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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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leading and learning: Beginning Teaching - some practical advice to start the year

leading and learning: Beginning Teaching - some practical advice to start the year | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

The opening line says it all. Teaching has no shallow end. You are in the deep end and stay there, but get better at treading water.

 

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8 Things To Look For in Today's Classroom (Visual)

8 Things To Look For in Today's Classroom (Visual) | Leadership, Innovation, and Creativity | Scoop.it
A couple of years ago, I wrote a post on "8 Things To Look For in Today's Classroom", and it has been something that has helped my own learning, and hopefully others as well. Sylvia Duckworth, who ...

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

We need people who are in the classroom sharing these things and many more with teachers. It is not enough to sit outside and be an expert.

 

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Dr. Will : Five Steps to Being a Conference Presenter!!!

Dr. Will : Five Steps to Being a Conference Presenter!!! | Leadership, Innovation, and Creativity | Scoop.it

Via Bookmarking Librarian
Ivon Prefontaine's insight:

This is an interesting and helpful article for those interested.

 

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Arne Duncan: Improving American education is not optional

Arne Duncan: Improving American education is not optional | Leadership, Innovation, and Creativity | Scoop.it
Education reform is needed, but we must not undo our good work.

Via Mel Riddile, Bobby Dillard
Ivon Prefontaine's insight:

Improving schools is an important consideration in many countries. It does not begin with people who furthest away from the classroom, but includes everyone who has an interest.

 

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How to Gather Quantitative Data on User Behaviors

How to Gather Quantitative Data on User Behaviors | Leadership, Innovation, and Creativity | Scoop.it
The quantitative methods we used were all time and cost-efficient, demonstrating that user research doesn’t require thousands of dollars and endless time.

Via Suvi Salo
Ivon Prefontaine's insight:

When we focus on quantitative, we focus on outcomes. This might be what we want at a given time i.e. a starting point, but qualitative helps explain what happened.

 

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Study: Better Teaching More Useful Than More Learning Time

Study: Better Teaching More Useful Than More Learning Time | Leadership, Innovation, and Creativity | Scoop.it
Years after the Obama administration began offering low-performing schools federal money if they agreed to add additional time to their school day or year in an effort to increase their performance rates, those schools who took the deal are saying...

Via Dean J. Fusto
Ivon Prefontaine's insight:

I agree. In fact, perhaps less time so that teachers can work together might be in order.

 

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Reading Keeps Leaders Smart, Creative and Social

Reading Keeps Leaders Smart, Creative and Social | Leadership, Innovation, and Creativity | Scoop.it
You and I are spending more time on our digital devices and TV and we're reading less. But leaders know the benefits of reading and make it a habit.

Via Anne Leong
Ivon Prefontaine's insight:

Reading has many benefits.

 

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Jerry Busone's curator insight, January 18, 7:59 AM

Great readers are leaders .... Check out "Off the Bench Leadership" a quick short read getting great reviews.

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The Teenage Brain: Uniquely powerful, vulnerable, not fully developed - CBC.ca The Current

The Teenage Brain: Uniquely powerful, vulnerable, not fully developed  - CBC.ca The Current | Leadership, Innovation, and Creativity | Scoop.it
If the human mind is sometimes a puzzle. Then the teenage mind is a riddle, wrapped in a mystery, inside an enigma. Lucky for us, one neuroscientist has just published a guide to that perplexing headspace. Dr. Frances Jensen who was once stumped by the behaviour of her own teens shares years of study on the teenage brain, that will warn you and give you hope.

Via John Evans, juandoming, Suvi Salo
Ivon Prefontaine's insight:

The teenage brain is undergoing significant changes.

 

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Marginalized

Marginalized | Leadership, Innovation, and Creativity | Scoop.it
Notes in manuscripts and colophons made by medieval scribes and copyists.

Via Luciana Viter
Ivon Prefontaine's insight:

Margins are interesting places to find creative words and people.

 

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How Integrating Arts Into Other Subjects Makes Learning Come Alive

How Integrating Arts Into Other Subjects Makes Learning Come Alive | Leadership, Innovation, and Creativity | Scoop.it
Several schools, including ones in high-poverty areas, are making art critical to the learning of more academic subjects. They're seeing remarkable student improvement as a result of arts integration.

Via Alfredo Calderon
Ivon Prefontaine's insight:

Students love art.

 

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O Captain! My Captain! Where Has Teaching Gone?

O Captain! My Captain! Where Has Teaching Gone? | Leadership, Innovation, and Creativity | Scoop.it
To understand the changing nature of 21st-century teaching, consider how these elements define your school culture: scheduling, budget, programming, and student POV.

Via Peter Mellow
Ivon Prefontaine's insight:

One of my favourite movies. Classroom relationships combining teacher and student voices is incredibly important.

 

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Longer school days, school years: Somewhat helpful to boosting student learning, but amped-up teaching does more, study finds

Longer school days, school years: Somewhat helpful to boosting student learning, but amped-up teaching does more, study finds | Leadership, Innovation, and Creativity | Scoop.it
Portland's Madison High and Woodburn's Washington Elementary are featured in a national report that downplays the value of adding time to the school day or school year, given the expense of that strategy and the importance of quality vs. quantity in teaching time

Via Bob Farrace, Mel Riddile, Dean J. Fusto
Ivon Prefontaine's insight:

Teaching is what it is all about. It is about thoughtful, mindful, caring adults who help guide children forward and help students take responsibility for what is their learning.

 

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Bob Farrace's curator insight, January 15, 9:55 AM

This is a pretty frustrating read, largely because it reminds us how policymakers willfully persist in their ignorance of the research. The TALIS study of teaching conducted by OECD regularly reminds us that teachers in higher performing nations spend far less time in actual instruction and far more time in lesson study and collaboration than teachers in the US. http://www.oecd.org/edu/school/talis.htm We had every reason to expect that all the trouble and expense of adding more of the same instructional minutes would produce little improvement.

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On the difference between ‘ought’ and ‘is’ (and getting from one to the other) | Doug Belshaw's blog

On the difference between ‘ought’ and ‘is’ (and getting from one to the other) | Doug Belshaw's blog | Leadership, Innovation, and Creativity | Scoop.it
500 words about something tediously simple.
Ivon Prefontaine's insight:

Ought is a moralistic stance which can be acted upon theoretically; whereas is is an ethical stance that is acted upon practically.

 

Kwame Appiah has a wonderful line. We can turn wine into water. That is what ought can do for us.

 

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'When pupils know more than teachers' - Telegraph

'When pupils know more than teachers' - Telegraph | Leadership, Innovation, and Creativity | Scoop.it
With 68 per cent of teachers concerned that pupils have a better understanding of computing than they do, Jason Budge says more training is needed

Via Suvi Salo, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

This does happen and there are times when teachers know more than students. That is why education, teaching, and learning are conversations.

 

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A New Approach to Education

A New Approach to Education | Leadership, Innovation, and Creativity | Scoop.it

The key to compassion is being predisposed to help—and that can be learned. There is an active school movement in character education and teaching ethics. But I don't think it's enough to have children just learn about ethical virtuosity, because we need to embody our ethical beliefs by acting on them. This begins with empathy. There are three main kinds of empathy, each involving distinct sets of brain circuits. The first is cognitive empathy: understanding how other people see the world and how they think about it, and understanding their perspectives and mental models. This lets us put what we have to say in ways the other person will best understand. The second is emotional empathy, a brain-to-brain linkage that gives us an instant inner sense of how the other person feels—sensing their emotions from moment to moment. This allows "chemistry" in our connections with people.. The Triple Focus: A New Approach to Education. Copyright 2014 Daniel Goleman and Peter Senge. Reprinted with permission from More Than Sound.


Via Edwin Rutsch, OurCatDinah, What Just Changed
Ivon Prefontaine's insight:

Mindfulness is not a tool or technology. It is way of living and being which when practiced in this manner is great for people of all ages.

 

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leading and learning: John Holt quotes on learning - more pertinent than ever

leading and learning: John Holt quotes on learning - more pertinent than ever | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

Learning is not the absence of teaching. It is the complementary working together of learning and teaching which is a challenge in Schools as they currently exist and with the direction we continue to take

 

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Helping the Poor in Education: The Power of a Simple Nudge

Helping the Poor in Education: The Power of a Simple Nudge | Leadership, Innovation, and Creativity | Scoop.it

Researchers have found that something as small as text message reminders can help children born into poor families close the gap with richer students.


Via ICTPHMS
Ivon Prefontaine's insight:

I would start with the youngest children. What would help children succeed in school might help them succeed in university.

 

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What Is It to Be Intellectually Humble?

What Is It to Be Intellectually Humble? | Leadership, Innovation, and Creativity | Scoop.it

Knowledge comes into us through a variety of channels that can be blocked by our concern for status, and the successful knowledge-seeker will be one who keeps those channels open. The process requires that we be able to “listen,” either literally or figuratively, to what others say. If what they say shows them to be superior to us in knowledge, we will be hampered in our learning if our first reaction is to try to show that we know as much as they or more. The process also requires that we be corrigible, that we be open to the possibility that our opinions are in some way misguided. If, whenever our status as knowers is threatened by the specter of correction, we feel that we must prove ourselves to have been in the right, we will have closed off an avenue of knowledge and crippled ourselves as inquirers. It can be particularly galling, if one lacks intellectual humility, to be corrected in a public forum; and the galling can obstruct the process of learning.

 


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

Skepticism begins with our own thinking and ideas.

 

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Sharrock's curator insight, December 9, 2013 11:57 AM

The most important value for learners is humility, but it should not be considered the only value. Credibility should be held as another value, but also is not the only value of imporance.

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20 Books They Think You Should Read

You are what you read, think, and write. Top 20 list of books that today’s change makers think you should read.

Via Ivo Nový
Ivon Prefontaine's insight:

Beginner's Mind was a surprise, albeit a pleasant one. It is an enjoyable read which provides a space to find one's self.

 

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The mass attention deficit era: what businesses can learn from schools

The mass attention deficit era: what businesses can learn from schools | Leadership, Innovation, and Creativity | Scoop.it
We are living through the first era of mass attention deficit.

You’ll recognise it if, like me, you struggle to read a book from start to finish, or if you start a task only to end up following a maze of different weblinks instead. And you’ll understand it if you have friends who just can’t put their phones down: on average, we check them 150 days a day, according to Nokia research.

It would be tempting to say this is just a millennial phenomenon; that a generation of self-centered 20- and 30-somethings is getting sucked into the screen. But, if you thought this group is bad, just look to the next generation.


The brain is changing

Kids aged eight to 18 spend twice as much time with screens as they spend in school. Children have fundamentally different cognitive skills nowadays and they are too easily distracted, according to two pieces of research by the Pew Internet Project, in which US teachers said kids need more time away from digital technologies. In the UK, shadow education secretary Tristram Hunt has suggested children receive lessons in concentration – an ironic proposition, to be sure.

But fighting modern modalities is not the best way to fit the reality of consumption and comprehension today. If brains are evolving to favour constant, short bursts of information, it is unlikely this can be reversed. Even in 1976 a study found that in-lesson concentration ebbed and flowed, topping out at just 10 to 18 minutes.


Via Miloš Bajčetić, Luciana Viter
Ivon Prefontaine's insight:

Are we saying this is good change? What if paid attention to the changes that are happening, not to control them, but to experience them more fully.

 

I am not sure School, the way it is structured, has much to offer.

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Lon Woodbury's curator insight, January 16, 1:28 PM

This is the reason I try to limit stories on my online newsletter to 500 words, and the reason I'm shifting from 50 minute segments on internet talk radio to less than 10 minute interviews.  -Lon

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Developing Mindful #Leaders for the C-Suite

Developing Mindful #Leaders for the C-Suite | Leadership, Innovation, and Creativity | Scoop.it
The use of meditation, introspection, and journaling are taking hold at successful enterprises.

Via Jenny Ebermann, Patricia D. Sadar - Leadership Strength Coach
Ivon Prefontaine's insight:

Be careful we do not turn a spiritual practice into a technique and technology.

 

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Growing Bolder

Growing Bolder | Leadership, Innovation, and Creativity | Scoop.it
Growing Bolder posted this photo on 2015-01-12. 10874 likes. 96 comments. 10077 shares.

Via Vilma Bonilla
Ivon Prefontaine's insight:

Dr, Seuss remains a great philosopher.

 

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Teaching Students to Think:Thinking Is Literacy, Literacy Thinking

February 2008 | Volume 65 | Number 5
Teaching Students to Think Pages 32-36

Thinking Is Literacy, Literacy Thinking

Terry Roberts and Laura Billings

In literacy cycles built around Paideia seminars, students practice thinking as a function of reading, speaking, listening, and writing.

Several years ago, we were leading a daylong professional development session in a large school district. As the morning progressed, we noticed that one of the teachers was pointedly not participating. She sat at a table in the media center with her training materials shoved to one side, and it soon became clear that she was using the day to grade student tests and record the marks in her grade book. When we took a break, one of the session leaders walked over to her table and, in as friendly a manner as possible, asked how her students were doing.

She glanced up and without apology replied,

Terrible! I teach algebra, and this is a simple chapter test. I worked and worked to teach them a few simple concepts. Early in the week it seemed like they got it, and their homework papers were improving. Then yesterday I gave them the test, and they bombed it. They not only couldn't transfer what they had learned from one problem to another, but a lot of them couldn't even recall what they had understood two or three days before. I don't know if it's them or me, but something has got to change because this is just an exercise in frustration.

 

She stood up and grabbed her empty coffee cup, apparently intending to refill it while there were a few minutes left in the break. "If you can tell me how to make my students understand and remember just a few simple formulas, then maybe I'll start paying attention to you people!"

"Understand and remember"—those were her words. What she didn't say was that perhaps her students hadn't really been asked to understand the few "simple" concepts she was trying to teach them. Apparently, they had memorized some formulas and practiced applying them to a series of numbingly similar homework problems, but because they hadn't thought deeply about how and why the formulas worked, even their memory of them was fragile.

Thinking as Literacy

At the National Paideia Center,1  we have struggled with how to teach thinking consistently and effectively. We have come to define thinking as the ability to successfully explain and manipulate complex systems. By system, we mean a set of interrelated ideas, often represented in a human artifact. As students learn to think, they are able to explain and manipulate increasingly complex systems containing many discrete elements and complex relationships. We can find systems in content across the curriculum, from kindergarten through high school. A folktale by the Brothers Grimm, the Preamble to the U.S. Constitution, and a word problem in algebra are all systems. The periodic table of the elements is a complex system.

Our experience with teaching thinking has taught us that learning to think requires frequent, deliberate practice. To become clear, flexible, and coherent thinkers, students need to work with both the process and the product. The only way we have found to teach the process and product of thinking is to recognize the profound relationship between thought and language.

This is not a new idea; as far back as the 18th century, the chemist Antoine Laurent Lavoisier quoted the Abbé de Condillac in arguing that "we think only through the medium of words. … The art of reasoning is nothing more than a language well arranged" (Lavoisier, 1799/1984). To teach thinking consistently, therefore, we should treat it as a fundamental literacy skill, whether the language in question is algebra or English. There is no question that reading, writing, speaking, and listening are interconnected skills that develop synergistically. They are also the key to teaching thinking. The more fluent students become as readers, writers, speakers, and listeners, the clearer, more coherent, and more flexible their thinking will become.

To this end, we have developed the traditional Paideia seminar into a literacy cycle of instruction (Roberts & Billings, 1999). In preparing for a seminar, a teacher uses a wide variety of content reading strategies to help students build their comprehension of the system they are studying. The teacher also coaches individual students in speaking and listening skills in a preseminar process session. During the seminar itself, students collaboratively use their reading, speaking, and listening skills. Immediately following the discussion, the teacher leads the students through a postseminar self-assessment. Finally, the students write in response to the system. In each of these five stages, the teacher coaches students in thinking. The whole process is greater than the sum of its parts.

Skilled teachers build a series of seminar-based literacy cycles into their curriculum—ideally, at least two seminars every month. Each cycle in turn asks more from the students as they gain fluency in thinking about ideas.

Thinking About Dickinson

To illustrate how a literacy cycle works, we'd like to invite you into a middle school classroom. In spring 2005, the North Carolina Department of Public Instruction videotaped a seminar cycle in a heterogeneous 6th grade classroom at Guy B. Phillips Middle School in Chapel Hill, North Carolina (Crissman, 2005). The seminar, part of a language arts unit focused on poetry, was on an eight-line poem by Emily Dickinson that some scholars believe contains Dickinson's definition of poetry:

Tell all the Truth but tell it slant—
Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise
As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind—

 

When we first discussed this text with the two teachers who were leading the project, Nealie Bourdon and Becky Campbell, they questioned our choice because they felt that the poem was too difficult for their students. We argued that we wanted to challenge the students with a poem that would require them to stretch intellectually. We reassured Nealie and Becky that, given the right kind of coaching, the students would rise to the occasion.

The eight lines in Dickinson's poem were the "system" we were asking the 6th graders to "explain and manipulate." There were profound questions inherent to the poem that made this system increasingly complex as the students studied it: What is poetry? What is the nature of truth? How does poetry function in relation to truth? The questions involving poetry were tied directly to the standardized curriculum that Nealie and Becky were responsible for teaching their students, and the even deeper questions involving truth made the whole cycle relevant for the students.

While studying the poem, the students themselves realized that Dickinson's second line ("Success in Circuit lies") reflects the thinking process; successful thought often involves circling a problem multiple times, gaining understanding with each circuit.

Thinking as Reading

Teaching students how to think about a system requires that they first "read" the system by applying a variety of strategies. If the seminar text (or system) had been a math problem, we might have asked students to identify key terms, work in groups to define them, and show their relationships on a graphic organizer. If the seminar text had been an essay on the environment by Rachel Carson, we might have asked students to summarize the text by identifying the topic sentence in each paragraph, listing those topic sentences on a T-chart, and paraphrasing each in turn. If the seminar text had been a map of South America, we might have asked students to work in teams to analyze the information portrayed by the various symbols in the map legend. In each instance, we would have emphasized that reading comprehension is a form of thinking.

In the case of Dickinson's "Tell all the Truth but tell it slant," Becky and Nealie asked the students to work in collaborative groups to analyze the poem in a variety of ways. One group worked with a copy of the poem that gave only the capitalized words—Truth, Circuit, Delight, Truth's, Lightning, Children, Truth—asking themselves what a poem built out of those key words might mean. Another group counted the syllables in each line and identified the rhyme scheme. A third group divided the poem into smaller units, like sentences, and paraphrased each of the units. A fourth made one long list of the words in the poem starting with tell and ending with blind, alphabetized the list and then asked themselves what a poem made out of just these words (and no more) might mean. The groups then shared their insights with the whole class while students took notes on their own copy of the poem in anticipation of the discussion to come.

Thinking as Speaking and Listening

The next stage in the literacy cycle involves the teacher coaching the students, both individually and as a group, in the speaking and listening skills they will need. After a brief self-assessment, students choose both a group process goal and a personal process goal. The facilitator makes it clear that the goal of the seminar is to think collaboratively about the ideas in the text and that these process skills are what make collaborative thought possible. Both speaking and listening are forms of thinking because they allow a nascent thought to be refined through conversation. The better a student's verbal communication skills, the more quickly his or her thoughts about a complex topic gain clarity and coherence.

In the case of the "Tell all the Truth but tell it slant" seminar, students chose staying focused as their group goal because they knew that as a class they tended to stray far from the stated objective. Nealie, who was facilitating the seminar, then asked them to choose one of several individual process goals to guide their personal participation in the discussion: I will speak at least three times, I will refer directly to the text, I will ask at least two questions, or I will think before I speak. Students wrote their personal process goals directly on their individual copies of the text so that they would be reminded of them each time they glanced down. After the seminar, Nealie asked the students to self-assess their personal process in writing so that they could set even more appropriate and ambitious process goals in the next seminar.

Thinking as Collaboration

The actual discussion began with students responding to Nealie's opening question: Emily Dickinson did not give her poems titles. If you were her editor, what title would you give this poem? This question allowed all students to offer an opening statement or rough draft of their initial thoughts about the poem. Very quickly, the students began to talk to one another rather than to Nealie: asking questions, building on other students' comments, and agreeing and disagreeing politely, as they'd been coached to do all year. Teacher Becky Campbell sat in the seminar circle as a participant, and the students challenged her assumptions and asked her questions just as if she were another 6th grader.

At several key junctures, students disagreed with one another and worked to reconcile their different perspectives by further analyzing the text. In response to Nealie's questions about Dickinson's use of capitalization, for example, one student said that he believed every word beginning with a capital letter (except the first word in each line) was a synonym for Truth. Another student challenged him about whether Children was synonymous with Truth, and the discussion picked up momentum. As the seminar unfolded, students' comments became longer and more sophisticated as they took into consideration previous comments and incorporated multiple points of view.

Students were clearly "explaining and manipulating a complex system" with increasing fluency as the discussion went on. When asked after the seminar whether they understood the poem better than before the discussion, every participant said yes, including the teacher-participant.

Thinking as Writing

Having practiced reading, speaking, and listening in relation to a complex system, students are now fully prepared to write in response to a prompt based on the text and discussion. The goal is for students to produce clear, accurate writing that reflects the maturity of their thought. We ask students to write simply about complex topics, a task that demands that they synthesize their thoughts specifically and precisely into concise sentences. This challenge is a necessary culmination of the thinking process.

Nealie gave her students two options: (1) write an eight-line poem about truth using the same structure and techniques that Dickinson did, or (2) write a personal definition of poetry and its relationship to truth. In both cases, they were dealing with the core concepts in the Dickinson poem and using writing to refine their thoughts even further. Those students who chose to mimic Dickinson's style and techniques had to demonstrate a mastery of the structure of this particular system—meter, rhyme, capitalization—a challenge that many relished. The work that emerged surprised even the students with its complexity and sophistication.

Examples from Math and History

You might wonder whether this literacy cycle could be replicated with other age groups and in other subject areas. Let's consider a common elementary math seminar in which we challenge students to explain and manipulate the system represented by M. C. Escher's artwork Mobius Strip II. More specifically, we challenge the students to come to grips with the concept of infinity.

The Mobius strip is a continuous, one-sided surface formed by twisting one end of a rectangular strip 180 degrees and attaching this end to the other. Partway through the seminar, the facilitator typically explains that when turned on its side, Escher's image is the same as the symbol for infinity. Starting with simple definitions of infinity, the students offer examples of things that are infinite and eventually discuss why it is necessary to have a symbol to represent an idea like infinity. This is a striking example of how the literacy cycle can teach vocabulary in a math or science setting—vocabulary that in turn enables more complex thought. After the seminar, students construct Mobius strips of their own using construction paper and tape. They write on the continuous surfaces of their Mobius strips a string of words or images that they think should be rendered infinitely. Their writing is obviously the result of highly personal, highly relevant thinking.

At the other end of the age spectrum, let's consider a literacy cycle in a high school U.S. history class. Embedded in a unit on the creation of the Constitution and the Bill of Rights is a literacy cycle centered on the First Amendment, which guarantees five personal freedoms to individual Americans: religion, speech, press, assembly, and petition. In the preseminar content sessions, students break into five teams, and each team investigates why one of the five freedoms was included in the First Amendment.

After each team presents its background information, all the students discuss how they will actually be practicing their freedom of speech during the seminar and the importance of speaking and listening skills in a democracy. During the discussion itself, the focus slowly shifts from the five freedoms and their interrelationships to the dynamic tension in a democracy between individual rights and social cohesion. Students offer increasingly sophisticated comments about the importance of both. By the end of the seminar, they begin to articulate how each depends on the other.

After the discussion, the students work on a Student Bill of Rights, which they hope to take to the school governance council for approval. Later in the school year, students will be asked to address complicated First Amendment Supreme Court rulings in the same way, thereby "explaining and manipulating increasingly complex systems."

Growing Lifelong Thinkers

As Francis Bacon wrote more than 400 years ago, "Reading maketh a full man; conference a ready man; and writing an exact man." Each stage in the literacy cycle involves thinking about a system in a different way, and all the stages are joined in synergy; it's not enough just to read about an interesting idea, or to discuss it informally, or to write about it without preparation. Rather, to teach students to think in a consistent and deliberate way, we have to practice thinking in concert with the full range of literacy skills—probably in the order that Bacon himself prescribed.

There remains, of course, the challenge of assessing student thought so that we can measure it as it matures. In teaching thinking as a function of literacy, we assess the process as well as the product, collaborating with students to identify their strengths and weaknesses as readers, writers, speakers, and listeners so that we can continue coaching those skills through successive cycles. In addition, we assess the product of thought in a way that teaches thinking, meaning that we evaluate student writing at the end of the cycle through rubrics that define what clarity, flexibility, and coherence look like in written form. Finally, we take into account the increasing complexity of the systems that students are asked to think about, so that we can show them how to address larger and more intellectually demanding concepts over time.

Our experience has convinced us that thinking can be defined, taught, and assessed. More important, creative and coherent thought is an attribute of a life-long learner. By teaching students to think, we prepare them not only for employment and citizenship, but also for leading abundant lives.

References

Crissman, C. (Producer). (2005). Experience odyssey series: Paideia seminar (Part of the Literacy to Learn: Professional Development for 21st Century Educators program produced by the United Star Distance Learning Consortium) [Videotape]. Raleigh: North Carolina Public Schools. Available: www.ncpublicschools.org/distancelearning/professional/experience_odyssey.html

Lavoisier, A. (1799/1984). Elements of chemistry. Mineola, NY: Dover. (Original version published 1799)

Roberts, T., & Billings, L. (1999). The Paideia classroom: Teaching for understanding. Larchmont, NY: Eye on Education.


Via Lynnette Van Dyke
Ivon Prefontaine's insight:

Conversations are important to making thinking visible. This includes teacher and student thinking.

 

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Episode 31: Talking Reinventing Public Schools with Dr. Charles Reigeluth

Episode 31: Talking Reinventing Public Schools with Dr. Charles Reigeluth | Leadership, Innovation, and Creativity | Scoop.it
January 15, 2015 In this episode, I interview Dr. Charles Reigeluth who is Professor Emeritus of Instructional Systems Technology at Indiana University.   The interview focuses on a recent book Dr....

Via Alfredo Calderon
Ivon Prefontaine's insight:

I agree we need to re-imagine School, but instructional systems technology and external experts is not the way to go about it. It might be wise to listen to their words, but it is the local community which has the largest to gain and lose in this work.

 

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The Deeper Ethics of Education and Open: Generosity, Care, and Relationships

The Deeper Ethics of Education and Open: Generosity, Care, and Relationships | Leadership, Innovation, and Creativity | Scoop.it
Humans are fundamentally social. There are a number of ways we might attempt to prove this claim. We might argue that the highest compliment someone can be paid is to be called a "true friend." We ...
Ivon Prefontaine's insight:

Ethics is practical and we feel them in the daily praxis we live. It is a caring stance teachers and professors take when not shut off by a bureaucratic and technocratic cocoon.

 

 

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