The Differentiator
Try Respondo! → ← Back to Byrdseed.com The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four
What Makes an ‘Extreme Learner’?
By Jane Mount/MindShift By Linda Flanagan When Mollie Cueva-Dabkoski was dissecting a sheep’s heart during an eighth-grade science class, she had an epiphany that changed her life. “That heart told the story of anatomy and physiology!” she said. Realizing that science is best communicated through stories, Cueva-Dabkoski, now just 19 years old, went on to explore beetles in China. Cueva-Dabkoski is considered an “Extreme Learner,” a designation applied to just 12 individuals by the Institute for the Future, for her radical and gutsy approach to learning. “Extreme learners aren’t so different from everybody else,” said Milton Chen, a fellow at the Institute for the Future and advocate for education reform. Thomas Hunt, for example, another designated “extreme learner,” dropped out of high school when he was 14 to work on cancer research. This was also true for Marc Roth, another extreme learner who dropped out of high school three times and never finished his community college education.
Dramatix Scripts
Five Keys to Rigorous Project-Based Learning
Voiceover: How will today’s children function in a dangerous world? What means will they use to carve the future? Will they be equipped to find the answers to tomorrow’s problems? Teacher: When you think about traditional learning you think of a student sitting in a classroom and being talked at. Teacher: Now I imagine a lot of you are still thinking... Teacher: They are supposed to be a sponge. Peggy Ertmer: So there are a lot of different ways to approach PBL, a lot of different ways to implement it, but really it all boils down to five essential keys: real-world connection, core to learning, structured collaboration, student driven, and multifaceted assessment. Student: One of the problems in the ocean is that with the higher amount of CO2 calcifying organisms are decreasing and we’re testing to see how well life in the ocean lives without calcifying organisms. Student: --four by eight feet. Peggy Ertmer: So the second commonality is the PBL unit provides academic rigor. Student: Yes.
Renovated Learning | Building a culture of creativity and discovery in education
ERC - Endicott College Research Center
As a result of their work with hundreds of thousands of students, the Endicott Research Center at Endicott College has become a world leader in measuring conditions that impact whole school dynamics. Each survey is designed to get the deepest possible set of responses from the widest range of voices. The Research Center has designed surveys for the members of the New England Association of Schools and Colleges and the Council of International Schools. These surveys are closely tied to the accreditation standards of NEASC and CIS. Each survey packet contains instruments for students, teachers, parents, and board members (an optional instrument for CIS schools is "Former students.") NEASC Presentation - Surveying the Standards: Key Findings within the CPSS Standards for Accreditation (2003-2008) (PPT - 7.77MB) Text Version of Surveys Sample Report Aggregate Reports CAISA-CIS Survey Information Packet Sample Report
PBL Gallery
Home | Getting Started | Modules | Resources | About Us View the work of teachers who developed and implemented PBL units/mini-units. Feel free to download and use the PBL as a template for your work with students. View additional middle school projects on the STEM-MI Champions Gallery page.
Experiential Learning: Just Because It's Hands-On Doesn't Mean It's Minds-On
Experiential Learning: Just Because It’s Hands-On Doesn’t Mean It’s Minds-On by Grant Wiggins, Authentic Education I recently visited Thetford Academy in Vermont (one of the few and interesting public-private academies in New England) where they have a formal and explicit commitment to “experiential learning.” So, the leaders of the school asked me to visit classes that were doing experiential learning and to talk with staff at day’s end about it. I saw some great examples of such instruction. I also spent the previous day at the Riverdale School where all 9th graders were learning the skills and habits of innovation and entrepreneurship as part of a cool new project headed by John Kao, former Harvard Business School innovation guru. Below are some pictures from the “Design a better backpack exercise” that started the work of the day. Just because it’s hands-on doesn’t mean it’s minds-on. What’s working for us? What have been the highlights? What are you doing?
Caine's Arcade | A cardboard arcade made by a 9-year-old boy.
