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Teach Systems Thinking

Teach Systems Thinking
Hide Caption Researchers from NASA Goddard’s Global Modeling and Assimilation Office ran a simulation of the atmosphere that captured how winds whip aerosols around the world. Such simulations allow scientists to better understand how these tiny particulates travel in the atmosphere and influence weather and climate. This visualization shows how dust and sea salt swirl inside cyclones, carbon bursts from fires, sulfate streams from volcanoes. Credit: NASA/Goddard Space Flight Center Provenance: Image Credit: NASA/NPP Team Reuse: Credit: NASA/Goddard Space Flight Center This page draws on materials developed at the 2010 Cutting Edge workshop on Complex Systems and the 2012 InTeGrate workshops on Teaching the Methods of Geoscience and Systems, Society, Sustainability and the Geosciences. Effective Strategies for Teaching Systems Thinking Concept maps are a helpful way of seeing components of a system and information flows among components. Why Teach Systems Thinking?

http://serc.carleton.edu/integrate/teaching_materials/systems.html

Related:  Open Education ResourcesLearning Strategies 1

Systems Thinking Resources Concepts and Frameworks The Five Learning Disciplines Developed by renowned systems thinker Peter Senge, these five disciplines each enhance the ability of a person or organization to use learning effectively. Leveraged together, they contribute heavily to the success of learning organizations, defined by Senge as, “…organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together.”

The Inside-Out School: A 21st Century Learning Model The Inside-Out School: A 21st Century Learning Model by Terry Heick As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model. The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy. By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools. The attempted personalization of learning occurs through new actuators and new notions of local and global citizenship.

Talk point: hands off my PowerPoint! Why don't more academics use open educational resources? On Monday 3 October, at the #OpenDataLDN meet-up, organised by the Open Knowledge Foundation, I sat in a group led by Javiera Atenas, an academic at the University of Hertfordshire, on open educational resources (OER) and marvelled at the number of tools that existed to facilitate resource sharing. The event was organised as an opportunity to discuss ideas and developments around open data and open knowledge projects – ranging from open governance to data journalism. MIT's open courseware was lauded as an exceptional example of openness but there were also homegrown tools available such as the University of Nottingham's Xpert repository or Jorum.ac.uk, a site set up to enable teachers to find, share and discuss teaching resources, across all of the UK's HE and FE communities. So in this talk point, I'd like to explore these claims: why are many so reluctant to share teaching resources?

3 Things You Can Do With Google Classroom Google’s advance in the education field has brought to schools around the globe affordable devices and effortless access to educational content. Google’s latest solution for learning is called Google Classroom. Although Google Classroom will be available at the beginning of the school year to all schools that have adopted Google Apps for Education, the Mountain View based company granted access to Google Classroom to a select few individuals in July. I was fortunate enough to be one of these early adopters/testers of Google Classroom, and I can honestly say that I am impressed by its simplicity, and its ability to seamlessly integrate Google Docs, Sheets, Drive, Gmail, and more in order to provide a wonderful and highly productive user experience. Overall Design & Purpose Google Classroom’s design is absolutely stunning.

Xpert Back to main page Submit a link Subscribe to RSS About Xpert Labs Currently searching 418912 resources. Please enter your keywords Critical Thinking How do we think? What processes do we use to solve problems? Can these processes be learned? Although many aspects of human cognition are still a mystery, psychologists have begun to flesh out critical thinking, or the strategies we use to think in organized ways to analyze and solve problems. Jorum Search Help Simple search - Type any term into the search box above to find resources containing that term. (More on this below). Specific search - By default, searches look for your terms in all of the information about resources. So a simple search for brown will find resources with that term in title, descriptions, keywords, authors, publishers, etc. You can also select a specific field that you wish to search within.

90+ Videos for Tech. & Media Literacy Update December 3/09: There has been much interest in this list so I have transferred this resource to a wiki. This post will remain, but I would be happy if others contributed to the wiki version found here. Thanks for your interest in media education. Here is a list of over 40 educational websites where you can get a free education According to www.webometrics.info, there are more than 17 000 universities, but getting a degree in many of them is quite costly. Many students around the world(and their families) get into big debt or have to work over sixty hours a week in order to afford an education. Two-thirds of the US college seniors who graduated in 2011 had student loan debt, with an average of over 27 000 USD per person. Reading those statistics I can’t stop thinking about those words from over 30 years ago: With mass education, it turned out that most people could be taught to read and write.

Faculty of English In this section of our web site, we try to give you a taste of some of the many approaches to literary criticism which are practised in the Cambridge English Faculty. We hope that our virtual classes will help you enjoy your reading more and introduce you to some new ways of thinking about literary texts. We hope in particular that A Level students will find the classes helpful in building on the knowledge and critical skills that they already possess, and that teachers in schools and other institutions of higher education will find them a useful resource.

Academic Teaching Doesn't Prepare Students for Life Academics. Most of our current school system revolves around it, and yet, I think it falls miserably short of what our kids need. To be honest, I think our academic system of education is highly overrated, at best. At worst, it destroys a number of our kids. Hear me out. I’m not saying that our kids shouldn’t learn to read, or do math, or develop other valuable skills. Flipped Classroom: Beyond the Videos Last week, I read an interesting blog post by Shelley Blake-Plock titled “The Problem with TED ed.” It got me thinking about the flipped classroom model and how it is being defined. As a blended learning enthusiast, I have played with the flipped classroom model, seen presentations by inspiring educators who flip their classrooms, and even have a chapter dedicated to this topic in my book.

The 100 Best (And Free) Online Learning Tools We’re always excited to find the next best thing. But how does one actually find this supposed next best thing? Let Edudemic do the work for you! For example, ever wanted to spend zero dollars but have some of the most bleeding edge technologies at your disposal? Fear not! Teacher as Facilitator Teacher As Facilitator Theresa London Cooper Teachers, especially new teachers, so desperately want their students to learn that they often end up doing most of the work. The truth is we must see ourselves as facilitators of learning who possess knowledge, not as the keepers of knowledge.

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