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What is SEL?

What is SEL? | Leadership, Innovation, and Creativity | Scoop.it

Social and emotional learning involves the processes of developing social and emotional competencies in children. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful; social and emotional skills are critical to being a good student, citizen, and worker; and many different risky behaviors (e.g., drug use, violence, bullying, and dropout) can be prevented or reduced when multi-year, integrated efforts develop students’ social and emotional skills.

This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation (Bond & Hauf, 2004; Hawkins, Smith, & Catalano, 2004; Nation et al., 2003; Weare & Nind, 2011). Effective SEL programming begins in preschool and continues through high school. CASEL has identified five interrelated sets of cognitive, affective, and behavioral competencies.

The definitions of the five competency clusters for students are:

* Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

* Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

* Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

* Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
    
* Responsible decision-making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.


Via Vilma Bonilla
Ivon Prefontaine's insight:

This is a good infographic with some detailed explanation.

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Vilma Bonilla's curator insight, July 17, 2013 10:52 PM

Excellent piece on developing emotional intelligence in children.

Tamra Dollar's curator insight, July 19, 2013 4:53 PM

To be an effective teacher, we must embrace social and emotional learning. If we don't, we might as well be replaced by a piece of computer software!

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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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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, 3:40 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, 6:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 7:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
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How Should Professional Development Change?

How Should Professional Development Change? | Leadership, Innovation, and Creativity | Scoop.it
Professional Development in Other Countries
The Shanghai teacher and Singapore teacher ratios of teaching time to collaboration time reveal even larger disparities. The Shanghai teacher reported teaching 15 hours a week and collaborating 7.5 hours a week. The Singapore teacher spends 18 hours teaching and 15 hours collaborating each week. Spending so much time collaborating with other teachers every week is not a reality for U.S. teachers who feel lucky to chat with their colleagues at lunch or in biweekly faculty meetings.

The differences in professional development systems do not end here though. In Singapore, teachers are expected to do 100 hours of professional development (paid by the ministry of education) every year. That would be 500 hours in five years. In Shanghai, teachers are expected to do a minimum of 360 hours of professional development every five years -- compare that to the mere 120 hours of professional development that is typically required of U.S. teachers every five years.

 

Learn more:

 

http://gustmees.wordpress.com/2013/01/23/is-your-professional-development-up-to-date/

 


Via Gust MEES, Bruno Koffi
Ivon Prefontaine's insight:

Without choice and voice, professional development might be training which is for seals and not human beings.

 

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Gust MEES's curator insight, October 18, 9:07 AM
Professional Development in Other Countries
The Shanghai teacher and Singapore teacher ratios of teaching time to collaboration time reveal even larger disparities. The Shanghai teacher reported teaching 15 hours a week and collaborating 7.5 hours a week. The Singapore teacher spends 18 hours teaching and 15 hours collaborating each week. Spending so much time collaborating with other teachers every week is not a reality for U.S. teachers who feel lucky to chat with their colleagues at lunch or in biweekly faculty meetings.

The differences in professional development systems do not end here though. In Singapore, teachers are expected to do 100 hours of professional development (paid by the ministry of education) every year. That would be 500 hours in five years. In Shanghai, teachers are expected to do a minimum of 360 hours of professional development every five years -- compare that to the mere 120 hours of professional development that is typically required of U.S. teachers every five years.


Learn more:


http://gustmees.wordpress.com/2013/01/23/is-your-professional-development-up-to-date/

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Schooling Beyond Measure

articles by alfie kohn

Via Karen Kurczak
Ivon Prefontaine's insight:

Although controversial at times, Kohn offers a different perspective on a range of issues i.e. standardized testing.

 

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Maintaining Your Sanity In The Pressure Game Of Teaching

Maintaining Your Sanity In The Pressure Game Of Teaching | Leadership, Innovation, and Creativity | Scoop.it
Maintaining Your Sanity In The Pressure Game Of Teaching

Via Suvi Salo
Ivon Prefontaine's insight:

The keep listening and talking are important. Listen closely to others and find your voice.

 

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48 million Americans live in poverty, Census Bureau says

48 million Americans live in poverty, Census Bureau says | Leadership, Innovation, and Creativity | Scoop.it
48 million Americans are living in poverty according to the latest Census report.

Via Official AndreasCY, Christopher Tienken
Ivon Prefontaine's insight:

Canada's percentage of people in poverty would be similar, perhaps slightly less i.e. 12%. What does that mean for School?

 

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Christopher Tienken's curator insight, October 17, 4:52 PM

It's ok. Common Core and national testing will help....

Russell R. Roberts, Jr.'s curator insight, October 18, 1:09 AM

There is no excuse for 48 million of our citizens living in marginal housing and earning substandard wages, while we spend billions to police the world.  Our first priority should be to help the less fortunate in our own country , then, if anything remains, extend help to others. Congress needs to straighten out its priorities.  Aloha, Russ.

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10 Reasons Nonreaders Don't Read — And How to Change Their Minds | Scholastic.com

10 Reasons Nonreaders Don't Read — And How to Change Their Minds | Scholastic.com | Leadership, Innovation, and Creativity | Scoop.it

Children are not born with a natural aversion to reading. Learn how to help reluctant readers begin to love books.


Via Cindy Riley Klages
Ivon Prefontaine's insight:

Point 2, they cannot read as fast as their peers, is also part of the diagnostic process. Does it make sense that the ability to read is based on speed? What happened to enjoying and whiling over the the worth of something worth reading?

 

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Dan Keldsen's curator insight, October 18, 12:25 AM

Stereotypes and generalizations are just plain lazy. Do the work to understand how people behave, what the want (in reality, not what they say they want), how they react, and stop playing to the stereotypes you may have fallen into.

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American Schools Are Training Kids for a World That Doesn't Exist | WIRED

American Schools Are Training Kids for a World That Doesn't Exist | WIRED | Leadership, Innovation, and Creativity | Scoop.it

Over the next twenty years the earth is predicted to add another two billion people. Having nearly exhausted nature’s ability to feed the planet, we now need to discover a new food system. The global climate will continue to change. To save our coastlines, and maintain acceptable living conditions for more than a billion people, we need to discover new science, engineering, design, and architectural methods, and pioneer economic models that sustain their implementation and maintenance. Microbiological threats will increase as our traditional techniques of anti-microbial defense lead to greater and greater resistances, and to thwart these we must discover new approaches to medical treatment, which we can afford, and implement in ways that incite compliance and good health. The many rich and varied human cultures of the earth will continue to mix, more rapidly than they ever have, through mass population movements and unprecedented information exchange, and to preserve social harmony we need to discover new cultural referents, practices, and environments of cultural exchange. In such conditions the futures of law, medicine, philosophy, engineering, and agriculture – with just about every other field – are to be rediscovered.

Being dumb in the existing educational system is bad enough. Failing to create a new way of learning adapted to contemporary circumstances might be a national disaster. The good news is, some people are working on it.


Via Kim Flintoff
Ivon Prefontaine's insight:

This is an interesting article which points out that School is not meeting the needs today and is not likely to meet the needs of tomorrow without substantial change.

 

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Kim Flintoff's curator insight, October 17, 8:08 PM

This ceraiinly seems to be a rationale for investigating more effective ways of fostering learning.  It could be suggested that the only core skills we all need are:

 

- the capacity to learn and relearn,

- the capacity to determine what learning is required,

- the ability to assist others with learning and

-  resilience to see that through the inevitable challenges that arise when we breach the limits of our comfort zone.

One wonders if national education policies and national curricula are fully supportive of this requisite shift in focus?

Lee SCHLENKER's curator insight, October 18, 3:35 AM

Being dumb in the existing educational system is bad enough. Failing to create a new way of learning adapted to contemporary circumstances might be a global disaster.

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Resistance to change in organisations

Resistance to change in organisations | Leadership, Innovation, and Creativity | Scoop.it
Infographic: Resistance to change in organisations - Understanding the most common reasons employees resist change - Torben Rick

Via the Change Samurai
Ivon Prefontaine's insight:

It is not just fear of the unknown. My experience was there was exceptionally poor communication, top-down oppressive ways of dealing with change, faddish approaches, etc. For example, the implementation of the 7 Habits work and digital technologies was a handful of people's dictates rather than consulting with classroom teachers who were doing the heavy lifting.

 

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Rob Kingston's curator insight, October 18, 11:27 AM

you can't manage change if you don't first understand the resistance  to change.  This concise and accurate infographic helps simplify it. 

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What Is Experiential Learning?

What Is Experiential Learning? | Leadership, Innovation, and Creativity | Scoop.it
Experiential learning theory suggests that all learning is created by grasping and transforming experiences. Learn more about the theory and the experiential learning cycle.

Via Elizabeth E Charles, Suvi Salo
Ivon Prefontaine's insight:

The names of those involved in the foundational thinking behind experiential learning is impressive i.e. Dewey and Piaget. As well, Montessori's name might be added to the list.

 

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David W. Deeds's curator insight, October 16, 10:43 PM

Thanks to Ivon Prefontaine.

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Dissertations of the Influential

Dissertations of the Influential | Leadership, Innovation, and Creativity | Scoop.it
Many of our best and brightest write dissertations in their mid to late twenties.

Via Dr Peter Carey
Ivon Prefontaine's insight:

It is important not to lose track that even older people can add to the creative process.Also, dissertations might not be the only measures of creativity.

 

@ivon_ehd1

 

 

 

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Tech Is Changing Teaching, Finally - Harvard Education Group


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

I think the article misses the point when it says finally. Change is incremental and hard to see, but is always happening. Too many educational reformers want to be able to tear it down and have overnight change. The one point missing besides that is do digital technologies help us lead and care for children? That is what pedagogy is all about.

 

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Elaine Roberts, Ph.D's curator insight, October 16, 8:34 AM

I'm a tad offended by the use of the word "finally," but I also understand the point as so often educators try to do what they've always done but with different tools. However, the article points out that many teachers have been using technology as they have cobbled together a range of resources, and they have been using technology to support their pedagogy and their students' learning. Right on!

Carlos Rodrigues Cadre's curator insight, October 16, 9:18 AM

adicionar a sua visão ...

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1 and 1 = 2, no?

1 and 1 = 2, no? | Leadership, Innovation, and Creativity | Scoop.it
“You think because you understand 'one' you must also understand 'two', because one and one make two. But you must also understand 'and'.” ― Rumi There goes my childhood education… Haven’t we (almo...

Via Patrick Verdonk
Ivon Prefontaine's insight:

Nothing is all inclusive. That is a great way to end the article. The Rumi quote was an interesting way to begin.

 

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10 Ways to Boost Brain Power for Young Students

10 Ways to Boost Brain Power for Young Students | Leadership, Innovation, and Creativity | Scoop.it

Research into neuroscience and brain power is among the most fascinating due to its impact on education. And when it comes to young learners, strategies for optimizing brain development are essenti...


Via Marisel Mateluna, Reucover
Ivon Prefontaine's insight:

The article includes the fine arts, caring environments, mindfulness, and enjoying what we do with our students.

 

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Ready to Learn? The Key Is Listening With Intention

Ready to Learn? The Key Is Listening With Intention | Leadership, Innovation, and Creativity | Scoop.it

Listening and observing can be passive activities—in one ear and out the other, as our mothers used to say. Or they can be rich, active, intense experiences that lead to serious learning.


Via Cindy Riley Klages, Suvi Salo
Ivon Prefontaine's insight:

Students need to be helped in learning how to listen. It is not something that comes without help.

 

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Elaine Roberts, Ph.D's curator insight, October 18, 8:56 PM

I concur that good listening is a skill to be learned and practice. We need to model critical listening, too. It can easily be part of how we interact with our students.

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“Poor kids who do everything right don’t do better than rich kids who do everything wrong”

“Poor kids who do everything right don’t do better than rich kids who do everything wrong” | Leadership, Innovation, and Creativity | Scoop.it
Poor kids who do everything right don’t do better than rich kids who do everything wrong is a fascinating, and depressing, article in The Washington Post.

Via Yashy Tohsaku
Ivon Prefontaine's insight:

Meritocracy and the idea that we all have the same opportunities do not exist in School.

 

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Brain baloney has no place in the classroom

Brain baloney has no place in the classroom | Leadership, Innovation, and Creativity | Scoop.it
Pete Etchells: A study published this week brilliantly debunks myths about the brain that pervade the education system

Via Sandeep Gautam, Sharrock
Ivon Prefontaine's insight:

This is the second article in the last few days with this as the theme.

 

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Sandeep Gautam's curator insight, October 18, 9:13 AM

Some neuromyths are so strangely resistant!

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How Can Students Have More Say in School Decisions?

How Can Students Have More Say in School Decisions? | Leadership, Innovation, and Creativity | Scoop.it
Administrators, educators and students are discovering ways to include students in the programs that affect them most. Some programs help students speak directly to the people in charge.

Via Grant Montgomery, Dean J. Fusto
Ivon Prefontaine's insight:

I wonder if providing teachers with more voice would be helpful?

 

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25 Practices That Foster Lifelong Learning - InformED

25 Practices That Foster Lifelong Learning - InformED | Leadership, Innovation, and Creativity | Scoop.it

"Is your capacity for learning is fixed or fluid? Can you improve your intelligence and talents through hard work and practice, or are you stuck with the brains you’ve got? Stanford psychologist Carol Dweck says most of us have either a “fixed” or “growth” mindset when it comes to learning. Most of us can get through sixteen years of schooling regardless of which mindset we have, but when it comes to lifelong learning–learning for the sake of learning, without outside pressure–only a growth mindset will cut it."


Via Beth Dichter, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

Learning is an essential aspect of living. I am not an advocate of the glib language that is fostered in 7 Habits thinking i.e. begin with the end in mine. It is great to have goals, but learning is often a non-linear, complex, chaotic process which defies that limited logic. The Dewey quote is echoed in the thinking of many others i.e. Whitehead, Montessori, Gadamer, etc. It is not just about learning. It is about forming and character which exceeds simple learning.

 

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Beth Dichter's curator insight, October 17, 9:04 PM

We want our students to become lifelong learners? To become a lifelong learner it is essential to have a growth mindset. This post begins with a discussion of Carol Dweck's work on growth and fixed mindset, and moves on to provide 25 practices that help to foster lifelong learning. Five of the practices are listed below. There are an additional twenty in the post and each is explained in more depth.

* Begin with the end in mind.

* Create your own learning toolbox.

* Try new things on a frequent basis.

* Keep a "to-learn" list.

* Improve your memory.

Saberes Sin Fronteras Ong's curator insight, October 18, 12:15 PM

EDUCAR NO ES ENSEÑAR A VIVIR, LA COMUNICACION EDUCADOR-ALUMNO ES LA VIDA

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Deasy slams teachers unions, speaks of regrets

Deasy slams teachers unions,  speaks of regrets | Leadership, Innovation, and Creativity | Scoop.it

Days after stepping down as Los Angeles schools chief, John Deasy acknowledged he should have worked harder to improve relations with the school board but also criticized the teachers union for making it difficult to improve the district.


Via J. Mark Schwanz
Ivon Prefontaine's insight:

Teachers and students are often left voiceless in the battles between corporate School managers and their equivalents in the unions.

 

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J. Mark Schwanz's curator insight, October 17, 7:57 PM
Blame needs to turn into action.
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Education Readings October 17th

Education Readings October 17th | 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!   Are You an Autodidact? Or Do You Need Other People T...
Ivon Prefontaine's insight:

The article that was an interest to me was the one about School serving the economy. Yes, it does, but who makes the decisions is an important one. What does this mean for teaching and learning?

 

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How Kids Lose Their Creativity As They Age (And How To Prevent It)

How Kids Lose Their Creativity As They Age (And How To Prevent It) | Leadership, Innovation, and Creativity | Scoop.it
Ever since the 1950s, children have undergone a test for tracking their creativity, in similar fashion to the IQ test. Professor E. Paul Torrance developed the series of tasks, which are administered by a psychologist, to a subject to measure the person’s ability to produce something original and useful. No [...]

Via Creativity For Life, David Hain, Dean J. Fusto
Ivon Prefontaine's insight:

There are some good points which teachers would find helpful in their work.

 

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Gust MEES's curator insight, October 17, 10:38 AM

1.       Teach creative problem solving over rote memorization. How to reach an answer is far more important than making the right choice on a standardized test and then forgetting the concept the next day.

2.       Teach kids to challenge assumptions instead of accepting things “as is.” Success is no longer about following an operating manual.  It is about imagining the possibilities and real-time innovation.

3.       Teach that mistakes are not evil, and should not be feared.Make sure kids learn that mistakes aren’t fatal – they’re simply the portals of discovery.

4.       Drive diversity of thought over conformity. World progress occurs by challenging conventional wisdom and approaching problems with fresh perspective.  Following the herd is a surefire path to mediocrity.

5.       Forster imagination and curiosity. No longer optional, creativity has become the currency of success for us all.  This applies to CEO’s and soccer-moms.  Musicians and military leaders.  Engineers and educators.


Learn more:


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


Lon Woodbury's curator insight, October 17, 3:24 PM

Struggling Teens often are those kids who cannot/will-not give up their creativity.  Those are not broken kids needing serious treatment, but confused kids trying to find their way and making poor decisions.  There are schools working on this creativity gap, and should be a model for mainstream kids. -Lon


Nick Hester's curator insight, October 18, 6:35 AM

Celebrate diversity, be open, share, listen and learn...

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Myths about the brain 'hamper effective teaching' - Telegraph

Myths about the brain 'hamper effective teaching' - Telegraph | Leadership, Innovation, and Creativity | Scoop.it
Research published today suggests that widely believed myths about neuroscience are being used to justify classroom practice that has "no educational value"

Via Suvi Salo
Ivon Prefontaine's insight:

This is interesting work.

 

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Curriculum That Questions The Purpose Of Knowledge

Curriculum That Questions The Purpose Of Knowledge | Leadership, Innovation, and Creativity | Scoop.it
Curriculum That Questions The Purpose Of Knowledge

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

John Dewey suggested we are continuously reconstructing our knowledge. Knowledge might be understood as know-ledge. We are always on the edge of learning something new and reconstructing what we think we know.

 

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Elaine Roberts, Ph.D's curator insight, October 16, 8:04 AM

This is the macro and the micro level question: Why? Why do we need or want students to learn certain things? What criteria do we use to privilege certain learning over other learning? More importantly, how do we reiterate to our students and ourselves that that which we are teaching in a classroom situation is a small fraction of all that they could learn about anything, and that what we're really teaching them is how to learn and giving them a baseline from which to work.


In the quest to review, reform, re-vision curriculum, we have to remember that the curriculum should be a starting point for students and their learning, not the end.

Carlos Rodrigues Cadre's curator insight, October 16, 9:19 AM

adicionar a sua visão ...

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Don't Help Your Kids With Their Homework

Don't Help Your Kids With Their Homework | Leadership, Innovation, and Creativity | Scoop.it
And other insights from a ground- breaking study of how parents impact children’s academic achievement

Via Ove Christensen
Ivon Prefontaine's insight:

It depends on what we think helping is. Doing the homework and providing many of the solutions is not help. Asking questions and providing support in directing a child in their learning can be helpful.

 

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Testing Teacher Professionalism

Testing Teacher Professionalism | Leadership, Innovation, and Creativity | Scoop.it
The Treehorn Express Testing Teacher Professionalism About 5 years ago [10 Jan.2010] I wrote an article called TESTING TEACHER PROFESSIONALISM. Its revised version is offered below. The article, un...
Ivon Prefontaine's insight:

We allow those furthest from the daily work in the classroom to decide who a teacher is and what teaching is.

 

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The Evolving Classroom: Creating Experiential Learning Spaces (EDUCAUSE Review) | EDUCAUSE.edu

The Evolving Classroom: Creating Experiential Learning Spaces (EDUCAUSE Review) | EDUCAUSE.edu | Leadership, Innovation, and Creativity | Scoop.it

Research shows that experiential learning enhances student engagement and success. For example, a meta-analysis of 225 previously published studies on the effects of active learning in science, technology, engineering, and math (STEM) courses revealed active learning's benefits.1 The analysis showed that students in traditional lecture sections are 1.5 times more likely to fail than students in active learning settings. Moreover, course grades were six percent higher when instructors used an active learning pedagogy. Students scoring in the 50th percentile in traditional lecture sections moved to the 68th percentile in active learning sections. Overall, the analysis projected that 3,516 fewer students would have failed STEM courses had instructors employed active learning approaches.


Via Peter Mellow
Ivon Prefontaine's insight:

We have known about experiential learning for some time. It is an important component of outdoor education's pedagogy.

 

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