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63 Things Every Student Should Know In A Digital World

63 Things Every Student Should Know In A Digital World | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

63 Things Every Student Should Know In A Digital World

by Terry Heick

It could be argued—and probably argued well—that what a student fundamentally needs to know today isn’t much different than what Tom Sawyer or Joan of Arc or Alexander the Great needed to know.

Communication.

Resourcefulness.

Creativity.

Persistence.

How true this turns out to be depends on how macro you want to get. If we want to discuss our needs as humans in broad, sweeping themes, then food, water, shelter, connectivity, safety, and some degree of self-esteem pretty much cover it.

But in an increasingly connected and digital world, the things a student needs to know are indeed changing—fundamental human needs sometimes drastically redressed for an alien modern world. Just as salt allowed for the keeping of meats, the advent of antibiotics made deadly viruses and diseases simply inconvenient, and electricity completely altered when and where we slept and work and played, technology is again changing the kind of “stuff” a student needs to know.

Of course, these are just starters. Such a list really could go on forever.

Sharrock's insight:

The list of "changing things they (and we) need to know" is a "macro" list, just as the author states. For example, educators need to recognize that critical thinking is made up of many skills: focusing, information gathering, remembering, organizing, analyzing, inferring, predicting, elaborating, representing, integrating, and evaluating skills. It is the same case with creativity and persistence. Maybe some of the critical skills I have listed would cross over into creativity skills and persistence. In fact, it seems that the critical thinking skills I have listed might be involved in many of the "13 Categories and 63 Ideas" that the author has listed.  That's the thing about a macro list--there are pieces that make up a whole. And that issue for me seems to be the point about education. The skills students learn can be applied toward different outcomes. Some of the skills are taught and retaught in different ways in different classes/subjects with the different applications those skills can be most appropriately used.

 

My main suggestion is just that some of the outcomes may need to be reviewed and possibly reframed away from rote-goals into explorations of skills and experiences that may (or may not) guide the students to similar conclusions.  For example, "Popularity is dangerous" might ultimately get communicated in a lecture. You would not set up a lesson based on constructionist ideas since these ideas work on constructing knowledge but are basically exploratory in nature. The author might suggest that teachers offer learning activities exploring the "dangers and challenges of popularity" or exploring "celebrity" in the professional/political world or designing ways to maintain safety and health of public figures or politicians (or defining popular students with pros and cons then developing needs and protocols to address those needs).  My point is, the conclusion may then be didactic but problem solving might support the message that "Popularity is dangerous." We might do the same thing with rules and laws--by setting up students to experience a lawless classroom, they come to the conclusion that laws/rules are valuable. In secondary classrooms, an inquiry-based activity into the recent Bitcoin problems in Japan to come to the conclusion that rules and laws are necessary. 

 

However, I do agree that these are important lessons as skills to develop and for information to have. 

 

I was intrigued with the “Socializing ideas” section. The topics listed in this section includes “13.) The consequences of sharing an idea; 14.) The right stage of the creative process to share an idea; 15.) That everything digital is accelerated; plan accordingly. And this kind of acceleration doesn’t always happen in the brick-and-mortal world—and that’s okay.” These are powerful points to explore and reflect on. What are the consequences of sharing an idea? We are learning about the power of connectivism and social learning activities/environments (Vygotsky, included). But there are also dangers to sharing. Understanding that there may be an appropriate state in the creative process to share an idea (or not to share an idea) is another concept I would like to explore more. Is there research on this? I suspect the author is privy to this research. Very interesting.

 

 

The critical thinking skills that I have listed comes from a pdf "Core Thinking Skills Categorized By Intended Outcome for the Learner" which was in turn sourced from "Teaching Students To Think" by Dr. John Langrehr. 

 

 

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Why Inquiry Learning is Worth the Trouble | MindShift

Why Inquiry Learning is Worth the Trouble | MindShift | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Nearly seven years after first opening its doors, the Science Leadership Academy public magnet high school* in Philadelphia and its inquiry-based approach to (Why Inquiry Learning is Worth the Trouble.

Via Vicki Butler
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Vicki Butler's curator insight, January 31, 2013 7:29 PM

Love the curiousity and as Dexter would say 'edge of chaos' learning that occurs in inquiry learning!