This link has been bookmarked by 27 people . It was first bookmarked on 11 Sep 2008, by Linda Nitsche.
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07 Jul 14
Molly MyersFrom the archives: "It's Not What We Teach; It's What They Learn": http://t.co/HdeldRm5qv
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18 Feb 14
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03 Nov 13
Sheri EdwardsThe fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. “Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. “Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. “Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.
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29 Apr 13
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25 Feb 13
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what we do doesn’t matter nearly as much as how kids experience what we do.
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From both punishments and rewards, moreover, kids may derive a lesson of conditionality: I’m loved – and lovable – only when I do what I’m told.
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Likewise, if students view homework as something they can’t wait to be done with, it doesn’t matter how well-designed or valuable we think those assignments are. The likelihood that they will help students to learn more effectively, let alone become excited about the topic, is exceedingly low.
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Many years ago, the writer George Leonard described lecturing as the “best way to get information from teacher’s notebook to student’s notebook without touching the student’s mind.”
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless.
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“Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.
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It’s best to see what we do through the eyes of those to whom it’s done.
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26 Feb 12
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More generally, they’re apt to realize that what we do doesn’t matter nearly as much as how kids experience what we do.
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless
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“Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.)
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It’s best to see what we do through the eyes of those to whom it’s done.
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31 May 11
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02 Jan 11
Olivier KAPPESTraduction du titre : c'est pas ce qu'on enseigne... c'est ce qu'ils apprennent! (qui est important)
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09 Dec 10
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It is the child’s own experience of this behavior that is likely to have the greatest impact on the child’s subsequent development.” It’s the message that’s received, not the one that the adults think they’re sending, that counts.
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what we do doesn’t matter nearly as much as how kids experience what we do.
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what we do doesn’t matter nearly as much as how kids experience what we do.
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It is the child’s own experience of this behavior that is likely to have the greatest impact on the child’s subsequent development.” It’s the message that’s received, not the one that the adults think they’re sending, that counts.
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We protest that the student has it all wrong, that the intervention really is fair, the consequence is justified, the reward system makes perfect sense. But if the student doesn’t share our view, then what we did cannot possibly have the intended effect. Results don’t follow from behaviors but from the meaning attached to behaviors
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It’s easier to concern yourself with teaching than with learning
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“I taught a good lesson . . . “ probably suggests that learning is viewed as a process of absorbing information, which in turn means that teaching consists of delivering that information
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Many years ago, the writer George Leonard described lecturing as the “best way to get information from teacher’s notebook to student’s notebook without touching the student’s mind.”)
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The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless
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Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are.
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Indeed, educators ought to make a point of trying something new in their own lives, something they must struggle to master, in order to appreciate what their students put up with every day
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Successful school leadership doesn’t depend on what principals and superintendents do, but on how their actions are regarded by their audience – notably, classroom teachers
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08 Dec 10
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Mari YamauchiRT @joe_bower: It's Not What We Teach; it's What They Learn - http://t.co/Q2stbiR #abed #edchat #edtech
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08 Apr 10
Mike OomensFrom both punishments and rewards, moreover, kids may derive a lesson of conditionality: I’m loved – and lovable – only when I do what I’m told.
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05 Nov 09
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02 Mar 09
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14 Jan 09
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17 Dec 08
Fred KochLikewise, if students view homework as something they can’t wait to be done with, it doesn’t matter how well-designed or valuable we think those assignments are. The likelihood that they will help students to learn more effectively, let alone become excit
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12 Dec 08
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11 Dec 08
Will RichardsonLikewise, if students view homework as something they can’t wait to be done with, it doesn’t matter how well-designed or valuable we think those assignments are. The likelihood that they will help students to learn more effectively, let alone become exci
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11 Sep 08
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