- Feb 2023
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drive.google.com drive.google.com
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Landscapes: (p. 1) * Notable aspect of taste by 18th Century; emerged before "split" between art and science; cultural concept and avenue of scientific inquiry * Physical Planning * Source of personal enjoyment/recreation * Wayfinding/Navigating space * Cumulative evidence of human adaptation and modification to life on Earth * Affective dimension: sensations and mood
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- Jul 2022
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www.hollyclark.org www.hollyclark.org
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the making thinking visible journal.
Hmm..so this is an interesting idea (not just for SeeSaw), but for collecting the products of various thinking routines over the semester and adding in reflections on how these resulted in student learning. This is one way to make sure the routines don't get "lost" in the doing and to help connect them to a larger goal of the course.
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www.hollyclark.org www.hollyclark.org
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helps students see and explore multiple perspectives
Circle of Viewpoints could be a very useful thinking routine in World Regional, especially, where I am trying to emphasize the concept of "worldview" and how that structures how we think about and live in the world.
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asking deep questionsmaking connectionscoming up with explanationschallenging those explanationsexploring alternative perspectives.
This corresponds really well to the Inquiry Arc that I use in class. This might be a good way to link those two together!
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Look at TikTok on Circle of Viewpoints Thinking Routine with Flipgrid and Jamboard
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- Jun 2022
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activelylearn.com activelylearn.com
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topical essential questions present a lower-lift way to drive purpose, engagement, and understanding.
So, this is an interesting perspective. That TEQs could be a less intimidating way to "drive purpose, engagement, and understanding."
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When most of us think of “essential question,” we imagine an overarching question that creates connections across a unit, semester, or year.
This is definitely how I have used them so far. This week's assignment in 21CT was my first attempt at trying a much more specific and constrained TEQ.
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www.cultofpedagogy.com www.cultofpedagogy.com
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churning out lessons that keep students busy with our content without ever getting clear about what we want them to learn
I think this is exactly what I have been doing - I have a vague notion about the learning, but I don't do much to systematically organize that information and get clear about it myself before I introduce it to my students.
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I never set clear, measurable learning targets.
My best lessons today are definitely those that have very clear learning targets (usually developed during summer PD sessions). What bothers me the most is that I have known about backward design for a long time. Why don't I prioritize this during the year?
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Maybe it was just the idea of teaching it that I loved. Maybe it was the connections I was able to make to the stuff students dealt with on a day-to-day basis.
This resonates with me. Thinking about some of my "favorite" things to do in class, I think I define favorite based on my own interests, not necessarily my students' interests. I am not even sure I ask them what they like best...
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www.computerworld.com www.computerworld.com
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Massive economic and societal changes beyond anyone’s control—the pandemic itself, the consumer shift to goods over services, the supply chain crisis (especially the chip shortage), fast-moving geopolitical changes—surfaced the primacy of something we’ve talked about in the abstract for years: agility
Yep! And it is all about geography, too! But agility, nimbleness, flexibility, call it what you will, can no longer be a goal for someday. The best way I can remain agile is to practice what I preach - lifelong learning and looking for connections to new things I couldn't have even imagined yesterday.
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Our old infrastructure is too complex, too manual, too inflexible—and too insecure.
This is very evident at a large, urban public university!
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www.weforum.org www.weforum.org
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Among these ‘cross-cutting’ skills are specialized skills in product marketing, digital marketing and human computer interaction.
This is what I am struggling to convey to my students in the Professional Development class I teach (among others). I have so many tech-fearful students and it breaks my heart. There is so much negativity to overcome and most of it stems from fear.
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Newly emerging this year are skills in self-management such as active learning, resilience, stress tolerance and flexibility.
These are the buzz words I am hearing in our discussions about revising our General Education courses as well as from our Career Center.
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www.learningsciences.com www.learningsciences.com
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Learning targets describe the knowledge and skills students should be able to demonstrate by the end of the lesson. Learning targets are broken down into success criteria so students can self-assess and track their learning progress.
I think one of the things I fail to understand is that learning targets (or objectives at any level) are for measuring progress by the student as well as the instructor. I can be part of the feedback loop with relatively low effort on my part once the initial investment is made.
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“Right size” your lecture
What an effective way to phrase this idea!
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Like flow, productive struggle relies on a combination of challenge (a rigorous academic task) and skill (which is developed when students have active roles and responsibilities). See figure 3.
I like this diagram. It is helpful for visualizing the relationship between the rigor of academic tasks and active student participation.
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creating challenging learning tasks and giving students the roles, responsibilities, and collaborative structures to engage in these tasks with their peers. Engagement comes from peer interactions and the challenge of the tasks, rather than primarily from interactions with the teacher.
This is the idea of the student-centered classroom. This is a core component of what many of us are trying to achieve in the STEM Academy.
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Dr. David Sousa, student engagement can be defined as “the amount of attention, interest, curiosity, and positive emotional connections that students have when they are learning, whether in the classroom or on their own” (2016, p. 17).
This is a great working definition of student engagement and helps to tie in ideas about mindset, motivation and metacognitive skills! McGuire's 3 M's!!
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