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21 Dec 09

Harvard Grad School of Ed Change Leadership Group

Reinventing Leadership in K-12 Education. Section on Tony Wagner. Angela Maiers recommended him.

www.gse.harvard.edu/...aboutus2.html - Preview

teaching leadership harvard education k-12

20 Dec 09

eLearn: Reviews - Review: 'Disrupting Class' by Clayton M. Christensen, Michael B. Horn, and Curtis W. Johnson

Even more dubious is the notion that intelligence types and other key factors such as socioeconomic background can be easily captured in a unitary, agreed-upon scheme, and that the resulting approach should be institutionalized at the school level, rather than modularized within each school, or classroom, or learning experience.

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eucation theory teaching review christensen

  • A better answer is to expand the notion of what constitutes high achievement so that there are multiple paths of recognized success besides, for instance, knowing calculus or being college-bound. Assessing student progress as distance traveled through a "body of material" is equally misguided: of what use, for example, will this fixed body of material be for helping today's students who will be working at jobs and having to solve problems which don't yet exist?
  • Even more dubious is the notion that intelligence types and other key factors such as socioeconomic background can be easily captured in a unitary, agreed-upon scheme, and that the resulting approach should be institutionalized at the school level, rather than modularized within each school, or classroom, or learning experience.
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26 Sep 09

Using Student Podcasts in Literature Classes | Academic Commons

  • This podcast project tied in very well to a literature course, because in addition to teaching students about particular works of fiction, the key
    skill modeled when students quote and expand on each other's words is
    that thinking about cultural works is a collaborative process that
    happens in dialogue, not only in isolation. Cultural objects
    (including novels) are not static; they circulate, they are events. We
    may receive them privately, as when we read or work on a computer, but
    the process is not complete until we take the next step, which is to
    re-connect with others. We get ideas about interpretation from others,
    improve them (we hope) on our own, then place these ideas back into the
    cultural stream. 
  • Each podcast assignment consisted of a "podcast pair" (two podcasts); students made a five-minute reading of a passage from a novel, coupled with a five-minute discussion of that passage: why the student chose it, what details were most important, what themes and issues the passage raised, and how the passage related to the rest of the novel. These podcasts were posted on a server and all students in the class were required to listen to selected podcasts on what they were reading before coming to class discussions.
25 Apr 09

Annals of Education: Most Likely to Succeed: Reporting & Essays: The New Yorker

  • At this age, when kids show their engagement it’s not like the way we show our engagement,
  • And a good teacher doesn’t interpret that as bad behavior. You can see how hard it is to teach new teachers this idea, because the minute you teach them to have regard for the student’s perspective, they think you have to give up control of the classroom.”
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01 Apr 09

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons

  • at the base of this
    “information revolution” are new ways of relating to one
    another, new forms of discourse, new ways of interacting, new kinds
    of groups, and new ways of sharing, trading, and collaborating.
    Wikis, blogs, tagging, social networking and other developments that
    fall under the “Web 2.0” buzz are especially promising in
    this regard because they are inspired by a spirit of interactivity,
    participation, and collaboration. It is this “spirit” of
    Web 2.0 which is important to education. The technology is
    secondary. This is a social revolution, not a technological one, and
    its most revolutionary aspect may be the ways in which it empowers us
    to rethink education and the teacher-student relationship in an
    almost limitless variety of ways.
    • This is key to understanding the revolutionary power of socially mediated networked environments. - on 2009-03-31
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  • Our physical structures were built
    prior to an age of infinite information, our social structures formed
    to serve different purposes than those needed now, and the cognitive
    structures we have developed along the way now struggle to grapple
    with the emerging possibilities.
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