Good model from Edutopia - This year, Meyer's technology instructor teaches tech through various content areas, presenting technology use as something purposeful, connected to their learning, and relevant to real-world situations.
Interesting look at how Maker Ed can connect to History education
"Today I read a newsletter from my children’s elementary school. It said 60% of the jobs our middle schoolers learn habit of future workforcechildren will be competing for have not been invented yet. The school district has prepared “6 Habits of Mind” to equip the kids of the future of work."
Great Huff Post from Dean Shareski - Sadly, it seems many of our leaders have also missed out on the learning revolution that is taking place all around them. The second thing that has to change is our definition of "doing better". We should be asking how technology is changing teaching and learning. Questions like "What can this technolgy do that couldn't be done without it? Thes questions lead to fundamentally different ideas about what classrooms can and should look like.
From Dan Meyer - Clarifying, because I’m frequently misinterpreted: I don’t think learning calculus without direct instruction is logistically possible over anything close to a school year, or that it’s philosophically desirable even if it were possible.
Great advice from Cale Birk -
As busy as we are, I believe that we need to ensure that we do three things when it comes to getting and utilizing feedback:
We need to ensure that after any meeting, day, or event that we feel is important, we set aside a block of time to reflect on the process.
We need to ensure that we are hungry for authentic feedback from what IDEO calls "extremes and mainstreams", people who we might not think to ask for feedback along with those that seem obvious.
We need to take this feedback, and apply it by making a prototype that we can test out with actual users (even using something like the High Tech High Tuning Protocol) with time built in prior to our next use so we can make any necessary adjustments.
From Tom Vander Ark Like students, educators deserve a clear map of what they need to know and be able to do, multiple ways to learn, and options for demonstrating mastery. In most cases we think progress will be marked with a stackable series of micro-credentials. No more random courses for continuing ed credits, just highly relevant job-linked learning.
A few new tools to check out here.
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