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Rescooped by
Ivon Prefontaine, PhD
from hokusai
onto Education, Curiosity, and Happiness |
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“Modern learning is grounded in one important word that represents the present foundational shift: freedom.” — Will Richardson. If one accepts that learning is most effective when it is rooted in…
Ivon Prefontaine, PhD's insight:
I only half-agree with the premise of the article. Autonomy is essential, but the flip side is responsiblity. Without it we cannot have freedom.
With great freedom comes great responsibility. Unfettered access to information is problematic without responsible and wise actions. The role of teachers is changing/transforming, but that has always been the case. As we have recently discovered, unlimited access to information is not a panacea. Teaching is essential to modern learning, despite what some might think.
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When schools have high-quality library programs and librarians who share their expertise with the entire school community, student achievement gets a boost. By Keith Curry Lance and Debra E. Kachel Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between high-quality library programs and student …
Ivon Prefontaine, PhD's insight:
The fine arts and libraries are the first things on the cutting block, despite their value to the broader learning of students.
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Do you use ability grouping in your classroom? New research suggests this approach may be hindering those in the lower attainment groups because their self-confidence is likely to suffer.
Ivon Prefontaine, PhD's insight:
For 15 years I taught in a multi-grade classroom with small grade groupings. As a nature, the students were in hetergenous groups and this worked well. It was a safe place (I think that is essential) for students to share and help each other.
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Content and resources for the education researcher
Ivon Prefontaine, PhD's insight:
I brought in people from local indigenous communities to teach. There are things I could not understand due to a lack of experience about their history, culture, and people.
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A new proposal for reforming teacher education
Ivon Prefontaine, PhD's insight:
For my research, I interviewed far fewer than 500 teachers and they agreed that university preparation was inadequate. I disagree that it is too theoretical. I think it is too technical. Also it relies on people who have not been in a K-12 classroom for a long time, spent little time in a K-12 classroom, and in some cases did not want to be in a K-12 classroom.
When I was doing my undergrad, I connected the theory to practical questions i.e. why do students drop out of school and players quit hockey. It helped bridge the gap between theory (theoria has to do with celebrating) and practice (praxis). Perhaps the theory and science can come to life for education students and teachers. What Daniel Willingham ends up talking about is transforming schools and teaching practices, not reforming. Reforming is just rearranging deck chairs on a sinking ship and we have done far too much of that.
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"Pick any article from the newspaper," I would say to my students. "Bring it in and we'll analyze it." This was one of my favourite
Ivon Prefontaine, PhD's insight:
This is a lengthy and challenging article about what critical thinking is and is not. What it does point out is that, like so many things teachers are asked to do, short cuts do not work.
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Under the tutelage of her father, a Ph.D. student at the Paris Conservatory of Music, Yeou-Cheng began to play the instrument at two-and-a-half years old. Only a year later, she entered in her first…
Ivon Prefontaine, PhD's insight:
I point this myth out to people.Yes, the great athletes, musicians, painters, etc. practice for hours, but it is deliberate practice with feedback that benefits further practice.
If I practice doing something wrong, I will be great at doing something wrong.
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At 38 colleges in America, including five in the Ivy League – Dartmouth, Princeton, Yale, Penn and Brown – more students came from the top 1 percent of the income scale than from the entire bottom 60 percent. Via Jim Lerman
Ivon Prefontaine, PhD's insight:
Share your insight
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Ivon Prefontaine, PhD's insight:
I only assign homework I think is meaningful and that parents can help with. Homwork that cannot be completed and is not meaningful is pointless.
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Here’s a tiny question. Why does the world have such a leadership deficit today? After all, if we look around, it’s extremists and nutters who are on the rise — in nation after nation — who want to…
Ivon Prefontaine, PhD's insight:
Educate and pedagogy come from words (Latin and Greek respectively) meaning to lead. Leading is about moving forward without knowing what the future holds.
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Lead Change is a leadership media destination with a unique editorial focus on driving change within organizations, teams, and individuals. Lead Change, a division of Weaving Influence, publishes twice monthly with SmartBrief. Today's post is by William Vanderbloemen. The next time you walk around your office, take a moment and listen. Do you hear people on your staff uttering phrases like, “That’s not my job”? If you do, then you may be in trouble.
Ivon Prefontaine, PhD's insight:
An issue is that we conflate teams and community. The former is one we get to pick and we can be the coach. The latter is one that forms and emerges. We come to feel we belong on community. An objective might be to move teams from team to community.
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Ivon Prefontaine, PhD's insight:
This research explored teacher fear of math. My experience was also with parents who feared Math and school. That can have an influence on children.
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Ivon Prefontaine, PhD's insight:
At a time when teacher shortages are increasing, we need to find ways to attract and retain teachers.
Hans-Georg Gadamer said elders provide images for the imagination of youth. Appreciating what teachers do would go a long ways to attracting and retaining teachers.
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As educators we are responsible for addressing the individual needs of every learner, yet many of our judgements are based on what we think will work for groups of students. Whether we are teachers…
Ivon Prefontaine, PhD's insight:
It is challenging to plan for and meet the needs of each student. It takes experience and willingness to be mindful and present for each child. Too often, curriculum and delivery strategies are planned by those furthest from the classroom. It is time for teachers to take back teaching on behalf of and for each student.
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Content and resources for the education researcher
Ivon Prefontaine, PhD's insight:
A safe classroom is essential to learning from one's mistakes. Learning from one's mistakes is not a given, despite what some might think. It requires a feeling that one can risks and be supported when they come up short.
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Ed note: This post by the late Grant Wiggins has been republished from a previous post. Please visit Authentic Education to support the work his wife and peers are continuing. Via John Evans
Ivon Prefontaine, PhD's insight:
Grant Wiggins' article is dated, but useful. Authentic assessment includes authentic problems to be solved given a context. It does not mean students only do projects and do authentic assessment tasks. Good teachers understand that they lay the ground work for the projects and assessment.
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Ivon Prefontaine, PhD's insight:
I take some pride in not having taught the same year 22 times and having taught for 22 years. I don't think it is a matter of changing how we think, but growing to grow more. Teaching is research. Perhaps, researching our own lived-experiences through critical self-reflection might be a starting place.
The irony is that Kurt Lewin's work has been around for 70 years, give or take. Despite this, action research in schools ebbs and flows. To use it effectively, I submit we need to be familiar with some or one of the theories i.e. Chris Argysis, Paulo Freire, John Heron and Peter Reason and/or William Barry. It is not enough to have someone give me a recipe and order me to have at it.
Lia Goren's curator insight,
April 1, 2018 7:33 PM
How do we influence these behaviors in our students? How can we influence our students' beliefs about learning? Fundamentally, these questions are at the very core of our most important and transferable work with students—their ability to become self-regulated learners and their productive beliefs about learning.ur insight
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Being an air-traffic controller is not easy. At the heart of the job is a cognitive ability called ‘situational awareness’ that involves ‘the continuous extraction of environmental information [and the] integration of this information with prio
Ivon Prefontaine, PhD's insight:
This is an intriguing point of view. Without context, critical thinking is challenging. The key might be to create context, broaden learning away from expert learning, and hope context becomes more transferable.
Problem-based and inquiry-based learning might be helpful, but only if students are taught and learn foundational material in advance to apply.
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Lets see the end of our financial rulers! Education Readings By Allan Alach I welcome suggested articles, so if you com
Ivon Prefontaine, PhD's insight:
There is an excellent blog post about how constructivism the cognitive theory (Piaget), constructivism the philosophy, and constructionism (Papert).
The article about project-based learning is also interesting. Well-thought out projects can give student choice and engage them in ways that studying for the test just do not.
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Bird Droppings March 31, 2018 Looking for reasons for why kids go bad “Come; let us put our minds together to see what kind of life we can create for our children.” Sitting Bull, Lakota Sioux Nearly sixteen years have passed since I did a research paper on the causes of various emotional issues with…
Ivon Prefontaine, PhD's insight:
I am putting together a professional portfolio. Perhaps, amalgamating several is a better way to understand the process.
Since my undergrad days and through post-grad work, why children drop out of school and minor sports has been of interest to me. Human relationships are essential to keeping children in school. Asking why students and athletes behave certain ways is also important. What do I not know about this person? As I looked through artifacts, I found cards, letters, emails, etc. to provide evidence that my relationship with some students sometimes made a difference.
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Three tips for coming up with work that sparks real engagement in your students.
Ivon Prefontaine, PhD's insight:
Engaging assignments are of interest and meaningful to students as they provide choice and challenge. I find that cross disciplinary learning can enhance engagement.
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Bird Droppings March 19, 2018 Can we teach again a love of learning This has been a perplexing time of my life. I recall an event, a car wreck in which a young man was killed and his passenger who was a good friend of my youngest son was severely injured. My thoughts rambled…
Ivon Prefontaine, PhD's insight:
The final quote is essential. Education is more than schooling. It is lighting a fire that evokes an insatiable curiosisty to learn.
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Ivon Prefontaine, PhD's insight:
Although this article is specific in its research i.e. Mexico and the US, I think it is salient in a day and age when there is considerable migration.
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Education Readings Creative teachers are the key to the future Readings to encourage a creative approach to teaching an
Ivon Prefontaine, PhD's insight:
Teacher creativity is an essential ingredient to student creativity.
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Ivon Prefontaine, PhD's insight:
The list of tasks that fall under the auspices of teachers and the joy killers caught my attention. The first joy killer is forcing teachers to teach from prescribed texts.
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