robertogreco + inquiry-basedlearning   54

#clmooc: I’m a maker; so now what? ← Classroots.org
"While it’s useful to keep the connected learning principles in mind while I teach, staying connected to people, watching what they do, and sharing what I do is really my key to learning. People make the principles work. I struggle with the idea of ever going back to school as a learner, but I learn from people in schools of all sorts all the time whenever they try something new and share what they and their students have done. I don’t care about grade-level, content area, or formal assessment. I look for what is most wild and brave in my feeds, and I try to put that in front of my students to keep them wild – to keep them from learning to fear system or to hold an undue regard for it. Ultimately, school, government, and society should be made of our kids, for them, and by them. By all of them. I can’t run a classroom that depends on me to coerce others and reward those most coercible. Making – as inquiry – has shown me that. Nothing that I suggest gets made quite as well as something a kid suggests for herself. I don’t just mean product. I mean affect, engagement, iteration, planning, and reflection, as well. Giving kids access to the kinds of learning we enjoy in spaces like #clmooc allows kids to enjoy learning as much as we do here and to find peer and expert support outside the “teacher” or “rules.” We should stay connected to one another, but also to our kids as mentors and learners. We should teach one another and learn from one another and teach one another’s classes and learn from one another’s classes. I don’t think I would have felt this way unless I had seen my kids learn this way; I wouldn’t have invited my kids to learn this way if I didn’t experience it myself; I wouldn’t have learned this way without finding, following, and asking help from kind and determined people like you. Be connected; bring what you learn to your kids; invite those who seem interested to take up the same work; go back to your connections and model them to help the kids looking for something else."

[via: http://willrichardson.com/post/58371689006/wild-and-brave-learning ]
chadsansing  #clmooc  2013  connectivism  making  connectedlearning  networkedlearning  collaboration  lcproject  openstudioproject  education  learning  unschooling  deschooling  teaching  coercion  inquiry  inquiry-basedlearning  democracy 
august 2013 by robertogreco
Art and Inquiry: Museum Teaching Strategies For Your Classroom | Coursera
"Explore how to integrate works of art into your classroom with inquiry-based teaching methods originally developed for in-gallery museum education."
lisamazzola  ncmideas  museums  teaching  education  art  inquiry-basedlearning  moma  coursera  artinquiry 
july 2013 by robertogreco
Education Week: Students Can Learn by Explaining, Studies Say
"“Often students are able to say facts, but not able to understand the underlying mathematics concept, or transfer a problem in math to a similar problem in chemistry,” said Joseph Jay Williams, a cognitive science and online education researcher at the University of California, Berkeley.
For example, a student asked to explain why 2x3=6 cannot simply memorize and parrot the answer, but must understand the underlying relationship between multiplication and addition, Mr. Williams said. Students who can verbally explain why they arrived at a particular answer have proved in prior studies to be more able to catch their own incorrect assumptions and generalize what they learn to other subjects.
“We know generating explanations leads to better educational outcomes generally. When children explain events, they learn more than when just getting feedback about the accuracy of their predictions,” said Cristine H. Legare, an assistant psychology professor and the director of the Cognition, Culture, and Development Laboratory at the University of Texas at Austin."



"Mr. Williams warned, though, that students asked to explain something that seems inconsistent with a previous rule or belief can end up learning less, if they discount the new information.

He found that elementary students who inaccurately interpret one pattern and then are given a single anomaly tend to “explain it away” and believe their mistaken interpretation more strongly. When they are given multiple exceptions to explain, it becomes easier for them to recognize their mistakes."
learning  education  teaching  inquiry-basedlearning  questionasking  explanation  2013  christinelegare  josephjaywilliams  psychology  howwelearn  howweteach  dedregetner  askingquestions 
june 2013 by robertogreco
If students designed their own schools... on Vimeo
"The "best small town" in America experiments with self-directed learning at its public high school. A group of students gets to create their own school-within-a-school and they learn only what they want to learn.

Does it work? Charles Tsai finds out by spending a week with the Independent Project."

[Also here: https://www.youtube.com/watch?v=RElUmGI5gLc ]
charlestsai  education  teaching  learning  schools  schooling  2013  democraticschools  democracy  self-directed  self-directedlearning  unschooling  deschooling  cv  tcsnmy  howwelearn  grades  grading  peerassessment  assessment  inquiry  inquiry-basedlearning  lcproject  openstudioproject  highschool  publicschools 
may 2013 by robertogreco
Woolman at Sierra Friends Center | Educational Community for Peace, Justice & Sustainability
"Woolman is a nonprofit educational community dedicated to the principles of peace, justice and sustainability. Originally founded in 1963 as a Quaker high school, Woolman now offers educational programs for teens, retreats for adults, and summer camps for children and families. John Woolman, an 18th century Quaker human rights activist who aspired to live his life in complete integrity with his principles inspired the name for the school.

Located on 230 acres in the Sierra Nevada Foothills within walking distance of the Yuba river, the Woolman campus is an experiment in sustainable community living. Most of our produce grows here in our organic garden, and much of our energy comes from solar, wood, and other renewable resources; ideas of Permaculture and conservation weave throughout the Woolman culture. As a Quaker community we welcome people of all backgrounds, and do not require or push any religious beliefs. While many of our staff and participants do not identify as Quaker, the Quaker ideals of inquiry-based education, consensus decision making, peace, equality, and integrity provide the foundation to our shared endeavor."

[See specifically The Woolman Semester: http://semester.woolman.org/ ]

"The Woolman Semester School is a progressive academic school for young people who want to make a difference in the world.

Students in their junior, senior, or gap year come for a "semester away" to take charge of their education and study the issues that matter most to them.

Woolman students earn transferable high school credits while taking an active role in their learning experience through community work, organic gardening and cooking, permaculture, art, wilderness exploration, service work, and by doing advocacy and activism work with real issues of peace, justice and sustainability in the world."
woolman  sierras  quakers  quaker  sierranevadas  johnwoolman  education  consensus  teens  summercamps  northerncalifornia  california  inquiry-basedlearning  inquiry  permaculture  servicelearning  service  progressive  learning  advocacy  peace  justice  sustainability  semesterprograms 
february 2013 by robertogreco
Inquiry HUB
"The Inquiry Hub provides grade 9-12 students an innovative, technology driven, full-time program which allows them to pursue their own learning questions by shaping their educational experience around their interests instead of structured classes."
via:selinjessa  coquitlam  alternative  learning  education  openstudioproject  unschooling  lcproject  inquiry  self-directedlearning  alternativeeducation  inquiry-basedlearning  deschooling  openlearning  britishcolumbia  bc  from delicious
january 2013 by robertogreco
Two great quotes from Richard Elmore | Scott McLeod | Big Think [More within]
"When students step out the door of…school today, they step into a learning environment…organized in ways radically different from how it once was. It’s a world in which access to knowledge is relatively easy & seamless; in which one is free to follow a line of inquiry wherever it takes one, without the direction & control of someone called a teacher; &, in which…most people can quickly build a network of learners around just about any body of knowledge & interests, unconstrained by the limits of geography, institutions, & time zones. If you were a healthy, self-actualizing young person, in which of these environments would you choose to spend most of your time?

…The more accessible learning becomes through unmediated relationships and broad-based social networks, the less clear it is why schools, and the people who work in them, should have such a large claim on the lives of children and young adults, and the more the noneducational functions of schooling come to the fore."

[Don't miss the video: http://www.youtube.com/watch?v=AfQzo5e4iSU ]
scottmcleod  technology  schooling  self-directedlearning  inquiry-basedlearning  change  lcproject  cv  openstudioproject  schools  learning  deschooling  unschooling  networkedlearning  education  2011  richardelmore 
november 2012 by robertogreco
Project Information Literacy: Smart Talks
"People are most likely to take a deep approach to their learning when they are trying to answer questions or solve problems that they have come to regard as important, intriguing, or just beautiful. One of the great secrets to fostering deep learning is the ability to help students raise new kinds of questions that they will find fascinating. Sometimes that means beginning with the questions that are already on their minds and helping them see how those inquiries lead to new puzzles."

"One secret might be in reframing the very nature of education. We often “sell” education as the chance to learn some subjects… In my new book, I explore a different kind of education in which students think of their experience in school as that chance to expand their own capacities and pursue intriguing and important questions and problems. Education can help people become more creative and productive individuals. At the heart of that approach is the realization that every student brings…"

[via: http://willrichardson.com/post/33489569201/important-intriguing-beautiful-questions ]
tcsnmy  lcproject  curiosity  asking  inquiry-basedlearning  inquiry  askingquestions  deschooling  unschooling  education  kenbain  2012  learning  questions  teaching  questioning  questionasking 
october 2012 by robertogreco
Everything Matters - Practical Theory
"When you have a vision for what a school can be, it has to permeate every pore of the school. Every process, every interaction, every system needs to be held to that process. And while there are pieces of the school that may only be tangential to the mission, it is important to go through the process of stepping through how the core vision of the school affects each part of the school.

Because the thing is… when you move to a more inquiry-driven, student-empowered school, it really does affect everything. When students become empowered to ask questions and seek out answers, everything changes, and you cannot -- and should not -- think that you can leave inquiry at the classroom door. When teachers see themselves as learners and researchers and planners, they will question traditions and policies. And as a community, everyone has to learn how to bring these ideas to bear to make the school whole."
systemsthinking  lcproject  vision  howitshouldbedone  empowerment  consistency  leadership  management  administration  process  inquiry-basedlearning  schools  tcsnmy  values  cv  2012  chrislehmann  from delicious
july 2012 by robertogreco
Thoughts from an IB mind | Live. Love. Learn.
"If a programme is world renowned for it’s inquiry based learning.. why isn’t it for it’s assessment? I remember rubric after rubric being presented to us by our instructors, which is what is supposed to happen, then the IBO goes and slaps a demeaning word onto your work.

Although there are so many benefits to having an IB diploma, I can also see the damage it did to me as well. In university I always get so stressed out when I hand in a paper or get a midterm back, because it has been so ingrained in me to get that 7. I never want to see the word mediocre again.. because I’m just not… no student is.  Looking back as a preservice teacher, it doesn’t seem right to me."
ib  assessment  internationalbaccalaureate  2011  grades  grading  inquiry-basedlearning  inquiry  rubrics  education  schooliness  motivation  extrinsicmotivation  intrinsicmotivation  stress  tcsnmy 
november 2011 by robertogreco
Critical Explorers » Objectively Speaking
"Conventional wisdom holds that effective teachers write the objective of each lesson on the board before class so that the students are aware of what the teacher intends them to accomplish. This premise seems like common sense, yet if we view it through the lens of critical exploration, we can see several ways it is flawed.

First, communicating objectives to students sends a strong message about who is driving the learning…

Second, communicating objectives to students gives away the ending before the uncovering even begins…

Third, communicating objectives to students discourages students and teachers from pursuing potentially constructive lines of inquiry that appear tangential to the objectives…"
objectives  pedagogy  hierarchy  teaching  learning  tcsnmy  unschooling  deschooling  control  2011  inquiry  inquiry-basedlearning  constructivism  from delicious
october 2011 by robertogreco
Education Week: The Classroom Is Obsolete: It's Time for Something New
"The following is a fairly universal list of education design principles for tomorrow’s schools, though it would be tailored to the needs of particular communities: (1) personalized; (2) safe & secure; (3) inquiry-based; (4) student-directed; (5) collaborative; (6) interdisciplinary; (7) rigorous & hands-on; (8) embodying a culture of excellence & high expectations; (9) environmentally conscious; (10) offering strong connections to the local community & business; (11) globally networked; & (12) setting the stage for lifelong learning.

In designing a school for tomorrow, such underlying principles should drive the discussion…would allow us to address questions around how students should learn, where they should learn, & w/ whom should they learn. We may discover that we need teachers to work in teams…We may conclude that it makes no sense to break down the school day into fixed “periods,” & that state standards can be better met via interdisciplinary & real-world projects."
schooldesign  lcproject  tcsnmy  unschooling  deschooling  inquiry-basedlearning  studentdirected  personalization  handson  handsonlearning  environment  networkedlearning  community  communities  classrooms  porous  permeability  interdisciplinary  collaboration  collaborative  2011  prakashnair  classroom  from delicious
august 2011 by robertogreco
Brightworks: A School that Rethinks School | MindShift
"At Brightworks, a K-12 private school set to open in San Francisco this fall, there will be no tests, grades, or transcripts.

Instead, students will participate in activities and interact with professionals in various fields, design a project that they bring to fruition themselves, and produce a multimedia portfolio that they’ll share with the school, the community, and – via the Brightworks website – the world…

…curriculum with three phases: 1) exploration, 2) expression, & 3) exposition.

…year’s theme is “wind” for instance…

Sure, there are only 30 students aged 6 through 12 starting in September (though there are a few slots still open for 12-year-old girls) and the teacher-to-student ratio at Brightworks is a minimum of 1 to 6. The program is resource and labor-intensive. “We don’t scale well at all,” says Welch."
lcproject  scale  gevertulley  2011  brightworks  schools  schooldesign  inquiry-basedlearning  projectbasedlearning  passion-based  exploration  student-centered  unschooling  deschooling  grades  grading  thematicunites  tcsnmy  teaching  learning  constructivism  pedagogy  sanfrancisco  making  doing  tinkering  tinkeringschool  curiosity  curriculum  creativity  pbl  from delicious
august 2011 by robertogreco
TeachPaperless: I Am Not A Great Teacher [This rings so true. Shelly is me with hair!?]
"I am not a great teacher. Many of my former students would probably agree. I'm at times flaky. And I can certainly be absent minded. I tend to ask students to do too much work all at once, probably because that's the way I do things.

I'm a terrible test-prepper. When I do give lectures, I tend to go on tangents. Sometimes I mix up names, dates, events; this happens at family BBQs, too. [Many more examples follow.]…

I am far more interested in being a conduit for ideas. A conduit for conversation. A conduit for debate. For real learning. Connecting. Rethinking. Reframing debates. Debates and discussions. The stuff of humanity…

But I'm willing to not know.

I take a lot of solace in the example of Socrates. Not because I think I'm like Socrates, but because I think deep down Socrates is a lot like all of us. Socrates was a guy who both boastfully and intimately explained that in the end, he really didn't know anything.

And that was enough to change everything."
education  teaching  learning  socrates  shellyblake-pock  cv  howwework  howwelearn  inquiry-basedlearning  conversation  relationships  human  humanism  vulnerability  uncertainty  notknowing  collaboration  professionaldevelopment  pd  honesty  openness  pedagogy  humility  improvisation  preparation  from delicious
july 2011 by robertogreco
Teachable Moment - "The Plagiarism Perplex", by Alan Shapiro ["First, we need to abandon the mania, imposed on students, for collecting and displaying within pretty covers what Alfred North Whitehead dismissed as "inert ideas.""]
"Second, we need to teach inquiry. [defined]…

Let's assume you have engaged students in worthwhile class work and it is time for them to involve themselves in an inquiry related to it and of interest to them. Forget about "research," forget about "the term paper,î abandon the often calcified list of "subjects." Here is a proposed series of steps and assignments for the process.

1. Explain to the class the purposes of the coming inquiry: [outlined]…

2. Engage the class in a close examination of a sampling of student questions. Consider such questions as: [listed]…

3. Meet with each student to discuss and ultimately to approve his or her question and to consider how the question will be answered. [described]…

4. Examine and approve each student's list and possibly discuss further with each student. [described]…

5. Examine each student's outline or draft and written response and possibly discuss further with students. [described]…"
alanshapiro  inquiry  research  plagiarism  via:irasocol  education  teaching  pedagogy  inquiry-basedlearning  howto  cheating  meaning  projectbasedlearning  tcsnmy  questioning  questions  alfrednorthwhitehead  pbl  from delicious
july 2011 by robertogreco
In The Center of My Classroom | The Line
"At the center of my classroom
sits a question.
I have learned
that if I do
everything
in my power
to invite, protect, and nourish
the question,
then I am teaching well.

~~~

The question
belongs to the kids.
They bring plenty, after all:
in their pockets,
in the upturned soft cotton bowls
of their caps.
Sometimes they loudly announce
their possession of the question.
Other questions
are hidden in the corner of their pencil cases,
or buried deep in purses
under lipsticks and cell phones,
and we have to
dig
for them
together."

[continues]
education  teaching  questions  questioning  inquiry  inquiry-basedlearning  pedagogy  via:rushtheiceberg  learning  from delicious
july 2011 by robertogreco
Don’t show, don’t tell? - MIT News Office
"Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration."
education  learning  teaching  psychology  pedagogy  instruction  inquiry  inquiry-basedlearning  play  cognition  cognitivesciences  children  humility  patience  howwelearn  howweteach  tcsnmy  toshare  lcproject  unschooling  deschooling  schools  schooliness  2011  mit  from delicious
july 2011 by robertogreco
High School Teaches Thoreau in the Woods : NPR
"The Walden Project is an alternative program focused on environmental studies and on the teachings of Henry David Thoreau, who did some of his best thinking outdoors at Walden Pond.

Life Consists with Wildness

Matt Schlein, a New York native, is 50 percent of the staff at Walden. After years teaching in a traditional high school, Schlein started a foundation that raised the money to buy the 260 acres that the Walden Project uses as its classroom.

Two or three days a week, Schlein drives through the farmlands around Vergennes, Vt., parks his well-used Toyota next to a 200-year-old barn, grabs some vegetables from a garden he maintains and walks nearly a mile through the woods.

On one school day in early January, Schlein gets to a spot where 19 students sit on a motley collection of old chairs and benches. Schlein starts to read from Thoreau's essay "Walking."…"
alternative  education  thewaldenproject  schools  schooldesign  tcsnmy  thoreau  lcproject  highschool  vermont  smallschools  society  humanism  classics  classideas  via:leisurearts  unschooling  deschooling  nature  projectbasedlearning  interdisciplinary  identity  crossdisciplinary  multidisciplinary  inquiry  inquiry-basedlearning  2008  pbl  from delicious
june 2011 by robertogreco
Walden: Introduction « Willowell Foundation
"student…is asked to distill this info & create a cohesive picture of the world. While it is undoubtedly true that many students have achieved success w/ this model, it is also clear that this model does not work for everyone. Creating a sense of one’s place in world, through education, is a highly individualized affair. To that end, it is important that we offer students a variety of ways to wrestle w/ the important questions of learning, where there is a natural thematic connection linking the fields of study. There is a historical precedence for this type of interdisciplinary education.

On the following pages, you will read about TWP…a model based upon this idea…each academic discipline is discussed & its relationship to the VT Framework of Standards is detailed…program itself is designed so these distinctions are blurred. While students will undoubtedly gain the skills in each academic discipline, these skills will be developed as part of a broader mode of inquiry."
alternative  education  thewaldenproject  schools  schooldesign  tcsnmy  thoreau  lcproject  highschool  vermont  smallschools  society  humanism  classics  classideas  via:leisurearts  unschooling  deschooling  nature  projectbasedlearning  interdisciplinary  identity  crossdisciplinary  multidisciplinary  inquiry  inquiry-basedlearning  pbl  from delicious
june 2011 by robertogreco
Outside In: The Walden Project Helps Students See the Forest for the Trees | Edutopia
"not school in the traditional sense. It is a community of 19 students & 2 teachers who use this former farmland for what the founder calls a "great, living template for education." They spend three days a week outdoors, through fall, bitter winter, and spring. On Tuesdays, for Field Sociology class and writing, the students visit government offices, nonprofit organizations, & other institutions in Burlington, a college town of 40,000 located 20mi away.

On Fridays, they work at internships in their areas of interest, such as Web design or photography.

Matt Schlein, who had taught English, drama, & psychology at VUHS for 6 years, founded the project in 2000 with a vision of authentic, student-directed learning based in nature. He created a small foundation, Willowell, and collected grants and donations to buy the 230 acres Walden Project participants call simply "the land" -- a swath of sloping fields spotted with woods & ringed by the Green Mountains."
alternative  education  thewaldenproject  schools  schooldesign  tcsnmy  thoreau  lcproject  highschool  vermont  smallschools  society  humanism  classics  classideas  via:leisurearts  unschooling  deschooling  nature  projectbasedlearning  interdisciplinary  identity  crossdisciplinary  multidisciplinary  inquiry  inquiry-basedlearning  funding  pbl  from delicious
june 2011 by robertogreco
The Walden Project
"The Walden Project is an alternative learning program through Vergennes Union High School. It focuses mainly on science and literature while exploring the relationship between humans, society, and the natural world. Walden encourages students to take their education into their own hands and make it their own."
alternative  education  thewaldenproject  schools  schooldesign  tcsnmy  thoreau  lcproject  highschool  vermont  smallschools  society  humanism  classics  classideas  via:leisurearts  unschooling  deschooling  nature  projectbasedlearning  interdisciplinary  identity  crossdisciplinary  multidisciplinary  inquiry  inquiry-basedlearning  pbl  from delicious
june 2011 by robertogreco
YouTube - TEDxEastsidePrep - Shawn Cornally - The Future of Education Without Coercion
[These are killing learning in schools]

No product = Failure [Product is emphasized over process]

What if they don't do anything? [Worry that they won't learn anything if given control of their learning]

3.9 ≠ 4.0 [Loss of motivation, feeling beyond recovery, no meaning]
education  learning  schools  tcsnmy  success  failure  science  teaching  process  productoverprocess  processoverproduct  time  scheduling  schedules  classschedules  2011  shawncornally  inquiry  inquiry-basedlearning  questioning  student-led  student-initiated  openstudio  unschooling  coercion  deschooling  motivation  intrinsicmotivation  extrinsicmotivation  overjustification  schooliness  schooling  creativity  absurdity  wonder  colleges  universities  admissions  gameofschool  playingschool  alfiekohn 
june 2011 by robertogreco
Graduation Speech - SLA Class of 2011 - Practical Theory
"And after you have forgotten the granular details of the periodic table of elements, continue to honor the scientific spirit of inquiry, always asking powerful questions and seeking out complex answers.

That is, we hope, what you have learned from us. That inquiry, research, collaboration, presentation and reflection are not just words in a mission statement but an iterative process of learning that can and will serve you the rest of your life if you let it. And perhaps above all else, remember that throughout that process, there are those in your life who have been there, who have cared about you, who have mentored you, and in doing so, hope that you will pay that forward. That you will care for those around you. That you will understand that the intersection of that ethic of care and that spirit of inquiry starts with asking the question, “What do you think?” caring about the answer, and then taking action."
learning  chrislehmann  inquiry  inquiry-basedlearning  education  collaboration  research  presentation  reflection  process  skepticism  ethics  care  questioning  action  actionminded  agency  legacy  persistence  tcsnmy  lcproject  unschooling  deschooling  commencementspeeches  commencementaddresses  from delicious
june 2011 by robertogreco
Children learning by themselves and progressive inquiry | FLOSSE Posse
"…children learn even better if they have a “granny figure” supporting them…

…good teachers is a bit like a granny: supports students, is interesting in their work and praise them. I think, however, even better teachers than a random granny is an expert of a domain acting the granny way. An excellent expert-teachers (can be a granny, too) is able to guide pupils in their inquiry by challenging their thinking and by providing new perspectives to the students inquiry. The point is to guide, not to instruct.

The progressive inquiry learning, a pedagogical model that has been widely studied, experimented and partly took in use in Finland, is close to Mitra’s way of teaching (I call it teaching, although there is very little teaching in a traditional sense). In my talk in Ankra I explained how progressive inquiry learning works and how pupils and students in all levels of education—from kindergartens to universities—can be guided to do research."

[Examples follow]

[via: http://www.downes.ca/post/55666/ ]
teemuleinonen  progressiveinquiry  tcsnmy  learning  education  pedagogy  teaching  student-centered  studentdirected  learner-centered  learner-ledcommunities  sugatamitra  grandmothers  guideontheside  2011  via:steelemaley  inquiry  inquiry-basedlearning  unschooling  deschooling  mentoring  modeling  instruction  guidance  lcproject  cv  howwelearn  howwework  informallearning  autodidacts  outdoctrination  research  toshare  unconferences  openstudio  openworkshops  prototyping  from delicious
june 2011 by robertogreco
The Private Eye - jeweler's loupes and inquiry method for hands-on interdisciplinary science, art, writing, and math
"The Private Eye is a nationally acclaimed, hands-on learning process that rivets the eye and rockets the mind. With everyday objects, The Private Eye’s easy questioning strategy, and an almost magical magnification tool, a jeweler’s loupe, you’ll accelerate concentration, critical thinking and creativity — for all ages.

In the arts and the sciences, you’ll build close observation skills linked to the mental muscle of thinking by analogy. Learners write, draw and theorize at higher levels. Join us, along with millions of students and teachers. Discover new worlds. Magnify minds."

[via: http://borderland.northernattitude.org/2011/06/04/hearts-and-minds-2/ ]
observation  inquiry  theprivateeye  teaching  learning  art  science  language  languagearts  writing  reading  noticing  magnification  loupes  concentration  systems  systemsthinking  inquiry-basedlearning  analogy  analogies  criticalthinking  drawing  tcsnmy  perspective  from delicious
june 2011 by robertogreco
Dream School | Powerful Learning Practice
"I know part of the answer to re-envisioning education comes in the learning communities we are creating – deep, sustained, communities that have hard, messy conversations and become safe places where we ask controversial questions that push for positive change. But part of the problem is getting participants to buy in and make time and truly commit to spending time in community, building trust and learning together. It takes time and energy and folks have to understand it is developmental. The shift will come if they will invest themselves, the very best part of themselves."

"When we let learning rule the school structure, teachers will have to evolve into much more than the delivery vehicle – the person who simply deconstructs knowledge into small, bite sized pieces that can be memorized and regurgitated on tests. Rather, teachers will become connected coaches who understand how to use appreciative inquiry to help students construct and validate their own learning."
schools  projectdreamschool  sherylnussbaum-beach  willrichardson  education  lcproject  unschooling  deschooling  learning  connectedlearning  connectedlearners  networkedlearning  networks  inquiry  inquiry-basedlearning  student-centered  studentdirected  self-directed  openstudio  learner-centered  learner-ledcommunities  theindependentproject  teaching  pedagogy  modeling  via:steelemaley  schoolstart-ups  change  future  schooldesign  tcsnmy  community  from delicious
april 2011 by robertogreco
A learning mash-up.
"We need them….dedicated and passionate teachers and learners who see learning as a design that the learner moves, shapes and feeds forward as positive action in our world….educational communities need them, those with social imagination….experts, yes experts."

[Thomas is too kind — flattered to be mentioned amongst the likes of Dennis Littky, Dougald Hine, and Leigh Blackall.]
thomassteele-maley  leighblackall  dennislittky  dougaldhine  ego  cv  collegeunbound  ivanillich  unschooling  deschooling  learning  teaching  education  democraticschools  democracy  schools  tcsnmy  openstudio  student-centered  self-directedlearning  inquiry  inquiry-basedlearning  studentdirected  students  tcsnmy7  tcsnmy8  modeling  criticaleducation  from delicious
april 2011 by robertogreco
Let Kids Rule the School - NYTimes.com
"Schools everywhere could initiate an Independent Project. All it takes are serious, committed students and a supportive faculty. These projects might not be exactly alike: students might apportion their time differently, or add another discipline to the mix. But if the Independent Project students are any indication, participants will end up more accomplished, more engaged and more knowledgeable than they would have been taking regular courses.

We have tried making the school day longer and blanketing students with standardized tests. But perhaps children don’t need another reform imposed on them. Instead, they need to be the authors of their own education."

[See also: http://learning.blogs.nytimes.com/2011/03/21/independence-day-developing-self-directed-learning-projects/ AND http://www.youtube.com/watch?v=MTmH1wS2NJY ]
education  innovation  change  tcsnmy  lcproject  democratic  schools  unschooling  deschooling  howwework  choice  collaboration  curriculum  emergentcurriculum  studentdirected  cv  democraticschools  freeschools  independentproject  plp  inquiry-basedlearning  learning  freedom  independence  responsibility  theindependentproject  self-directed  self-directedlearning  autodidacts  autodidactism  student-led  autodidacticism  from delicious
march 2011 by robertogreco
How Design Can Get Kids On the Path to Tech Careers | Co.Design
"whenever you say the word 'school,' it conjures up mental images & models of our experiences and behavior in a place -- & accompanying that 'place model' is a kaleidoscope of memories & emotions about how that place looked & worked -- how we felt in it, what was rewarded, celebrated & expected, & who we were supposed to be as learners in that place. Unfortunately, many of these mental models of how we should learn in school are completely at odds w/ how real learning happens & how it's demonstrated in the real world. False proxies for learning often erode our children's vibrant intellectual & creative potentials because they diminish the excitement of real learning & discovery. Everyone knows that finishing a course and a textbook does not mean achievement. Listening to a lecture does not mean understanding. Getting a high score on a high-stakes standardized test does not mean proficiency. Credentialing does not mean competency. Our children know it, too, yet it persists."
education  design  management  designthinking  learning  unschooling  discovery  deschooling  trungle  stephaniepacemarshall  imsa  illinois  chicago  science  math  gifted  talented  schools  schooldesign  credentials  credentialing  whatmatters  cv  ap  collaboration  teaching  challenge  interaction  interdisciplinary  multidisciplinary  crossdisciplinary  problemsolving  criticalthinking  teacherasmasterlearner  teacherascollaborator  inquiry  inquiry-basedlearning  studentdirected  research  names  naming  language  words  from delicious
december 2010 by robertogreco
In Defense of the Progressive School
"Schooling, including in most independent schools, is still by and large a process of teacher-directed instruction; it is not about students making meaning. It's still not about students helping each other understand controversial ideas and moving off in unpredictable directions. It's still not based on the questions that students have, or their need to make sense of the world. It's still about a bunch of facts being transmitted to students who are viewed as empty vessels. … There are independent schools that have a tradition of progressive pedagogy but have lately been back-pedaling in a way that many of us find terribly discouraging … Thuermer: Does this entail a hands-off, laissez-faire approach to teaching? Kohn: Hell, no. That's a caricature of progressivism kept alive by traditionalists who want to make their own stultifying methods look better…"
alfiekohn  independentschools  education  progressive  tcsnmy  lcproject  cv  inmyexperience  back-pedaling  teaching  learning  student-centered  inquiry-basedlearning 
october 2010 by robertogreco
Deborah Meier’s “Graduation by Portfolio” video
"Thanks to two-time CMK guest speaker, Deborah Meier, for sharing this phenomenal 47-minute documentary from 1993 detailing the process by which Central Park East Secondary School students earned their high school diploma through project-based inquiry and personal portfolios demonstrating habits of mind."
deborahmeier  projectbasedlearning  portfolios  inquiry  inquiry-basedlearning  habitsofmind  personalportfolios  teaching  learning  schools  csnmy  pbl  from delicious
october 2010 by robertogreco
coupled-inquiry cycle: A teacher concerns-based model for effective student inquiry, The | Science Educator | Find Articles at BNET
"During course of designing & facilitating teacher inquiry workshops, concerns voiced by participants, & reinforced by research literature, led to evolution of inquiry model that addresses many reservations teachers express about using inquiry as a teaching strategy…specifically addresses issues of control over content & curriculum goals; teachers' need to "lecture" to make sure students ''get it"; & control over safety, time, & materials. The coupled inquiry cycle endeavors to balance these needs, while still adhering to vision of true student-centered "full" inquiry, by combining or "coupling" together "teacher guided" inquiries w/ "open" inquiries that are completely student-driven. These "coupled inquiries" are embedded in cycle based on traditional learning cycle models, such as 5E model of Bybee (1997) & problem solving models, such as Search, Solve, Create, & Share (SSCS) model (Pizzini, 1989). A description of the components of the coupled inquiry cycle is as follows:…"
inquiry  assessment  teaching  science  tcsnmy  via:carwaiseto  inquiry-basedlearning  learning  projectbasedlearning  exploration  curiosity  content  curriculum  control  coupled-inquiry  pbl  from delicious
august 2010 by robertogreco
movingforward - modelsUS
"Who's doing a nice job of infusing 21st century skills, digital technologies, problem- or inquiry-based learning, and other innovative practices into their school organization? Which schools are good models that others could (should) visit to see what a new educational paradigm might look like? Please list them here! Include hyperlink to school web site, name of contact person, and other useful information. See the Iowa examples below for suggested format."

[via comment at: http://weblogg-ed.com/2010/the-new-storywhos-doing-it/ ]
tcsnmy  1:1  education  teaching  21stcenturyskills  inquiry  projectbasedlearning  edtech  creativity  arts  inquiry-basedlearning  pbl  1to1 
august 2010 by robertogreco
Don’t do inquiry | Wisdom Begins with Wonder [Total of ten reasons given, four quoted below]
"...4. It won’t prepare them for college: Maybe that says more about college than it does about kids and how they learn? In reality, though, a kid who knows how to think and learn will probably do okay in college.

3. It won’t prepare them for the “real world”: Nope. No boss wants an employee who can take on a project, manage that project independently and deliver a quality result at the end. Mindless drones in cubicles is what they really want. We’ve all seen Office Space!

2. I might lose “control” of the classroom

Can you lose something you never really had in the first place? Control over a kid’s behavior is an illusion. I work with a teacher who is really proud of the discipline in his classroom. His car gets keyed regularly. He gets prank phone calls in the middle of the night at home. He’s in control inside his classroom, though.

1. School isn’t supposed to be fun!: Neither is work… I must not be doing it right, then."
inquiry  via:cervus  inquiry-basedlearning  education  tcsnmy  teaching  schools  schooling  schooliness  criticalthinking  deschooling  unschooling  lcproject 
august 2010 by robertogreco
Redesigning Education: Building Schools for Science, Technology, Engineering, and Math | Co.
"Now is the time to reflect on the reasons for students' disengagement from science and technology subjects. We need to treat STEM as a pedagogical approach and design an environment to support this new way of teaching. Brian Greene, a best-selling author and theoretical physicist best known for his work in string theory, talks passionately about how we have educated the curiosity out of the math and sciences. Greene says that we have paralyzed our children with the fear of being wrong. Risk-taking and making mistakes are critical to the scientific process. This fear of being wrong has resulted in disengagement from science and mathematics: learning science and math is a drag! He makes a convincing assessment of the problems with our current science education system and stops just short of demanding a new pedagogy to bring excitement and relevance back to the learning of science and math."

[from a series: http://www.fastcodesign.com/users/tle ]
trungle  stem  science  education  math  mathematics  learning  schools  teaching  exploration  experientiallearning  handsonlearning  inquiry  tcsnmy  thirdteacher  inquiry-basedlearning  briangreene  reggioemilia 
july 2010 by robertogreco
Some Thoughts of a Scientist on Inquiry, by Bruce Alberts [.pdf]
"certainly easy to recognize another, much more familiar type of science teaching, in which teacher provides student with large set of science facts along with many special science words that are needed to describe them. In worst case, teacher of this type of science is assuming that education consists of filling a student’s head w/ huge set of word associations...This would seem to make preparation for life nearly indistin-"

[via: http://eideneurolearningblog.blogspot.com/2010/06/one-fathers-lessons-about-structure-of.html ]
teaching  science  inquiry  inquiry-basedlearning  learning  education  schools  brucealberts  richardfeynman  understanding  projectbasedlearning  memorization  rote  tcsnmy  lcproject  unschooling  deschooling  experience  filetype:pdf  media:document  pbl  rotelearning 
july 2010 by robertogreco
10 ways to encourage students to take responsibility for their learning… « What Ed Said
"1. Don’t make all the decisions 2. Don’t play guess what’s in my head 3. Talk less 4. Model behaviors and attitudes that promote learning. 5. Ask for feedback 6. Test less 7. Encourage goal setting and reflection. 8. Don’t over plan. 9. Focus on learning, not work 10. Organise student led conferences"

[Sound advice. I'm happy to report that tcsnmy follows it.]
[Via: http://twitter.com/gcouros/status/17523402623 ]
education  leadership  learning  management  responsibility  teaching  technology  tcsnmy  motivation  unschooling  deschooling  inquiry  inquiry-basedlearning  assessment  evaluation  conferences  reflection  goals  planning  testing  feedback  conversation  listening  blogging  students 
july 2010 by robertogreco
Motivating Students to Get Behind the Counter
"The clarifying metaphor that strikes me, however, is that autonomy, mastery, and purpose — which are really the core ingredients of generative thinking — can be made available to students if we can get our young people out of the single-file line that has formed in front of the counter and motivate them to grab an apron and explore what’s behind the counter."
teaching  learning  autonomy  motivation  danielpink  carriezuberbuhlerkennedy  mastery  purpose  inquiry  relevance  tcsnmy  generativethinking  thinking  unschooling  deschooling  independent  caroldweck  flow  intrinsicmotivation  inquiry-basedlearning  mihalycsikszentmihalyi  choices  studentdirected  student-led  student-centered  assessment  grades  grading  effort  risktaking 
april 2010 by robertogreco
Inquiry Teaching and Learning - Teaching and Learning Through Inquiry - Got the right tool?
"Previously this was a private ning which started as a result of a teacher task team' on "inquiry teaching and learning". It was intended to be a way for us to communicate our findings, thoughts, and ideas. That has now changed. We have opened the site to public, hoping that this will encourage more participation in discussion and a wider range of ideas.

If you decide to join this Ning, please add some information about yourself, eg. your work and where inquiry teaching and learning plays a role, grade levels you teach, countries where you live etc. Also, please feel free to invite friends and colleagues whom you feel would benefit and/or share similar information that could enhance inquiry in a classroom. - Thank you all in advance for your contributions :)"
inquiry  ning  inquiry-basedlearning  teaching  learning  tcsnmy 
april 2010 by robertogreco
Urban Discovery Academy
"Urban Discovery Academy aims to provide students with a high-quality, education that is tailored to individual needs and inspires student inquiry. Using a project-based method of learning, students become critical thinkers and problem-solvers able to thrive in the 21st century. Children have the right to be educated in a safe nurturing environment, in which they are respected as unique individuals, and are challenged to reach their full-potential. Through a triad of support, parents, teachers and students establish a community of learners that encourages exploration and growth."
schools  sandiego  tcsnmy  projectbasedlearning  inquiry-basedlearning  pbl  charterschools 
april 2010 by robertogreco
Education for Well-being » The Perfect Storm
"The total control that schools exert over task, technique, team and time ends up creating a compliant individual, ill-equipped to step into non-routine, creative tasks which require exploration, self-direction and leadership. Having had few opportunities for self-selected, authentic inquiry, these passive learners enter the work force without the skills needed for figuring things out, for dealing with ambiguity, for managing their own learning. Their learning experiences—routine tasks in highly controlled environments with specific instructions—are exactly the kind of tasks that are easily exported, commoditized, and turned into algorithms for machines to perform."
danielpink  motivation  intrinsicmotivation  control  schools  schooling  pedagogy  tcsnmy  unschooling  deschooling  management  administration  leadership  teaching  learning  routine  self-directed  self-directedlearning  autodidacts  autonomy  lcproject  creativity  inquiry  inquiry-basedlearning 
march 2010 by robertogreco
EduCon 2.2 Reflections - What Do You Think? - Practical Theory
"Caring about our students is about listening to them. About learning about them -- from them. It is, as I've written before, about understanding that if we hope to be a transformative figure in their lives, we must be willing to be transformed ourselves.

And that starts with a question -- "What do you think?" and then listening, fully and deeply, to their answer. That is the ethic of care made manifest in the inquiry process."
caring  teaching  inquiry  inquiry-basedlearning  process  listening  schools  tcsnmy  sla  chrislehmann  deschooling  unschooling  modeling  education  learning 
february 2010 by robertogreco
Big Thinkers: Linda Darling-Hammond on Becoming Internationally Competitive | Edutopia
"Stanford University professor and noted researcher Linda Darling-Hammond discusses what the United States can learn from high-achieving countries on teaching, learning, and assessment -- from Finland to Singapore."
education  learning  teaching  schools  reform  21stcentury  edutopia  curriculum  international  global  finland  singapore  lindadarling-hammond  tcsnmy  projectbasedlearning  inquiry  inquiry-basedlearning  nclb  policy  standards  us  teachereducation  training  classpreparation  pbl 
february 2010 by robertogreco
Thinking in Mind: Questioning "Student Centered Learning"
"important tension w/in this approach to structuring learning; the space must be governed by the authority of the discipline, but open to the possibilities that emerge from the students’ prior knowledge & experience. When designing learning around these “liberating constraints” the teacher must strike a balance btwn the authentic constraints put on the task from within the discipline itself, yet carve out the space for students to participate in the experience through their own creativity & individual voices & experiences. There’s a danger at both ends of the balance – a structure too limited removes potential for possibilities to emerge within the study – a structure too loose removes disciplined constraints that actually create possibility for student creativity...the ‘control’ or ‘power’ in the classroom is no longer something once held by the teacher, that is now handed over the students, but rather a measure of control power resides in the discipline."
neilstephenson  education  constraints  teaching  control  disciple  student-centered  inquiry-basedlearning  inquiry  creativity  learning  tcsnmy 
december 2009 by robertogreco
969. Finding Ways to Help Students Answer Their Own Questions « Tomorrow's Professor Blog
"Teachers who find ways to help their students answer their own questions are teachers who are helping their students become more metacognitive–or knowledgeable about and in control of their cognitive resources. Research on metacognition has focused on what students know about their thinking processes, what students do when trying to solve problems, and the development and use of compensatory strategies (1). The ability to reflect on one’s cognitive processes and to be aware of one’s activities while reading, listening, or solving problems has important implications for the student’s effectiveness as an active, planful learner. As an expert learner yourself, you automatically monitor your understanding and adjust by filtering irrelevant information and pursuing additional information as needed."
via:hrheingold  learning  criticalthinking  inquiry  inquiry-basedlearning  tcsnmy  teaching  students  questions  assessment  metacognition  pedagogy  knowledge  blogging 
september 2009 by robertogreco
Weblogg-ed » Kids Owning the Learning
"It’s hard to capture everything that’s cool about the Wooranna Park Primary School in a blog post, but let me boil it down to this: the kids are driving the learning, from the design of the school and the curriculum to the decision making around school policy and more. It’s one of those inquiry-based learning environments where the moment you step into it you just feel something different. Different spaces. Different colors. Different conversations. Different stuff up on the walls."
education  learning  bestpractice  willrichardson  tcsnmy  schooldesign  curriculum  inquiry  inquiry-basedlearning  lcproject 
march 2009 by robertogreco

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