Day 5 ⏐ Session 1 With Rodney Foxworth, Common Future (US); Gabriella Gomez Mont, Experimentalista (NL); Carol Anne Hilton, Global Centre of Indigenomics (CA); Richard D. Bartlett, Loomio and The Hum (NZ); Geoff Mulgan, University College London (UK); Amahra Spence MAIA (UK); Ella Saltmarshe, The...
This post is part of a 6-part series highlighting how we, as IB teachers, can bring Approaches to Teaching to our classroom and challenge students to engage in Approaches to Learning. “Approaches t…
I am on my way home from a wonderful week working with the staff of the International School of Uganda. It is such a privilege to be invited to spend a full week on campus, planning, hosting rich conversations about pedagogy, facilitating workshops and of course, lots of classroom teaching. Classroo
In this talk, Dr. Peter Gray compellingly brings attention to the reality that over the past 60 years in the United States there has been a gradual but, overall dramatic decline in children's freedom to play with other children, without adult direction. Over this same period, there has been a gradual but overall dramatic increase in anxiety, depression, feelings of helplessness, suicide, and narcissism in children and adolescents. Based on his own and others' research, Dr. Gray documents why free play is essential for children's healthy social and emotional development and outlines steps through which we can bring free play back to children's lives.
In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Everyday, in classrooms across the country, many teachers begin their lessons with what are commonly known as Learning Goals, Targets, Objectives or Intentions. John Hattie defines these as “what it is we want students to learn in terms of the skills, knowledge, attitudes, and values within any particular unit or lesson.” They are usually written…
Are you a teacher and surprised by some of the evidence found in the Visible Learning research? Wouldn’t it be great to discuss your questions directly with Professor Hattie? In 2016, Corwin, a partner of John Hattie’s professional development program Visible Learning Plus, has organized…Read more ›
Play-based learning is key in addressing feelings of loneliness, vulnerability, social deprivation, isolation and trauma. Michael Niehoff shares a list of helpful tips for planning and prioritizing play for parents and families.
Great children’s books move young hearts, yes, but they also move the great common heart that beats in the chest of humanity by articulating in the language of children, which is the language…
Mediocre teaching loiters around the lower levels of Bloom's taxonomy, rarely asking learners to think critically. A Culture of inquiry can change that.
When leaders try to do the thinking for teachers, there is no possibility that what emerges from the superficial learning that results can survive in the complex adaptive system that is the classroom.
This incredible program combines English, history, and art in a project-based, student-directed learning environment. Could this be a model for your school?
By: Diane Kashin, Ed.D, RECE. Close your eyes and visualize a coach … what image did you bring to your mind? Now do it again and see YOU! We often hear about images in early learning. An image describes a picture in the mind. If the picture you conjured up was that of a sports…
This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher’s pedagogical thinking and practices and found significant differences between fixed-mindset and growth-mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth mindsets in education.
We know how to help kids develop into powerful learners. Now, we just need to make that happen in schools.
"A parent of two teen-agers, Will Richardson has spent the last dozen years developing an international reputation as a leading thinker and writer about the intersection of social online learning networks and education.
Will has authored four books (with two more on the way), including ""Why School? How Education Must Change When Learning and Information are Everywhere"" (September, 2012) published by TED books and based on his 2013 TEDx talk in Melbourne, Australia. ""Why School?"" is now the #1 best-selling TED book ever.
A former public school educator of 22 years, Will is also co-founder of Modern Learner Media and co-publisher of ModernLearners.com which is a site dedicated to helping educational leaders and policy makers develop new contexts for new conversations around education.
Will lives in rural New Jersey with his wife Wendy and his kids Tess and Tucker."
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
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