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Design Learning from the Extremes - "The Myth of Average"

Design Learning from the Extremes - "The Myth of Average" | Leadership, Innovation, and Creativity | Scoop.it

Todd Rose talks about the "Myth of the Average" in his TedTalk comparing education with the Air Force who found that no one is average.


Via Kathleen McClaskey, Malachy Scullion
Ivon Prefontaine's insight:

We learn more from disruptions and outliers, but we desparately want agreement.

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Kathleen McClaskey's curator insight, July 2, 2013 2:48 PM

Each student has a jagged learning profile. They have strengths, averages and challenges. If you design learning for the average, you design it for nobody. We have created learning environments where we can not expect learners to do what we want them to do.

 

The average hurts everyone. Designing average destroys talents in two ways:

> The existing educational environment can not challenge learners as it creates an environment where they become bored and sometimes dropout. 

> It means that your weaknesses will make it harder for you to see your talent.  

 

It is all about nurturing individual potential.

Deborah Welsh's curator insight, August 13, 2013 10:00 PM

Average is an interesting concept. Pinning students down to numbers or percentages in terms of what they can achieve does them a disservice and never tells the real story.

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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Why It's Time To Put Students In The Driver's Seat

Why It's Time To Put Students In The Driver's Seat | Leadership, Innovation, and Creativity | Scoop.it
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …

 

This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.


Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.


Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.


Concerning the questions from the students, please check my advice here:


http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/



Via Gust MEES
Ivon Prefontaine's insight:

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Gust MEES's comment, May 28, 12:40 PM
@Ivon Prefontaine Hi, give me some time (???), please and I will create a blog about how I did it ages ago (2002-2003), thanks. For the moment GO for #DeepTHINKing and try to find out (paper & notes & ideas) how You could realize it with your actual #ProfessionalDevelopment, make some #Brainstorming with THE #LEARNERS in mind ;) A good exercise ;) Let me know, thanks ;)
Ivon Prefontaine's comment, May 28, 3:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 4:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
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Next Gen Learning Boosts Rigor, Relevance & Relationships

Next Gen Learning Boosts Rigor, Relevance & Relationships | Leadership, Innovation, and Creativity | Scoop.it
Don't miss this post! Tom Vander Ark explains how innovations in learning are supporting great learning environments for students &teachers.

Via Tom D'Amico (@TDOttawa) , Dean J. Fusto
Ivon Prefontaine's insight:

I think vigour is a better word than rigor which comes with mortis and makes the term rigor mortis. Also, it is like we are just discovering vigour, relevancy, and relationships are important. Dewey wrote about them long ago.

 

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Margaret J. Wheatley: Supporting Pioneering Leaders

Margaret J. Wheatley: Supporting Pioneering Leaders | Leadership, Innovation, and Creativity | Scoop.it

Via june holley
Ivon Prefontaine's insight:

Where have all the leaders gone? That is an interesting question. They have become managers. That is what I experienced in School. Managing and leading are inseparable, but the School managers find managing and being a boss easier.

 

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Daniel Goleman: We Should Be Teaching Emotional Literacy in Schools | Mindful

Daniel Goleman: We Should Be Teaching Emotional Literacy in Schools | Mindful | Leadership, Innovation, and Creativity | Scoop.it

Daniel Goleman, bestselling author of Emotional Intelligence and Focus, makes the case for teaching emotional literacy in schools and how to put it into practice.


Via Jenny Ebermann
Ivon Prefontaine's insight:

Self-awareness is an important skill and attitude for students. It is about being responsible and resilient.

 

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Growing Closer To Your Most Challenging Students

Growing Closer To Your Most Challenging Students | Leadership, Innovation, and Creativity | Scoop.it
Growing Closer To Your Most Challenging Students

Via iPamba
Ivon Prefontaine's insight:

Pillar #1 is relationships. This means knowing the stories students bring to school, not as excuses, but as part of knowing who that person is. Several years ago, a School manager explained that one "problem student" respected me and he listened to. The conversation stopped there. Instead of wanting to know what that meant, no one, including the School manager, was interested in how to build a respectful relationship with that student. It was like it was too much work.

 

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Education Readings August 22nd

Education Readings August 22nd | Leadership, Innovation, and Creativity | Scoop.it
By Allan Alach I welcome suggested articles, so if you come across a gem, email it to me at allan.alach@ihug.co.nz. This week’s homework! Rational And Evidence-Based Responses To Standards Advocate...
Ivon Prefontaine's insight:

Another batch of excellent links. I found the one about the opposite of excellence interesting and important. Locked in a neo-liberal School agenda, we use test scores as the measure of excellence. What about the quality of relationships? How are those measured?

 

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Quran Coaching's curator insight, Today, 9:14 AM

The Quran-Coaching is the best platform for the quran learning by taking online quran classes.
http://goo.gl/st4aLZ
Like/Share/Comment.
#quran #onlineQuran #islam #Tajweed

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“But … We’ve Always Done it this Way…”

“But … We’ve Always Done it this Way…” | Leadership, Innovation, and Creativity | Scoop.it
Carol A. Hand Did you ever feel like you were living in the wrong time? That somehow you had missed learning how to simply accept the fact that we should do things the way they’ve always been done?...
Ivon Prefontaine's insight:

What I found and I think this post gets at this was that those reforming School are as much about enforcing the status quo. It is not about change, but about the perception that in the busyness we are deceived and duped by the pace and do not realize deep change, transformation, is simply not happening.

 

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8 Steps To Ensure Great Communication With Parents - Edudemic

8 Steps To Ensure Great Communication With Parents - Edudemic | Leadership, Innovation, and Creativity | Scoop.it
As you’re preparing your lesson plans and classrooms for the first day of school (which may have already happened for some of you!), keeping in touch with parents is probably on your mind. Communicating classroom expectations and other pertinent information at the beginning of the school year is critical to get everyone started off on …

Via Suvi Salo
Ivon Prefontaine's insight:

Where I worked I communicated a lot with parents. This seemed to be a problem for the School managers who wanted to monitor and control the communication.

 

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Durriyyah Kemp's curator insight, Today, 7:25 AM

Teachers, lets plan to engage parents from the start.  Establishing common language, shared agreements, expectations, etc. from the beginning is a great way to get buy-in from the parents at the start of the school year.  Engage parents immediately and form a sturdy partnership with them, by letting them know how often you'll be contacting them, and that they are welcome in your learning community. 

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Designing for Emergence: The Role of the Instructor in Student-Centered Learning

Designing for Emergence: The Role of the Instructor in Student-Centered Learning | Leadership, Innovation, and Creativity | Scoop.it
we seem to talk about instructor role so rarely that she becomes not only intangible, but at times invisible. Part of the problem seems to be that we’ve conflated instructor role with “authority,” and we’ve regarded authority as a dirty word

Via Ana Cristina Pratas
Ivon Prefontaine's insight:

Perhaps person-centred learning is a more apt way of understanding classrooms. The teacher is part of the larger whole and not separate. It might be a human and humane world can emerge from classrooms where humans live humanely.

 

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Victoria Marín's curator insight, Today, 8:54 AM

Interesting article on the critical role of the teacher in student-centred learning.

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Expert panel: what makes a good teacher

Expert panel: what makes a good teacher | Leadership, Innovation, and Creativity | Scoop.it
Amid debates about teacher quality and training, and with the Teacher Education Ministerial Advisory Group soon to report on teacher education, we asked a panel of experts just what makes a good teacher…

Via Ana Cristina Pratas
Ivon Prefontaine's insight:

Although not all the "experts' used the word, relationships with students and revealing who we are as people is central to teaching. When we are in strong relationships with students, we shift the learning to them and it becomes their responsibilites in ways they enjoy.

 

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Expert performance and training: what we really know

Expert performance and training: what we really know | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

Yet, in School teaching is treated as something those who do not do it are the most expert.

 

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On teacher pay

On teacher pay | Leadership, Innovation, and Creativity | Scoop.it
I talk about teaching an awful lot on this site, right?  Enough that there are people who have admitted to me that they regularly skip past posts on the topic.  (Which, for the record, is fine.  I'...
Ivon Prefontaine's insight:

There was a time people went into teaching because it was a way to make a difference in the world. It paid well enough probably that it meant teachers remained in the profession. The article has an American view to it and things are done differently in the US, but there are issues in Alberta. For example, I felt the number of part-time teachers was on the increase. This does not stabilize the profession and will force young teachers to reconsider their choices. I met young teachers who held a second job out of necessity.

 

If School is important, does it not make sense that teachers would be compensated fairly?

 

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Elaine Roberts, Ph.D's curator insight, August 21, 5:54 AM

We complain that classroom teachers don't do enough. We complain that classroom teachers aren't good enough. We do not treat this profession with the respect it deserves because we KNOW there are plenty of good if not excellent teachers who deserve our respect and our appreciation, and who deserve to get paid commensurate with their abilities, their education, their willingness to keep on learning and growing, and their patience in putting up with politicians, far too many school board members, and too many of the public who know so very little about what they actually do.

Elaine Roberts, Ph.D's curator insight, August 21, 5:55 AM

We complain that classroom teachers don't do enough. We complain that classroom teachers aren't good enough. We do not treat this profession with the respect it deserves because we KNOW there are plenty of good if not excellent teachers who deserve our respect and our appreciation, and who deserve to get paid commensurate with their abilities, their education, their willingness to keep on learning and growing, and their patience in putting up with politicians, far too many school board members, and too many of the public who know so very little about what they actually do.

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Learning Theories: Adaptive Control of Thought

Learning Theories: Adaptive Control of Thought | Leadership, Innovation, and Creativity | Scoop.it
Learning Theories: Adaptive Control of Thought

Via Suvi Salo
Ivon Prefontaine's insight:

I agree with the last point. It is a simplified version of a complex theory. Having said this, it is a starting point.

 

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On Motivation

On Motivation | Leadership, Innovation, and Creativity | Scoop.it
Margaret Wheatley – Paradigm Shifter, Author and Co-Founder of the Berkana Institute
There is a misperception that people are motivated by competition. People are actually motivated by generosity and love.

Via june holley
Ivon Prefontaine's insight:

Walk out and Walk on is a great book. The last few years I taught I thought about that phrase a lot. We have to let go when we move on. It is hard and ongoing work.

 

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june holley's curator insight, Today, 10:51 AM

Great stuff on new leadership.

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Can Writing Be Taught?

Can Writing Be Taught? | Leadership, Innovation, and Creativity | Scoop.it
Rivka Galchen and Zoë Heller discuss whether writing can be taught.

Via Elaine Roberts, Ph.D
Ivon Prefontaine's insight:

Of course they can be. In fact, it is important to teach cursive writing.

 

 

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Elaine Roberts, Ph.D's curator insight, Today, 11:01 AM

I believe writing skills can be taught, refined, improved. But just as some of us are better with paintbrushes or technology or hammers and saws, others of us are better with words.

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A shocking statistic about the quality of education research

A shocking statistic about the quality of education research | Leadership, Innovation, and Creativity | Scoop.it
A research study about research studies comes up with a cautionary finding.

 

For more than a decade, school reformers have said that education policy should be driven by “research” and “data,” but there’s a big question about how much faith anyone should have in a great deal of education research. This is so not only because the samples are too small or because some research projects are funded by specific companies looking for specific results, but because in nearly all cases, it appears that nobody can be certain their results are completely accurate.


“I would love to believe that every single person doing education research around the world has ethics that are as pure as the driven snow,” Plucker said. “[But] the law of averages tells us there’s something out there.”



Via Gust MEES, ICTPHMS
Ivon Prefontaine's insight:

The concept of replication has never made sense to me. We should be reproducing and reconstructing. Reproducing and reconstructing are not about identical. They are about checking more data against the original data collected. One can never replicate/duplicate the same situation so it is about similarities rather than exactness.

 

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Gust MEES's curator insight, Today, 9:27 AM

“I would love to believe that every single person doing education research around the world has ethics that are as pure as the driven snow,” Plucker said. “[But] the law of averages tells us there’s something out there.”


That is reinforcing mey thoughts and believes as I said this ALREADY years ago THAT I DON'T trust on research in EDU!


Liz Lamoreaux's curator insight, Today, 11:49 AM

Data is significant yet can be deceptive.  We are developing human potential and there are aspects where data is not as reliable to success as we portray.

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We can no longer assume that a story is true because it appears in the paper

We can no longer assume that a story is true because it appears in the paper | Leadership, Innovation, and Creativity | Scoop.it
John Quiggin: We are now in an age of transition. 20th century assumptions about mass media, and particularly the Press are breaking down, but nothing has emerged to replace them

Via iPamba
Ivon Prefontaine's insight:

We should never have and this is now the case for all news media sources. Kierkegaard suggested media distorted the story and it did not serve the public sphere well. It was controlled by the few and the many did not think about what was reported.

 

School is like that unless we have teachers who genuinely act as critical theorists opening up space for students to explore.

 

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Why Students Should Own Their Educational Data – Wired Campus - Blogs - The Chronicle of Higher Education

Why Students Should Own Their Educational Data – Wired Campus - Blogs - The Chronicle of Higher Education | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

It is nice a Harvard professor agrees with Grade 9 students. Several years I discussed the idea of the average student with Grade 9 students. They understood there was no such thing.

 

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Why Our Old Lens On Learning Will Fail A New Generation... And What You Can Do About It Now!

Why Our Old Lens On Learning Will Fail A New Generation... And What You Can Do About It Now! | Leadership, Innovation, and Creativity | Scoop.it
Re-imagining youth learning must begin with an understanding of the world our children and youth are stepping into. This first requires a major reality check. That’s because most of us see a very
Ivon Prefontaine's insight:

If we continue to believe that learning is about command and mastery, we miss what it is really about, mystery and questioning. Even in solving a problem, it is more likely that new questions open up space and present new problems.

 

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How to Design Right-Sized Challenges

How to Design Right-Sized Challenges | Leadership, Innovation, and Creativity | Scoop.it
Design student projects that hit the sweet spot -- relevant to real life, challenging enough to be interesting, and achievable for diverse learners.

Via Suvi Salo
Ivon Prefontaine's insight:

Playful spaces are important in learning. Keep it low tech is important for students. They accomplish so much when they can handle the projects and instructions.

 

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If A Child Is Off-Task…

If A Child Is Off-Task… | Leadership, Innovation, and Creativity | Scoop.it
TEST If A Child Is Off-Task… by TeachThought Staff Quick-hitting thought someone sent to us via email recently that resonated with us: If a child is off-task, perhaps the problem is not the child, but the task –Alfie Kohn If a child is off task,...

Via Susan Grigsby @sksgrigsby
Ivon Prefontaine's insight:

Perhaps it is our perception of what it means to be off-task. Perhaps the student is fully on task and immersed in something important in their learning.

 

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Susan Grigsby @sksgrigsby's curator insight, August 21, 1:52 PM

That's all there is to say about that...

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Our Classroom Of Wisdom: 10 Statements of Affirmation

Our Classroom Of Wisdom: 10 Statements of Affirmation | Leadership, Innovation, and Creativity | Scoop.it
TEST This Is Our Classroom Of Wisdom: 10 Statements of Affirmation by TeachThought Staff This is part one in our four-part “This is our classroom” series, one that will help you and your students take a look at your classroom as a “whole...

Via Susan Grigsby @sksgrigsby
Ivon Prefontaine's insight:

There are some good points. I would take some a step further. For example, it is not just about minimizing the separation between what we learn and how we live. There is no separation between those two things as is there is no separation between teaching, learning, and living.

 

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Susan Grigsby @sksgrigsby's curator insight, August 21, 2:22 PM

This is a piece I'll probably post on my wall...

D Langen's curator insight, Today, 7:07 AM

I wish I found this when i was still in the classroom. Value thinking and learning in their glorious uncertainty and complexity.

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Why The Education Economy Is The Next Big Thing For The American Workforce

Why The Education Economy Is The Next Big Thing For The American Workforce | Leadership, Innovation, and Creativity | Scoop.it
How can integrating our educational system, our employers, and our job creators affect our modern economy?
Ivon Prefontaine's insight:

Teacher and student disengagement is a symptom of larger problems in School. The idea that we think of School as part of some form of an education economy is part of the malaise. School requires substantial structural reforming and transforming. It is essential and not part of some neo-liberal agenda.

 

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Four-day week will cut absences, superintendent says

Copan Public Schools in northeastern Oklahoma is trying something new to attract teachers and reduce absences: a four-day week.

Though some districts have chosen this schedule to lower transportati
Ivon Prefontaine's insight:

It is an interesting way to reduce transportation costs. Does it also mean teachers make less? Although that salary is not why teachers might teach, less salary might be an obstacle to attracting teachers.

 

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Elizabeth Green Tackles the Question; Are Teachers Born or Made?

Elizabeth Green Tackles the Question; Are Teachers Born or Made? | Leadership, Innovation, and Creativity | Scoop.it
It’s hard to believe that there will ever be an answer to the question of whether teachers are “born” or “made.” As with the question of whether comedians or poets are born or made, the way that th...
Ivon Prefontaine's insight:

We don't build teachers and I don't think they are born per se. Gert Biesta uses the word ordering. There are two types. One is external and it is part of the process of teachers becoming teachers. We are qualified and socialized into teacherhood. Unfortunately, many teachers stop here. The other form of ordering is internal. We make sense or attempt to make sense of what it means in continuously becoming this or that teacher per Gadamer. This is reflective work which works on the Parker Palmer question: "Who is the self that teaches?"

 

Can you imagine the challenge for those who do do not want to be in the classroom and perhaps never wanted to be there? I know a few people like that and they are now School managers and external experts.

 

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The McDonaldization of Education: the rise of slow

The McDonaldization of Education: the rise of slow | Leadership, Innovation, and Creativity | Scoop.it
Slow.  I love this word, and yet it tends to have many negative connotations  in education. Which is too bad because it's the very philosophy we need to save our education system, and give kids the...

Via Shawn Davids, Chris Wejr
Ivon Prefontaine's insight:

School's objective, as a subset of education, is not to create citizens and individuals. It involves the being and becoming of people, one person at a time. Teaching and learning are not flipping burgers by rote and fixed recipe. It is about engaging and meeting people where they are in their learning as people. This takes time and is patient work that can never be hurried. The late Ted Aoki used the word linger. David Jardine uses whiling over the worth of what we learn.

 

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Chris Wejr's curator insight, August 20, 11:11 AM

Would love to talk more about this as a staff... how do we slow down and go deeper in our classes?   Society moves so quickly - how can we help each other and our students to slow down in our learning and thinking?