Visible Thinking

Purpose and Goals Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them Who is it for? Visible Thinking is for teachers, school leaders and administrators in K - 12 schools who want to encourage the development of a culture of thinking in their classrooms and schools. Key Features and Practices At the core of Visible Thinking are practices that help make thinking visible: Thinking Routines loosely guide learners' thought processes and encourage active processing.

CEMYS 2013 El Centro de Estudios e Investigaciones para el Desarrollo Docente A.C. se complace en anunciar EL II CONGRESO VIRTUAL INTERNACIONAL SOBRE EDUCACIÓN MEDIA Y SUPERIOR CEMYS2013 que se realizará del 10 al 14 de Junio del 2013. El propósito de la conferencia es crear una plataforma de debate para científicos, profesionales e investigadores nacionales e internacionales para compartir sus experiencias, mejores prácticas e ideas de vanguardia en I + D, las innovaciones y descubrimientos en el campo de la educación. Le damos la bienvenida a presentar sus resúmenes / abstracs: del 01 de Enero 2013 al 13 de Abril del 2013 Las ponencias serán publicadas en los procedimientos de ISBN e ISSN respectivamente difundido entre los participantes de la conferencia. A través del sitio www.cenid.org.mx/cemys2013 Los temas del congreso incluyen, pero no se limitan a los siguientes ámbitos: Educación Media y Superior: Sistema de gestión de la mejora y aseguramiento de la calidad de la educación.

Cultures of thinking History by Ron Ritchhart on Prezi CareerStart Most parents and educators don’t need research to tell them that the middle school years are a particular challenge, but ample data is available. Despite the fact that most students in the fifth grade, even those from families struggling economically, feel good about their teachers and school and see lots of hope for their futures, their trust in school is often questioned over the following three years. This is, perhaps, not surprising. In the United States, middle school education is a significant departure from elementary school education. Research suggests that many early adolescents experience academic declines and increased distress with the transition from elementary school to middle school, and that students leave eighth grade feeling less of a connection to school than when they entered sixth grade. The lesson plans in this collection are part of an approach designed to combat middle-school declines in engagement and achievement. What is CareerStart? Research findings

Developing a culture of thinking in our schools Sometimes when the subject of my forgetfulness comes up, I tell my story about memorising entire essays when I was in Year 12, which I was then able to regurgitate word for word in the HSC exam. My theory is that the exercise must’ve caused some electrical short in my brain because my memory has been shot ever since. But I suppose what this anecdote also illustrates is that in the context of teaching and learning, the memorising of facts often takes precedence over analytical thinking. Moreover, the effects of this can be quite detrimental. Certainly in my case, having been mostly spoon fed in high school, I struggled when I went to university and had to think for myself. Unfortunately, many schools today are still in the business of pumping information into students’ heads, rather than training them to think outside the box, be creative and learn problem-solving skills. So, what are the measures in young people’s minds of a good education? All of which bodes very well for their future.

School Leadership 2.0 Infusing Career Orientation in the Middle-School Curriculum In this American Educational Research Journal article, Michael Woolley (University of Maryland) and Roderick Rose, Dennis Orthner, Patrick Akos, and Hinckley Jones-Sanpei (University of North Carolina/Chapel Hill) report on their study of CareerStart, a program aimed at helping middle-school teachers make course content more career-relevant for their students. The program was implemented in seven of 14 middle schools in a diverse district of 3,295 students and followed over three years. Lessons in core curriculum areas are available online for grades 6-8 at this website: (for grades 7 and 8, substitute those numbers for the last number in this URL). The result: CareerStart brought about significant gains in students’ math performance but had no effect on reading performance. From the Marshall Memo #514

System Dynamics Learning & Teaching Introduction to System Dynamics The CLE has created a packet of key articles that touch on the important concepts of system dynamics, How to implement SD in K-12 Education, and How to explain systems thinking in 25 words or less. Simulations A variety of simulations allowing students to explore the consequences of actions. Explore how logging and planting rates impacts forests, see what happens to the number of friends based on actions, and many more. more material here... Road Maps is a self-study guide to learning system dynamics. Each chapter contains a number of individual papers - use the links below to navigate to each chapter. To learn more about Road Maps, please see the introduction (D-4500-10). The Road Maps Appendix contains a collection of short papers that are designed to help the reader during the process of going through Road Maps. There are several books required to help you complete Road Maps.

System Dynamics Society