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Here's What Really Motivates You. I learned a lot from Daniel Pink’s Drive: The Surprising Truth About What Motivates Us. For any job that requires thought, creativity or problem-solving, Pink doesn’t recommend a focus on concrete rewards and punishments. He feels there are three elements we must provide to workers in this category: (1) Autonomy—”the desire to direct our own lives;”(2) Mastery—”the urge to make progress and get better at something that matters; and”(3) Purpose—”the yearning to do what we do in the service of something larger than ourselves.” On the other hand, if “the assignment neither inspires deep passion nor requires deep thinking. Carrots, in this case, won’t hurt and might help. And you’ll increase your chances of success by supplementing…with three important practices:” “Offer a rationale for why the task is necessary.” Here are some other key quotes from the book: Rewards Motivation Success and satisfaction An interesting exercise to try: Which moments produced feelings of “flow”?

Join 45K+ readers. The Point Of School Isn't To Get Good At School: Transfer As The Goal Of Education. The Point Of School Isn’t To Get Good At School by Grant Wiggins On May 26, 2015, Grant Wiggins passed away. Grant was tremendously influential on TeachThought’s approach to education, and we were lucky enough for him to contribute his content to our site. Occasionally, we are going to go back and re-share his most memorable posts.

This post on ‘transfer’ is one of those posts. Arguably transfer is the aim of any education. Given that there is too much for anyone to learn; given that unpredictability is inevitable; given that being flexible and adaptive with one’s repertoire is key to any future success, it stands to reason that we should focus our ‘backward-design’ efforts on the goal of transfer, regardless of what and who we teach (and in spite of pressures to merely ‘cover content’ – which ironically inhibits transfer and worsens test scores, as I discuss below and in the next post). Learning stuff is not the goal, it’s the means. Definition of Transfer Indeed. “Why are we doing this Miss?” | Oxford Education Blog. When this question arises, I have a habit of immediately replying “because it is absolutely essential in the oil industry.”

Then I watch their face fall. I am convinced that rarely are learners actually asking where the topic of the ideas or the procedures are going to be useful, even when it comes out that way. Rather, they are saying “I am lost” or “I can’t seem to do this.” My evidence is two-fold. So an effective reply could be along the lines of “what are you struggling with?” Best wishes, John Mason John Mason worked for thee Open University Mathematics Department, where he designed two of the mathematics summer schools, contributed to numerous courses, and then helped form and run the Centre for Mathematics Education. Like this: Like Loading... Why Parents Don't Understand How To Help - Why Parents Don’t Understand How To Help by Terry Heick Jargon is a necessary evil. Simply put, jargon helps us be more specific. Pilots in planes don’t ‘go up,’ they ‘gain altitude.’ Forwards in basketball don’t simply “score,” but rather face up the defender to jab step, finishing with an up-and-under move for an ‘and-one.’

They don’t ‘turn towards the basket, they ‘drop step.’ Teachers don’t ‘give tests,’ they ‘assess.’ They don’t ‘go over it again,’ they ‘review,’ then ‘remediate.’ A challenge, though, comes after generations of this kind of jargon casually but persistently accruing in and around classrooms and schools. And as education continues to change, this is a chasm that’s only going to deepen. Criticism of jargon abounds, usually beneath the implication that someone is overstating something or sounding haughty, calling a classroom a ‘learning environment,’ or content-to-be-learned a ‘learning target.’

But what we can do is know our audience. 1. 2. 3. The Hard Part | Peter Greene. They never tell you in teacher school, and it’s rarely discussed elsewhere. It is never, ever portrayed in movies and tv shows about teaching. Teachers rarely bring it up around non-teachers for fear it will make us look weak or inadequate. Valerie Strauss in the Washington Post once put together a series of quotes to answer the question “How hard is teaching?” And asked for more in the comments section. My rant didn’t entirely fit there, so I’m putting it here, because it is on the list of Top Ten Things They Never Tell You in Teacher School.

The hard part of teaching is coming to grips with this: There is never enough. There is never enough time. As a teacher, you can see what a perfect job in your classroom would look like. You know all this, but you can also do the math. 110 papers about the view of death in American Romantic writing times 15 minutes to respond with thoughtful written comments equals — wait! Every year you get better. But every day is still educational triage. Robert Duke. Simplifying Radicals: Never Give Up, Never Never Give Up, Never Never Never Give Up. Never Give Up, Never Never Give Up, Never Never Never Give Up -Winston Churchill These words were and are displayed in the high school where I graduated. I was on the basketball team and before each home game we ran through that hallway to the gym and would jump up to touch those words.

Never Give Up! I was a young 17 years old when I graduated from high school, what does a teenager know about hanging in there and not giving up? Many of my students are quick to throw in the towel. I've been showing this short video to my classes and while they watch it I listen to and note their comments: "She should just drive away. " After we watch this, I like to make the connection to the classroom.

And then may favorite analogy is if she were to give up and drive away without getting any gas: "What would happen if she drove away without getting fuel? " And what if she was too embarrassed to come back? Deeper Learning: Performance Assessment and Authentic Audience. In a conversation with a veteran educator -- a man with years of experience teaching English and acting as a headmaster -- I was confronted with a prejudice so ingrained in my teaching that I was almost embarrassed to admit it. He said, "You know, when I ask a student to write a paper and turn it in to me, that's ridiculous; I'm the worst audience they could have.

" I was intrigued. He went on, "Who am I to assume that someone will want to write their best work, something truly personal and creative, for me? A single-person audience is a pretty lame audience, let alone the fact that I'm a middle-aged white guy. " That hit me like a rolled-up newspaper. As I absorbed this veteran educator’s words, I realized that not only was I wrong in my assumption that I (or any teacher) is a meanigful audience, but also that my assumptions about how grading and assessment work were so far removed from modern research that I might as well have been a 21st-century doctor treating humours.

This matters. 1. 2. I Lie About My Teaching. I liked Devon. We were all first and second-year teachers in that seminar—peers, in theory—but my colleague Devon struck me as a cut above. I’d gripe about a classroom problem, and without judgment or rebuke, he’d outline a thoughtful, inventive solution, as if my blundering incompetence was perhaps a matter of personal taste, and he didn’t wish to impose his own sensibilities. When it fell upon us each to share a four-minute video of our teaching, I looked forward to Devon’s. I expected a model classroom, his students as pious and well-behaved as churchgoers. Instead, the first half of Devon’s four-minute clip showed him fiddling with an overhead projector; in the second half, he was trotting blandly through homework corrections.

The kids rocked side to side, listless. For all his genuine wisdom, Devon looked a little green, a little lost. He looked, in short, like me. Teachers self-promote. I taught once alongside a first-year teacher, Lauren, who didn’t grasp this. Building A Better Taco Cart. And by “taco cart” I mean “digital math curriculum.” I made Taco Cart out of videos and photos. I’m comfortable making math curricula out of videos and photos but I’d rather build them out of code. Here’s the Taco Cart I wish I had made. Implicitly, here, I’m admitting I’m in over my head. I need a new set of skills or a new set of collaborators. Currently, I’m asking students to guess where Ben and I should enter the roadway to get to the taco cart as fast as possible. Let’s give them tablet computers, instead, and let them slide their fingers down the road until they’re happy with their guess.

Then they see all their classmates’ guesses. Then we ask them what information would be useful. We ask them to discard the inessential features of the context. The tablet summarizes the class’ responses. What happens next is violent. So we scaffold that process briefly. Now this is interesting. Everybody enters their results. We turn the thing that changes into a variable. Now you go. Justin Reich » Preparing Students For Learning, Not Lectures, In College. “But in college, a lot of the learning happens in lecture halls, with professors talking behind a lectern and students taking notes. We need to prepare our students for that reality.”

As I’ve travelled to various school communities talking and listening about technology in classrooms, this comes up as one of the most common “Yeah, buts.” The argument goes like this: middle and high school teachers have to lecture and make students take notes because that is what college is like. I’ve never found the argument particular persuasive. I suspect that you could probably teach all of the skills for note-taking and sustained attention endurance in, at most, about a month, and if students had one class a year in secondary school that followed this model, that would probably be plenty of practice.

That should unshackle the rest of the faculty from that particular demand. All that said, college instruction–especially at elite institutions–is being closely re-examined. Techniques for Unleashing Student Work from Learning Management Systems. Ari Moore/Flickr By Justin Reich Helping students become networked learners begins by thinking carefully about where we conduct our online learning. Most online learning in higher education and in K-12 takes place in Learning Management Systems (LMS) such as Canvas, Moodle or Blackboard. In higher education in particular, these LMS are designed to scale up the distribution of course materials — by default they are configured to distribute syllabi, course readings and assignments.

Student contributions are usually limited to discussion forums and assignment submissions. Since these are institutionally managed spaces, students can lose control over what they submit to the LMS. Breaking Out of the LMS Last fall, I taught T509- Massive: The Future of Learning at Scale, a course at the Harvard Graduate School of Education that examined a variety of large-scale learning environments with many learners and few instructors. Tools for Connected Learning Some Advantages Justin Reich is the Richard L. Video Games & Making Math More Like Things Students Like. The 2014 NOLA Sessions. No, I Don’t Personalize Learning. Personalized learning. Differentiated learning. Individualization of learning. Three jargon elements that twist any teacher’s grey matter in spectacular motions. Which is what?

Add to that the pressure that may come through a school PD (“We need to individualize learning!”) And you have the perfect combination for confusion. There seems to be a continuous debate around the first (“personalized” learning) but I think clarification of terms is always useful before engaging in any argument.

A bit of history 1914 – The inception of the concept rests with Helen Parkhurst who was heavily influenced by Maria Montessori and John Dewey’s work when she created the Dalton Plan, plan that was introduced in 1914 and was extended later in several countries across the world (from the U.S. and Australia to Japan and The Netherlands). 1919 – Another step was taken by Carleton W. ProgressiveEducation2012 1920s – William H. 1960s – Fred S. Terminology Some reasons… We know how different our students are.

Learning Logs to inspire and guide student growth | The Scientific Teacher. August 17, 2014 by Nick Mitchell A problem I’ve been kicking around for a while is how to give my students clearer feedback on their learning progress. In a standards-based system this can be a challenge, because feedback is more detailed than a single percentage grade; a single assignment often covers more than one learning goal and therefore is given multiple grades. This detail can be very useful to the student for guiding their learning, but only if they are able to take it all in and manage the feedback in a positive way. Unfortunately, most grade books out there haven’t mastered standards-based grading, making it difficult for both teachers to enter grades and students to access and understand them.

I know this from first-hand experience: the past two years my middle school has been struggling to use Perason’s PowerTeacher Gradebook for our standards-based grading (and to think they claim it’s the “next level in classroom technology”- ha!). Learning logs to the rescue! Like this: Scientists on science education | laid-back science. Why we’re not wired to think scientifically (and what can be done about it) Two years ago I was having dinner with a good friend, Rik Ganju. Rik is one of the smartest people I know. And one of the most talented, too—a brilliant engineer, a savant-like jazz musician, a comedic writer, and he makes the best coffee I’ve ever had (I may even share the recipe).

As usual I was whining to him about something. This time it was my frustration with what I perceived to be a lack of scientific literacy among people from whom I “expected more.” Rik just looked at me, kind of smiled, and asked the question in another way. Two points before jumping in: I realize I said my next post would be about insulin resistance. The evolution of thinking Two billion years ago, we were just cells acquiring a nucleus. I wanted to plot the major milestones, below, on a graph. Formal logic arrived with Aristotle 2,500 years ago; the scientific method was pioneered by Francis Bacon 400 years ago. What does this have to do with anything? So what were they?

Step 3: Repeat. So we have two problems: The Spirit of SBG. Teachers: It’s OneNote to the rescue! - OneNote. As a teacher, I'm always looking for efficient ways to store information and to recapture it for immediate use in the classroom. As keen as I am on databases (I'm a Microsoft Certified Database Administrator), a dedicated database of information would be overkill for a classroom presentation. By the time I'd open Microsoft Office Access and run a query, my poor students would be snoozing. For teachers, information repositories are only as good as how easy they are to access. Enter Microsoft Office OneNote 2007. OneNote in action Let's say you're giving a slide show presentation and a student asks a question or you want to refer to a little-known fact or to a chart that isn't in the courseware.

If you leave OneNote minimized on the Windows taskbar during your presentation, all you have to do is maximize it, enter a search term, and press ENTER to find the information you are looking for. Preparing for classes Create sections Collect notes and other information Customize note tags Here's how: Boxbayvceaakpil.jpg (600×450)

Blended Learning

A Visualization of Current Concerns — Knuffke.com. CUE 2014: Dan Meyer - Capturing, Sharing, and Resolving Perplexity Are We Taking Our Students’ Work Seriously Enough?