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Sir Ken Robinson: Creativity Is In Everything, Especially Teaching

Sir Ken Robinson: Creativity Is In Everything, Especially Teaching
From Creative Schools by Ken Robinson and Lou Aronica, published April 21, 2015, by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2015. Creative Teaching Let me say a few words about creativity. I’ve written a lot about this theme in other publications. Rather than test your patience here with repetition of those ideas, let me refer you to them if you have a special interest. It’s sometimes said that creativity cannot be defined. There are two other concepts to keep in mind: imagination and innovation. Creativity is putting your imagination to work. None of these is true. Creativity is about fresh thinking. Creativity is not the opposite of discipline and control. Creativity is not a linear process, in which you have to learn all the necessary skills before you get started. Related:  Improving Instruction / Student Engagement

Who Controls The Flow Of Information In Your Classroom? - Who Controls The Flow Of Information In Your Classroom? Flow As A Litmus Test For Quality Teaching by Lee Carroll, PhD I’ve been thinking about Teacher Appraisals for years, when finally it hit me like a flash—why can’t they be super-simple? What Are They Worth? First, are teacher appraisals worth doing at all? Is There A Progressive Method Out There? As Head of Department, I’ve been a champion of peer-appraisals for some time. Although there are a few cutting-edge administrators out there, many hew to the top-down way of assessing teachers and never tried teacher-to-teacher. My Discovery Now I’ve discovered something even easier. This year we’ve agreed to use Charlotte Danielson’s state-of-the-art Framework for Teacher Appraisals. Yet in conducting these rigorous reviews, I’ve noticed something. The trait that tells it all for me is—FLOWS. What Is ‘Outflow’? First let me define—outflow indicates the direction of communication. How Did The Teacher Support Student-Initiative? –Albert Einstein

Om eleverna inte vill växa inom skolans ramar får vi flytta ramarna! Jag heter Kajsa Cronelid och jobbar som förstelärare på Gullregnsskolan i Kungsbacka. Jag arbetar mycket med entreprenöriellt lärande och lärmiljö, både psykisk och fysisk. Jag arbetar för närvarande bara med matematik och min dröm är att få en skola som inte sitter fast i traditionella matematikläromedel där alla elever ska gå samma väg till målet. Min vision är en skola med differentierat lärande där eleverna själva äger sin kunskapsutveckling. Den digitala världen är en verklig del i våra elevers vardag. Förmågan att samla och hantera information blir allt mer aktuellt i samband med att informationsflödet ständigt ökar. SETT-mässan är en möjlighet att få knyta nya kontaketer och ta del av andras idéer och kunskap. Jag är även unikumansvarig på skolan och känner att möjligheten att träffa andra och utveckla användandet av de digitala verktygen som vi använder i Kungsbacka kommun är ett unikt tillfälle. Mina upplevelser från SETT Kungsbacka 20/4 2015 Kajsa Cronelid

Sir Ken Robinson – Learning {Re}imagined As a treat for the readers of this blog here is a longer and more complete interview with Sir Ken Robinson that was recorded as part of the Learning {Re}imagined book where he discusses educational technology, creativity, assessment and the future of learning (15 minutes). There are more exclusive videos contained within the book when used together with the free app. Graham Brown-Martin is the founder of Learning Without Frontiers (LWF), a global think tank that brought together renowned educators, technologists and creatives to share provocative and challenging ideas about the future of learning. He left LWF in 2013 to pursue new programmes and ideas to transform the way we learn, teach and live. His book, Learning {Re}imagined was recently published by Bloomsbury/WISE and is available now.

The 10 Skills Modern Teachers Must Have There’s been a lot of talk recently about what it means to be a learner in the 21st Century. Earlier this year, we put together a guide with skills important for students today. So, why not a list for educators, too? The list goes beyond technology and social media. Check out what skill we think makes a modern teacher, and let us know your thoughts on the matter in the comments below. Image via flickr and Chicago 2016 Engage in Professional Communities: Teachers can sometimes lead a very solitary existence at school—spending all of their time tutoring before and after school and scarfing down lunch in front of the copier or spending their free period, if they’re lucky enough to have one, at their desks while grading papers. However the Essential skills for today’s teachers go far beyond “knowing how to use an iPad” and into the realm of connectedness. Editor’s note: This is a revised version of an article written by Jeff Dunn that originally appeared on March 12th, 2013.

I LUND | Fysikdag på Liseberg Fysikdagen (Slagkraftsdagen) på Liseberg 2015 kommer att äga rum fredagen den 11 september. Du som lärare får spela en viktig roll för diskussioner med elever - både egna och andras - vid attraktionerna. Klockan 13.30 öppnar parken exklusivt för elever med lärare, som får möjlighet att genomföra experiment i utvalda attraktioner som startar kl 14. Alla får åkband och kan fortsätta att åka när parken sedan öppnar för allmänheten kl 15. Vi vill att minst två vuxna medföljer varje klass, och att minst en av dem under en timme står intill någon av attraktionerna, tillsammans med en eller ett par andra lärare för att diskutera med elever (egna och andras!) Vissa attraktioner kommer att vara öppna speciellt för oss under första timmen, 14-15, preliminärt Antalet attraktioner anpassas efter antalet deltagare och kan komma att utökas. Se också förslag på gruppindelning av uppgifter till olika attraktioner. Praktisk information: Insläpp: Klasser via kassorna till vänster.

Some Excellent TED Talks and Books on Forming Better Habits January 7, 2015 Setting up new goals and resolutions have become a common thing with the start of each new year. However, working towards the achievements of these goals can sometimes turn into a frustrating endeavour especially when the goals are not realistic enough. For a successful accomplishment of ones goals, behavioural psychology has the answer: form better and lasting habits. Habits have the power to direct our actions and create neurological pathways that make it easy for our brains to easily transmit, receive and process information. To help you learn more about the strength of habits in helping you develop a growth mind-set and subsequently live a healthier and happier life, we are sharing with you this collection of some wonderful books and TED Talks. We invite you to check them out and share with your colleagues. Books: TED Talks: 1- Try something new for 30 days, by Matt Cutts 2- Why some people find exercise harder than others, by Emily Balcetis

Fem strategier för läsning av faktatexter Vad har jag lärt mig av att läsa boken ”Att läsa faktatexter” (Gear 2015)? Jo, fem nya lässtrategier som är anpassade just till läsning av faktatexter. Här vill jag påstå att Gears bok fyller ett behov. Bilden nedan, förståelsestrategier för faktatexter, är bilden som hela boken bygger på. De fem strategierna visualiseras som pusselbitar som kan läggas på huvudet. Varje pusselbit är en tankeaktivetet som finns i vår hjärna. De fem strategierna är: Zooma inStälla frågor och göra inferenserAvgöra vad som är viktigtGöra kopplingarTransformera Varje strategi gås igenom i ett eget kapitel i boken tillsammans med konkreta lektionsförslag. Textstrukturerna finns inlagda i ett formulär med rubriker som t.ex.: Vad är det? FKTB är en uppgift som behövs. Känner du dig säker på skillnaden mellan en inferens och en förutsägelse? […] processen är liknande genom att man fyller i vad man ännu inte vet, men när man har läst färdigt besannas förutsägelsen eller också gör den inte det.

What Do Students Think Of Your Class? Bring TeachThought Professional Development to your School! What Do Students Think Of Your Class? by Terry Heick Google is the company that has become its own verb. Google it. They’re also challenging Apple with their Android mobile operating system (though to be fair, they’re unlikely to catch them anytime soon), not to mention their aggressive entry into new digital markets, from Google Fiber to the Chromebook. They make more money than they could ever spend, and can seemingly do what they please from their Mountain View, California headquarters, where billion dollar patent lawsuits barely cause a ripple. Google is all of those things on a functional level, but in terms of identity it’s slightly less precise as they sort out their identity moving forward. What this all of this mess means to your classroom could be significant. Classroom ‘Identity’ Just as product and service have a kind of identity (often referred to as a “brand”), so does your classroom–whether you plan for it or not.

pedagogisk psykologi | ”Sitt still och koncentrera dig!” En ny studie från University of Central Florida ger ytterligare stöd åt hypotesen att motorisk hyperaktivitet är en kompensatorisk mekanism hos barn med ADHD. Detta innebär att tanken att dessa barn behöver ”sitta still och koncentrera sig” inte bara är overksam utan dessutom direkt felaktig. Benskakande, plockande och stolsgungande är inte bara något som barn med ADHD har svårt att låta bli, det är i själva verket väsentligt för deras inlärning och förmåga att lösa komplexa uppgifter. Tidigare forskning har visat att barn med ADHD inte alltid uppvisar sådan motorisk hyperaktivitet. Hyperaktiviteten visar sig när det ställs krav på barnets exekutiva funktioner, framförallt avseende arbetsminne. Denna studie tar dessa fynd ytterligare ett steg genom att påvisa att denna aktivering fyller ett syfte: Majoriteten av barn med ADHD presterar bättre ju mer de har möjlighet att röra på sig. För barn utan ADHD hade ökade rörelser testsituationen motsatt effekt, de presterade sämre.

Rigor Made Easy: 3 Ways to Go Deeper with Students Frequent contributor Barbara Blackburn shares three activities to get below the surface of learning and encourage deeper thinking from middle graders. By Barbara R. Blackburn Raising the level of rigor in your classroom does not have to be difficult or a separate lesson. Increasing Rigor Through Riddles First, let’s look at a way to increase the rigor of vocabulary. To increase the rigor, ask students to write a riddle about the word or concept. Prices go up. Increasing Rigor Through Problem-Solving When we start a lesson, we typically tell students what we will learn about that day. Three Alike is a game in which the teacher provides three examples to the students, and then asks the group to guess what he or she will be teaching about today. Once students are adept at Three Alike, you can increase the rigor again by playing the Red Herring Game. Once students are familiar with both games, you can shift the ownership to them. Increasing Rigor Through Various Points of View

Space Below, you will find a wide range of ideas and resources to help you when you are teaching children about Space. If you have any relevant resources to share, please email them and I will add them to this page. Thank you! Ordering Planets - A number of wonderful ways to help children remember the order of the planets! <A HREF=" Find ideas and resources linked to popular space and alien themed books! 5 Engaging Uses for Letters in Your Classroom The idea of writing a business letter with a class may elicit eye rolls and under-the-breath scoffs of "Oh, that old chestnut!" from many a contemporary teacher. But if we desire to lead classrooms where we value reflective thought and carefully crafted words, letters can be a surprisingly rich genre to explore. Whether it's a letter that you write to your students or a letter that your students send, here are five first-class strategies that address key skills and envelop your students in learning. 1. This year, I made the decision that on every rubric and scoring guide for a major assignment, I would begin with a brief, heartfelt letter to my students. 2. When I feel like students are becoming a bit too task-centric in their thinking (i.e. their first question when starting a new book is "What will be the project/paper for this book?") For instance, in one open letter to the class, I wondered: There was no major project associated with this reading. I received some good replies. 3. 4.

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