Session 124 – Could Google’s 20% project/self-directed time work in schools and how could we support it? Could Google's 20% project/self-directed time work in schools and how could we support it? Google 20% sounds great although does that include being on Twitter as part of a CPD project? Summary of the Session: I first head about Google’s 20% time (See many years ago and it made me wonder what I would do with 20% of my work time to pursue my own project. Probably, continue to work on my wiki page and design more apps and resources for my class and other educators. I might even blog a little more (which isn’t saying much!) and make it to a few more TeachMeets. The conversation turned to how students learn and how often they conform to what is expected, rather than taking risks and pushing the boundaries. There was a short discussion about whether ‘blue sky’ thinking was valued in schools. Both children and teachers are amazing, creative people who would benefit from having some extra time to explore their ideas.
The 20% Project (like Google) In My Class — Teaching & Learning I recently assigned a new project to my 11th grade English students: The 20% Project. Although it’s called a “project”, that term is merely for student understanding and lack of a better word. This project is based on the “20 percent time” Google employees have to work on something other than their job description. It has been well documented, and Google has exponentially grown as a company while giving this 20 percent time. An Influential Idea Katherine von Jan explains how Google’s idea came to be in her article, “Pursue Passion: Demand Google 20% Time at School”: “Google’s “20% Time”, inspired by Sergey Brin’s and Larry Page’s Montessori School experience, is a philosophy and policy that every Google employee spend 20% of their time (the equivalent of a full work day each week) working on ideas and projects that interest that employee. When I read her article, and finished Dan Pink’s book Drive, I had to seriously reconsider what I was doing with my students. Assigning the 20% Time 1.
Un café avec Véronique Favre, qui expérimente l’iPad en Petite Section | DeclicKids, les meilleures applis pour enfants J’ai croisé Véronique un joli matin de mai. Une rencontre organisée sur Twitter en trois clics, avec gentillesse, simplicité, bonheur tranquille. Un café parisien, le matin, et une discussion qui s’engage, tambour battant. Professeur des écoles Véronique - profil Twitter Véronique est « professeur des écoles ». Quand l’inspectrice de la circonscription de la Goutte d’Or a proposé à la cantonade, l’an dernier : « Qui veut un iPad et pour quoi faire ? Pétillante et infatigable, Véronique a patiemment construit, en un peu plus d’un an, une véritable pratique de l’iPad en Petite Section de maternelle. Un iPad comme outil de classe Dans sa classe l’iPad n’est plus une curiosité. Véronique a ainsi mis en place une petite fiche de suivi, qui permet aux enfants de comprendre qu’ils doivent « attendre encore » leur tour. « Retenir » Pour Véronique, l’un des avantages essentiels de l’iPad, c’est qu’il « retient » ses élèves. Pas seulement parce que « ça bouge » ou « ça parle » Elle m’amuse Véronique !
The Power of Play: A Two-Hour Work-Cycle — Maria Montessori The work-cycle is the time, everyday, the children have to work/play at school. Once a child has adapted to the routine of school, he moves from one activity to the next, with very little adult interaction. He sometimes will choose to be in a group activity, or check-in with the teacher through conversation. Generally, he plans his day and proceeds with his “auto-education”. The children’s ability to do this is what allows each child the specific education they need, and each teacher the ability to observation each child and their growth. Here are five characteristics of play that allow the child the ability to move through his morning effortlessly, as described by Dr. PLAY IS PLEASURABLE. When parents tour a Montessori school they often ask about the difference between play and work. Sarah Moudry is a Parent Educator and Early Childhood Specialist with nearly 20 years working in education and design.
Google's 80/20 Principle Applies to Students The 80/20 principle that Google practices has trickled down to students in classrooms across North America. For at least 20 percent of their week, students work on projects that interest them. Whether educators call it 20 percent time or genius hour, the concept is the same, said Gallit Zvi, a teacher at Georges Vanier Elementary in British Columbia's Surrey School District 36. "The goal as I see it is to give students time to explore what they wonder about or what their passions are," Zvi said. This process helps students understand that learning is a life-long goal, said Hugh McDonald, a teacher Zvi works with at the elementary school. "As adults, we learn things that we want to learn about," McDonald said, "so why shouldn't students be given that same kind of choice?" The learning starts with something students care or wonder about, Zvi said. With teacher guidance, the student comes up with a question and researches it. And it comes with student recommendations.
La Pédagogie Montessori sur iPad : Inventaire des Ressources et Applications L’extraordinaire vitalité de la Pédagogie Montessori est aujourd’hui relayée par les Technologies de l’Information et de la Communication. Les supports intéractifs entrent à l’école et l’on peut voir déferler une quantité d’applications éducatives sur l’iPad du fabricant Apple. Ainsi, de nombreux outils conçus par la pédagogue italienne du début du 20ème siècle se voient déclinés sur ces tablettes numériques. Ces adaptations séduisantes, rencontrent bien évidemment les limitations portées sur l’expérience sensorielle avec une dimension différente de celle d’une implication complète du corps avec le matériel physique. Cependant, elles ouvrent de nouveaux horizons. Éléments de réflexion Dans sa démarche pragmatique, Maria Montessori a créé un matériel pédagogique qui a été indéfiniment corrigé au fil de ses observations, de manière à ce qu’il corresponde à des fonctions précises. Ainsi, le média numérique dispense ses apports spécifiques appuyés par l’ingéniosité des concepteurs. Livres Dr.
8 Myths about Montessori Method So there are many myths about the Montessori education. I often meet people that after reading some information from the internet got the misunderstanding of the method. So today I want to discuss several myths that I hear very often. I feel so sad about people who wathched it and thought that Montessori method is such a nonesense (that what would I think after watching it if I knew nothing about Montesori) and I would never ever use it. 1. This myth was formed by the people who knows not much about the history of Montessori pedagogy. Do you remember that Maria was first woman-doctor in Italy? So, let's remember, in 1897 Maria joined the staff at the University of Rome as a voluntary assistant. After observing special Children she understood that if they have such results, the result with other Children will be several times better. Maria thought that every Child develop according to his own temp. 2. Montessori groups are divided by age 3. Montessori classroom is a very special place.
10 Reasons To Try 20% Time In The Classroom If you haven’t heard of 20% time in the classroom , the premise is simple: Give your students 20% of their class time to learn what they want. Yes, that’s it. Below is a list of the 10 reasons you should consider 20% time in your school, and you will not regret making that choice! 1. You will join a great community of learners When I first did the 20% project with my students I didn’t have a community of teachers or learners. 2. One of the major issues we face in schools today is covering a wide breadth of information, instead of allowing students to get a real depth of knowledge. 3. When students in my school have their pitch day, they get to share with the entire class what they are working on. 4. Too often our students complete assignments for the grade. 5. Randy Pausch famously said, “If you think you can’t learn and have fun at the same time. 6. It doesn’t matter if you teach elementary, middle, or high school. 7. 8. 9. 10. Have you seen Caine’s arcade ?
Tid för reflektion kring hur vi undervisar och bemöter våra elever utifrån ett montessoriperspektiv | pedagog grantomta Då vi har haft våra Pedagogiska Afternoon Tea har vi passat på att prata och diskutera montessoripedagogik och hur vi tänker att den genomsyrar vår verksamhet. Tyvärr är det ändå så att jag och de flesta med mig känner att det finns lite tid för reflektion kring hur vi lärare undervisar och hur vi kan förbättra vår verksamhet och vårt bemötande av barnen utifrån ett montessoriperspektiv. Då vi mötte lärare från andra montessoriskolor så upptäckte vi att man väljer att arbeta på lite olika sätt då det t ex kommer till åldersintegrerade eller åldershomogenagrupper, montessorimaterialet, miljön och elevens egen planering. Montessorikonferenser/grupperVad står vi för och vilken är vår röda tråd? En montessorilärare ska ha möjlighet att ägna tid åt att observera hur den inre miljön stimulerar eleven till lärande. Positivt särskilt bland barmen i de yngre åldrarna.
Coggle A Sneak Peek into the Montessori Classroom | CrumbBums Recently, I was lucky enough to sneak in to take some photos of two of the primary Montessori classrooms after school (alright, I didn’t technically sneak in, I asked the directresses who were so gracious to say yes). And just to be clear, this was immediately after school was let out; the order and organization of each room is evident in the pictures. There was no need to straighten up or prepare for pictures. The classrooms are kept this way by the children, who are taught to return each item after they are finished using it. Emil was with me, giving me the tour. And on to his classroom’s outdoor area; Emil was very proud of the flowers that were blooming… … and the dandelion seeds to blow. As the weather has warmed up, the children spend a lot of time working outdoors. One of the classrooms, flooded with afternoon light. Above is the bead chain cabinet, which includes color coded chains, squares, and cubes for math lessons and games. Ironing and washing stations, above.
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