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How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business In 2009, scientists from the University of Louisville and MIT's Department of Brain and Cognitive Sciences conducted a study of 48 children between the ages of 3 and 6. The kids were presented with a toy that could squeak, play notes, and reflect images, among other things. For one set of children, a researcher demonstrated a single attribute and then let them play with the toy. Another set of students was given no information about the toy. This group played longer and discovered an average of six attributes of the toy; the group that was told what to do discovered only about four. A similar study at UC Berkeley demonstrated that kids given no instruction were much more likely to come up with novel solutions to a problem. Gopnik's research is informed in part by advances in artificial intelligence. A Brief History of Alternative Schools New research shows what educators have long intuited: Letting kids pursue their own interests sharpens their hunger for knowledge. 1921A.

Our Dream School: A Net-Positive Campus for Today, A Model School for the Future The Academy for Global Citizenship is an innovative Chicago Public Charter School, located on the Southwest side of Chicago, where access to quality public education is scarce. AGC is meeting an urgent demand: serving grades K-5, adding grade level every year, and serving a larger mission to influence the way our society educates future generations. Our approach, which incorporates sustainable living, student-led learning and local and global communities, has fostered dramatic change in our students, our community and in the Chicago Public School System. This campus will be the first of its kind in Illinois and will serve as a model for generations ahead. Our Campaign This is where we need your help. If 200 of us each reach out to 50 of our friends and families and ask them to donate $5 or more, we can reach $50,000. We are asking you to join us in this step towards building the first energy net-positive school building in the State of Illinois. The Why Excited? Get the word out!

The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom Bloom’s & SOLO ‘are not Just Colorful Posters we Hang on the Wall’ is my two-part series at Education Week Teacher. Bloom’s Taxonomy is talked about a lot in educational circles. However, if you believe a recent survey of visits to 23,000 U.S. classrooms, the higher-order thinking skills it’s ideally designed to promote doesn’t get much use. And I can understand why. It’s easy to get caught-up in the day-to-day work involved in teaching a class or multiple classes, and it’s easy to fall into the trap of doing the “usual stuff” and not “think out of the box.” I thought it might be useful to share in a “The Best…” list the resources that help me try to use Bloom’s Taxonomy in my classroom. There may very well be resources out there that do a far better job of explaining the Taxonomy and how to use it. I personally try to use Bloom’s Taxonomy in two ways. In addition, I try to use Bloom’s to help me formulate my own lessons. Bloom’s Revised Taxonomy Memory Understanding Applying and Analyzing

10 Principles for the Future of Learning » Edurati Review (This post, written by Jason Flom , is cross-posted on Ecology of Education .) I daydream the future of schooling will include a teacher like this . (It’s too late for me, I know, but I cross my fingers for the sake of my daughter.) Yoda aside, who better to daydream the future of learning with than the good folks at MIT? Thanks to funding from the MacArthur Foundation , The MIT Press has published a series on digital media and learning (with open access electronic versions ), which they describe this way: The John D. and Catherine T. In their report, The Future of Learning Institutions in a Digital Age , Cathy N. (The principles in bold are unedited. 1. Self-learning has bloomed; discovering online possibilities is a skill now developed from early childhood through advanced adult life. 2. 3. Learning is shifting from issues of authoritativeness to issues of credibility. 4. 5. 6. 7. 8. It has become obvious that from the point of view of participatory learning there is no finality. 9. 10.

Les 4 piliers de l'apprentissage d'après les neurosciences D’après Stanislas Dehaene, psychologue cognitif, neuroscientifique et professeur au Collège de France, les neurosciences cognitives ont identifié au moins quatre facteurs qui déterminent la vitesse et la facilité d’apprentissage. 1. L’attention L’attention est la capacité que nous avons à nous ouvrir à la réalité : l’attention ouvre notre esprit. Audrey Akoun et Isabelle Pailleau, auteurs de La pédagogie positive, la définissent comme Le mouvement cérébral qui va nous permettre d’orienter notre action en fonction d’un objectif, d’un centre d’intérêt… Grâce à elle, nous captons, par nos cinq sens, les différentes informations en provenance soit de notre environnement, soit de notre ressenti émotionnel ou psychologique. Stanislas Dehaene ajoute que l’attention sert à sélectionner les informations, module massivement l’activité cérébrale et facilite l’apprentissage. Mais l’attention peut être sélective. Quelles conséquences pour l’enseignement ? 2. Stanislas Dehaene écrit : 3. 4.

Why I taught myself 20 languages — and what I learned about myself During the past few years, I’ve been referred to in the media as “The World’s Youngest Hyperpolyglot” — a word that sounds like a rare illness. In a way it is: it describes someone who speaks a particularly large number of foreign languages, someone whose all-consuming passion for words and systems can lead them to spend many long hours alone with a grammar book. But while it’s true that I can speak in 20 different languages, including English, it took me a while to understand that there’s more to language than bartering over kebabs in Arabic or ordering from a menu in Hindi. Fluency is another craft altogether. I began my language education at age thirteen. I became interested in the Middle East and started studying Hebrew on my own. I decided to experiment. If the standard of speaking a language is to know every word — to feel equally at home debating nuclear fission and classical music — then hardly anyone is fluent in their own native tongues.

Tinkering School: Think, Make, Tinker! Méthodes et modèles pédagogiques Frédéric Haeuw :"L’irruption massive des technologies et des réseaux dans la formation des jeunes et des adultes fait ressurgir de vieux débats sur les méthodes pédagogiques. Les Massive Open Online Courses, par exemple, sont généralement distingués en « xMOOC » plutôt basés sur une pédagogie transmissive de savoirs clairement identifiés dans des référentiels fermés, et en « cMOOC » dont les objectifs d’apprentissage sont plus ouverts et qui se basent sur le principe que ce sont les participants qui créent le contenu. On parle alors de méthodes pédagogiques, classées généralement en méthodes déductives (démonstrative, expositive …) ou inductives (active ou expérientielle), et l’on considère souvent que la méthode dépend de l’objet à construire ou à transmettre : les savoirs académiques se prêteraient davantage à une méthode déductive et les compétences à une méthode inductive. Les constructivistes répondent à cette question de manière radicalement opposée.

Sweden’s Newest School System Has No Classrooms There’s a whole new classroom model and it’s a sight to behold. The newest school system in Sweden look more like the hallways of Google or Pixar and less like a brick-and-mortar school you’d typically see. There are collaboration zones, houses-within-houses, and a slew of other features that are designed to foster “curiosity and creativity.” That’s according to Vittra, which runs 30 schools in Sweden. Their most recent school, Telefonplan School (see photos below via Zilla Magazine) in Stockholm, could very well be the school of the future. Architect Rosan Bosch designed the school to encourage both independent and collaborative work such as group projects and PBL. The un-schoolness doesn’t stop with the furniture and layout though. Most of all, admission to the school is free as long as one of the child’s parents pays taxes in Sweden and the child has a ‘personal number’ which is like a social security number to our U.S. readers.

Organisez votre scénario pédagogique avec le mindmapping Un petit rappel : Le mindmapping ou la carte heuristique est une méthode très créative pour structurer l’information et ses idées. Si vous adoptez cette méthode pour gérer votre ingénierie pédagogique vous prendrez conscience que la carte mentale peut réellement optimiser la construction et la scénarisation de vos séquences de formation. Pour vous en convaincre j’ai créé une map qui vous permettra de gérer votre ingénierie. Les chapitres qui suivent vous guideront dans l’exploitation de cette carte Présentation de l’organisation de la carte Au centre de la carte on retrouve l’objectif global du module ou la compétence à acquérir par exemple “développer une stratégie de vieille sur internet”. Les séquences Les premiers sujets sont dédiés à la scénarisation de vos séquences et nous prendrons comme exemple ce module qui contient 7 séquences. Ce fichier qui a été inséré dans la carte est un document Word. Lien de téléchargement : Organiser son scénario pédagogique avec le Mindmapping

Teenagers Inspiring Positive Change | TEDxNextGenerationAsheville Le CRAP - Cahiers pédagogiques et l’éducation nouvelle L’éducation nouvelle a plus de cent ans. Comment peut-on dire qu’elle est encore « nouvelle » ? « L’éducation nouvelle a plus de cent ans. Comment peut-on dire qu’elle est encore « nouvelle » ? » Nous aimerions que cette phrase soit vraie, que la « nouveauté » ne le soit plus, étant intégrée au quotidien des classes et des établissements. C’est sur cet appel, repris en 1994 pour la « biennale de l’éducation et de la formation », dans une brochure parue alors sous le titre « L’éducation en mouvements » : qui conjugue volontarisme et réalisme que s’ouvrait le premier numéro d’une revue qui allait devenir après plusieurs changements de nom les Cahiers pédagogiques. en publiant chaque mois des témoignages sur « ce qui bouge » dans l’École ; en proposant des outils ; en se faisant tribune permanente des innovateurs, sans pour autant interdire l’accès de la revue à des contradicteurs ou à des esprits plus sceptiques ; en faisant connaître ce qui change en profondeur ;

Re-thinking School Architecture in the Age of ICT | A World Bank Blog on ICT use in Education What will the school of the future look like? Most likely, it will largely look like the school of today -- but that doesn't mean it should. Few will deny that it will most likely, and increasingly, contain lots of technology. Of course, with the continued rise of online 'virtual' education, some schools don't (or won't) look like traditional 'schools' at all. Let's leave aside the case of the 'virtual school' for a moment and assume that there will continue to be a need for a physical space at which students and educators will gather and interact. There has long been experimentation on the margins or at the fringes exploring new approaches to school architecture, but, generally speaking, such actions have usually been confined to isolated pilots on the periphery of mainstream practice and/or the result of an indulgence in high profile (and admittedly sometimes quite cool) architectural fancy. I regularly see presentations on 'the school or classroom of tomorrow'.