcedo Luna's curator insight, May 18, 2014 8:08 AM

Interesante comparación de la dedicación requerida para ser docente en cinco países del mundo.

Niki Davis's curator insight, May 19, 2014 6:16 AM

Looks too certain to me - there must be enormous difficulties in measuring this across cultures, contexts and other aspects of these rapidly evolving ecosystems. 

Heather Morrow Giles's curator insight, June 19, 2014 10:19 AM

this is why we go home so tired!

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Student Motivation: It’s More Complicated Than We Think

Student Motivation: It’s More Complicated Than We Think | Leadership, Innovation, and Creativity | Scoop.it
Motivation—there are two kinds: intrinsic, which involves doing something because we want to do it, and extrinsic, which is doing something because we have to do it. A negative relationship exists between the two.

Via Sharrock
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Motivation is complex and very individual.

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Sharrock's curator insight, January 15, 2014 12:24 PM

excerpt: "In his research he identified 16 distinct universal reinforcements that he developed into an assessment tool called the Reiss Motivation Profile. “Everybody is motivated by the 16 universal reinforcements, but not in the same way. Individuals show reliable individual differences in how they prioritize these 16 reinforcements.” (pp. 154-155) These 16 reinforcements are listed in the article and they include the following motivations (among others): eating, the desire for food; curiosity, the desire for understanding; independence, the desire for self-reliance; social contact, the desire for peer companionship; and vengeance, the desire to confront those who offend."

- See more at: http://www.facultyfocus.com/articles/teaching-and-learning/student-motivation-its-more-complicated-than-we-think/#!