The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.
Love the visual representation of the shifts. They are, themselves, indicative of a shift. Wonder if there is a poster or .pdf of this. would be great to have as a reminder right next to my desk. 5 and 6, in particular, speak to Discovery Education's mission with STEM.
Sounds like a great place to start students understanding what their emotional intelligence is. Need to convince students that emotional intelligence makes a difference.
What a quote:
"Your ability to concentrate on the work you're doing or your schoolwork, and to put off looking at that text or playing that video game until after you're done ... how good you are at that in childhood turns out to be a stronger predictor of your financial success in adulthood than either your IQ or the wealth of the family you grew up in,"
Another great quote:
When an emotionally intelligent person experiences a failure or setback, he or she is able to bounce back quickly. This is in part because of the ability to mindfully experience negative emotions without letting them get out of control, which provides a higher degree of resilience.
Professional Development can be loaded words in Education.
At Ed Camps, sessions are posted and the participants are encouraged to attend sessions that look interesting, but to also use the “law of two feet” and leave a session that might not be what was expected and find something that will help, putting teachers in charge of their own learning.
Many school districts are experimenting with PD days like this, and using talent from within the School and District to help teach colleagues. We have found sometimes that teacher-presenters like to share, but sometimes also find that their own educational needs are not met during these days.
These are wonderful ideas on how to conduct PD. I want to return to the link on EdCamp in one of the comments. I'm going to compare these ideas with what DE is doing for PD and I certainly wish the folks who do the PD I have to attend would encorporate some of these approaches!
As younger and younger children recognize and use electronic devices as sources of information and entertainment, what is the impact on their literacy skills? Largely a positive one, according to a study in the January edition of SAGE Open.
So as this generation of students comes up through school, we will really have to adjust the way they receive information. We cannot stay stagnant. We'll lose every student out there. And I wouldn't blame them.
We need to have higher expectations for ourselves as educators, parents, and policymakers; and we need to have higher expectations for our students -- they will meet the bar wherever it is set.
To address this challenge we must revolutionize what we teach, how we teach and how we measure the results. Fundamental and rapid change is necessary -- now, not sometime in the future. Solving our nation's education crisis will take commitment and investment in proven approaches to project-based learning.
We have to convert our thinking from maximizing content coverage and "teaching to the test" to using methods that help students understand the applications of what they learn.
===> We must help students develop problem solving, critical thinking and collaboration skills -- skills that will prepare them to compete in the global economy. <===
A few months ago, I posted an article by Shelly Blake-Plock called 21 Things in Education That Will be Obsolete in 2020, which lists some of th
For most children, the key to success will continue to be sharp critical skills, strong connections, effective communication and the nerve to be creative and entrepreneurial. The difference is that we are living at a time in which all of those skills are defined by one’s proficiency in connected media. Furthermore, for students facing poverty, violence and disability, online learning networks can provide empowering educational experiences that transcend the circumstances of the classroom.
Ultimately, the school that ignores the connection will be the school that we will identify as a failing institution. It is therefore even crueler that policymakers obsessed with standardized test results — like Ms. Rhee and her many disciples — ignore what the connection represents.
Not sure I'll find actual technological things to do to increase motivation, but I want to come back to this and read through it to see if it offers anything new and interesting. May also connect to the global collaboration project lesson.
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