Dena Budrecki's List: Transforingpedogogy2

• To understand informative assessment, consider the student as gamer. She is motivated to play because she gets feedback every few seconds. That feedback entices and enables her to "stay in the game," provided she has learned from prior experiences, monitors the current situation, pays attention to the constant feedback, and reacts quickly enough. "Failure" simply provides her a quick break before she gets back into the game-with renewed effort, new data, and new resolve to achieve new plateaus.
• Another example of informative assessment might be the comments a student gets back from a circle of learning where peers critique the storyline and flow of her early version digital story. Here the goal is twofold.

• place-based innovation-the ability to innovate again and again within one environment.
• What this means for education is that learning, creativity and innovation skills are critical to future success in life and work and should be an integral part of a 21st century curriculum.
• This does not mean that focus, process and discipline are not important; just that innovation and creativity require freedom, disagreement, and perhaps even a little chaos-especially at the beginning.
• This suggests that teachers should attend to and scaffold students’ creativity by providing opportunities for students to engage in deep, complex thinking, employ strategies that are unorthodox and nonlinear, and to explore ideas that are new and even radical. Moreover, these opportunities should exist in an environment that is positive and upbeat, tolerant of failure, provides tools for experimentation, and has little overt evaluation of student work.

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• Schools are communities, and care can be taken to ensure that each and every student has a purposeful connection with at least one adult in the environment.
• engagement is more complex and is typically defined in three ways: behavioral motivation (student participation in learning tasks); emotional engagement (reactions to teachers, other participants, activities in the learning task, and school as well as student attitudes, interests, and values); and cognitive engagement (the willingness to exert the effort that the task requires).

• a gap exists between teenagers’ use of technology and schools’ use of technology for teaching and learning.
• When Mark Weiser coined the term “ubiquitous computing” in 1991, he envisioned that “the most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable.”

  • Good definition to use- might be an activity

• If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose?  Why do we, in the status quo,  replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help?
•  Lectures at night, “homework” during the day. Call it the Fisch Flip.