By Allan Alach
I welcome suggested articles, so if you come across a gem, email it to me at firstname.lastname@example.org
8 digital skills we must teach our children
‘Moreover, there is the digital age gap. The way children use technology is very different from adults. This gap makes it difficult for parents and educators to fully understand the risks and threats that children could face online. As a result, adults may feel unable to advise children on the safe and responsible use of digital technologies. Likewise, this gap gives rise to different perspectives of what is considered acceptable behaviour.
So how can we, as parents, educators and leaders, prepare our children for the digital age? Without a doubt, it is critical for us to equip them with digital intelligence.’
Information Literacy and Document Learning
‘Information literacy consists in the ability to identify, search effectively for information, locate, filter, discern the quality of information, evaluate, analyze, tag, categorize, re-mix, create new types of information and effectively use and communicate the findings well for an issue or problem at hand.’
The Critical Thinking Skills Cheatsheet
‘Critical thinking skills truly matter in learning. Why? Because they are life skills we use every day of our lives. Everything from our work to our recreational pursuits, and all that’s in between, employs these unique and valuable abilities. Consciously developing them takes thought-provoking discussion and equally thought-provoking questions to get it going.’
Can Constructionism prevent our children turning into Stormtroopers?
‘Seymour Papert, who I had the opportunity to spend time with in those years, had developed a learning theory he called “Constructionism”. Papert had been a student of Piaget and Vygotsky who had developed philosophies about the nature of knowledge called Constructivism and Social Constructivism respectively.’
Eight Big Ideas Behind the Constructionist Learning Lab
Following on, here’s more about Seymour Papert’s constructionism.
‘The first big idea is learning by doing. We all learn better when learning is part of doing something we find really interesting. We learn best of all when we use what we learn to make something we really want.’
Why Spatial Reasoning Is Crucial For Early Math Education
‘There’s a well-known rift between those who believe the only type of developmentally appropriate early childhood education is a play-based one, and those concerned that relying solely on any learning that comes out of play could put students coming from impoverished backgrounds at a disadvantage. Research has shown that students from lower socioeconomic groups enter school with significantly less mathematical knowledge, and it is difficult to overcome that gap without intentional mathematics programming. But, at the same time, traditional teacher-led instruction often isn’t developmentally appropriate for five-year-olds.’
Contributed by Bruce Hammonds:
What Do We Really Mean When We Say ‘Personalized Learning’?
‘The idea of personalized learning is seductive — it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills. After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences. However, that term has taken on several different meanings.’
Die in the Ditch – Non-negotiable Principles for Learning Design
‘An important and very rewarding part of our development journey has been sharing our thinking with the hundreds of visitors that we have hosted. This has reminded me of the passion and openness that so many teachers have to make schooling as engaging and relevant as possible for learners. Almost all have agreed that students are struggling to engage and find learning stressful. They also recognise that teaching has become a hard slog with reduced rewards. Many also acknowledge that schools are becoming more like centres of assessment rather than centres of learning.All of the visiting schools want answers to the question of what can be done at their school and, in some cases, believe that after a visit they will discover a model they can transplant into their own environment. Of course, they soon realise this is unlikely.’
Sir Ken Robinson: How to Create a Culture For Valuable Learning
“If you design a system to do something, don’t be surprised if it does it,” Robinson said at the annual Big Picture Learning conference called Big Bang. He went on to describe the two pillars of the current system — conformity and compliance — which undermine the sincere efforts of educators and parents to equip children with the confidence to enter the world on their own terms.”
How One Teacher Let Go of Control To Focus On Student-Centered Approaches
‘When Kristine Riley saw a colleague she admired and teachers she followed on social media extol the learning advantages of letting go of control in the classroom, she decided to give it a try. “I started out small,” said Riley, who teaches in Edison, New Jersey public schools. It took about a year, maybe a year and a half, to abandon her top-down approach to teaching and replace it with what she calls “structured chaos.”’
From Bruce’s ‘goldie oldies’ file:
Creative Schools – an impossible dream?
‘Educators who believe that education is more of a process of creating stimulating environments to allow students to begin the process of helping the young explore what it is that they are best suited for have always been in the minority. Most teachers have little choice to put programmes into place that have been defined by their school, by those distant ‘experts’ that determine the curriculum and, most invasive of all, by those who determine the means of assessing students learning. When the latter is in the hands of the politicians supported by compliant principals then the possibility of creativity is all but lost.’
The artistry of teaching and future learning attributes
The future of learning depends on the artistry of the teacher
‘The future of education will be substantially determined by the shared perception of the purpose of learning, and that this is best expressed in terms of the needs of the learner. A focus on deep and profound learning would determine the qualities of a learner of the future. This in turn has implications for the quality of the teaching provided.’