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Five Ways to Bring Innovation Into the Classroom

Five Ways to Bring Innovation Into the Classroom
Culture Teaching Strategies For many schools across the country, today marks the first day of a new year. In addition to thinking about tools that help boost educators’ teaching practice, this moment might be a good time to pull back and think about some big-picture ideals, too. Here are a few to consider. Nine Tenets of Passion-Based Learning. Educators who focus on integrating kids’ own interests and passions into the curriculum will see them flourish as learners. Jumping Into the 21st Century. The Flip: Why I love It, How I Use It. How to Turn Your Classroom Into an Idea Factory. The School Day of the Future is Designed. Related Explore: creativity, Innovation, passion-based learning

http://blogs.kqed.org/mindshift/2012/08/five-ways-to-bring-innovation-into-the-classroom/

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20 Collaborative Learning Tips And Strategies For Teachers 20 Collaborative Learning Tips And Strategies For Teachers by Miriam Clifford This post has been updated from a 2011 post. Can Student-Driven Learning Happen Under Common Core? Teaching Strategies Erin Scott By Marsha Ratzel Teachers use different strategies to help students learn. With the inevitable arrival of the Common Core State Standards, however, the big unknown is what will happen when the assessments are released and the states and the federal government develop policies to accommodate them.

What Would a ‘Slow Education Movement’ Look Like? Big Ideas Shelley Wright/PLPNetwork The many incredible innovations of the 20th century have sped up the pace of life in addition to giving many people more access to information and communication tools. The anytime/anywhere learning made possible by mobile technology and the internet hold great potential for new ways of teaching, but some educators worry that the emphasis on efficiency and instant access is having a negative impact on some of the core tenets of education.

Defining Collaborative Teaching If only Teacher A and Teacher B could check their calendars and begin scheduling weekly meetings they could create a true collaborative relationship. Together, they would begin to construct fully structured bridges between their curriculums that would not only bring them deep professional satisfaction, more importantly; they would enrich the learning experiences of their students. Try to picture the collaborative environment Teacher A and Teacher B could produce. Can you see each teacher bringing their respective curriculum guides to their first meeting? Teacher A reads her American Revolution standard and all the related benchmarks and learning outcomes.

The Reflective Teacher: Taking a Long Look School has been in session for a few weeks, and things might be finally settling down for most teachers. Days seem to pass by so quickly that it seems amazing anything was accomplished. Despite the whirlwind start of the year, it's still important to make time for reflection. It took me some time realize that reflection is vital to my growth as an educator. I also needed to learn what real reflection looked like. It's so much more than thinking that I did a good job or changing one essay question. Do You have the Personality To Be an Inquiry-Based Teacher? By Thom Markham So far, the challenges of transforming education into a system capable of inspiring students to become skillful, creative, knowledgeable problem-solvers fall into familiar territory: What types of curriculum, standards, skills, strategies, and adaptations to classroom teaching methods will be necessary to do this? But it’s likely these will prove to be secondary questions. As education crosses the divide between a transmission model and an inquiry model, a more pressing issue will be apparent: How do we identify, attract, nurture, and train teachers who have an “inquiry-friendly” personality?

Why Inquiry Learning is Worth the Trouble Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think. Nearly seven years after first opening its doors, the Science Leadership Academy public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards. But in a talk this past weekend at EduCon 2.5, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs. “This is not easy.

Harnessing Children’s Natural Ways of Learning By Luba Vangelova Fed up with the restrictions at his conventional school, 10-year-old Scott Gray convinced his parents to transfer him to one where children control their own education. His father, Peter Gray, who’s a developmental psychologist, watched his son thrive and began seeking to understand how children learned in such a setting, and what lessons could be drawn from it.

Noncognitive Schooling: Do Students Need ‘Growth Mindsets’ and Grit to Succeed in the Classroom? Nestled within the New-Age-y sounding concept of “noncognitive factors” are fairly concrete examples of what parents and educators should and shouldn’t do to prepare students for the rigors of college and their careers. Gleaned from research into brain development and human behavior, a toolkit is emerging on how to best respond to and encourage students’ grit, persistence, and the ability to learn from one’s mistakes. If done right, the use of these concepts could change the classroom in significant ways.

A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys. I have made a terrible mistake. I waited fourteen years to do something that I should have done my first year of teaching: shadow a student for a day.

Failing forward, in technology and in life My job is like a Choose Your Own Adventure Novel. There are so many possibilities, and I never know exactly where my day will end up. While many of my coaching cycles are planned, I never know what will happen when I walk into a planning meeting. Plus, so many unexpected collaboration opportunities and problems that need to be solved come up every single day. I want to choose something current for my final project.

The Chokehold of Calendars Meetings may be toxic, but calendars are the superfund sites that allow that toxicity to thrive. All calendars suck. And they all suck in the same way. Four Ways to Move from ‘School World’ to ‘Real World’ General Assembly By Gayle Allen On a rainy Saturday at Hackbright Academy classroom in San Francisco, a group of 35 adults sat at tables, desks, and on couches learning how to code. Marcy, a former artist and now programmer for Uber, taught the class. During a break, Marcy shared that she’d never taken a programming class prior to starting a job in art media.

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