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August 29 2012

Karel Martens on Vimeo
"Evoking meaning, rather than boldly presenting truth: this is the essence of typographer Karel Martens' work. To achieve this he likes to experiment with numbers, abstract figures and vivid colors. During the seventies Karel Martens worked for SUN, a socialist publisher led by a group of highly motivated individuals. He succeeded in giving all their publications a very distinctive appearance. Martens has been teaching throughout most of his career. Like for instance here at Werkplaats Typografie in Arnhem." One quote: "The nicest way to deal with students is to take them seriously, to listen to them well, and to trust them." [Posted here: http://robertogreco.tumblr.com/post/30376075304/evoking-meaning-rather-than-boldly-presenting AND here: http://robertogreco.tumblr.com/post/30377108566/the-nicest-way-to-deal-with-students-is-to-take ]

August 28 2012

Play fullscreen
Shoji Kawamori's Spring & Chaos - trailer - YouTube
"TOKYOPOP Presents the anime art film Spring & Chaos by esteemed anime director Shoji Kawamori (Macross, Escaflowne). This beautiful piece was created exclusively for Japanese television in Iwate Prefecture and is based on the life-story of Japan's most famous modern poet Kenji Miyazawa. This is NOT a robot-battle, teen-schoolgirl, ninja or samurai anime (not that those aren't awesome) - so if you're looking for that type of anime, keep moving. Instead, this is a moving, dramatic look into early 20th century Japan and how Kenji Miyazawa, a teacher and poet, touched the lives of many students, challenging their view of the world." [Film available on Hulu (for now): http://www.hulu.com/watch/162653 ]

August 26 2012

Journey to Nation

"I relished the opportunity to read with the students, and explore a text with them. I loved the anticipation of hearing what the others had to say about the text and engaging in philosophical debates about what they believed and how they would handle similar situations. I read along side them, so I got to experience the frustration of pushing through the slow beginning, and then fighting the temptation to read ahead because I was eager to know what happens next. We lamented the seemingly unsatisfying ending, but then came to appreciate it more when we each attempted to write our own alternative endings.  It was gift to experience the world through the eyes of these young adults this year. Nation captured my own journey as a person and educator with this group of young people and I am thankful for the opportunity."

August 21 2012

The New Administration of a Fine Arts Education

"…a conversation series with leading individuals in contemporary art, culture & education who engage in multiple & overlapping artistic & pedagogic practices. Their exhibitions, actions, writing & artworks are at times seamless integrations of cultural production, lifestyle, studio & teaching. Some of them operate from inside or in coordination with art education institutions, challenging tradition from within. Others combine education & creative economic strategies to sustain practices in the realm of contemporary art & beyond & to realize new institutions. In all cases they are dismantling, intentionally or not, rigid definitions of what it means to be an artist, curator and educator today." "What exactly is a cultural producer? How has the portrait of the solitary artist working in the studio been reshaped as the artist simultaneously making objects, writing, curating and teaching? What are the challenges posed by these interchangeable and expanding identities and platforms?"

August 17 2012

Mapping The Future Of Education Technology | Co.Exist: World changing ideas and innovation

"Gamification is not "achievements and badges" but the use of participant engagement, storytelling, challenge, instant feedback, collaboration and emotion (among others). Badges and achievements are simply the means by which some of those things are recorded. Sadly, people who think just giving a badge for an achievement is "gamification" are diminishing the power of the concept." [Quote from a comment (link points there)] [Found the article via: http://branch.com/b/what-s-broken-in-education ]

July 31 2012

Steven Berlin Johnson: Instead of building cathedrals in learning, we need to learn to build cathedrals | Creativity, Imagination, and Innovation in Education Symposium

"“Collaboration between different intelligences is the hallmark of innovative spaces,” he remarked. But it wasn’t always easy for Johnson, who has an undergraduate degree in semiotics from Brown University and a graduate degree in English Literature from Columbia, to see how science and the humanities could be entwined. It wasn’t until he was exposed to the work of former Columbia Professor Franco Moretti that he realized bridges could be built joining the two. Moretti gained fame for controversially applying quantitative scientific methods to the humanities. Johnson mentioned reading Moretti’s Signs Taken for Wonders, and the mind-blowing impact the professor’s use of Darwinian techniques to analyze literature had on him. It was the first time he saw scientific procedures being employed to evaluate literature. From that moment on, Johnson began researching iconic innovators."

February 11 2012

Criticizing (common criticisms of) praise - The Answer Sheet - The Washington Post

"Like much of what is called “overparenting,” praise doesn’t signify permissiveness or excessive encouragement; to the contrary, it is an exercise in (sugar-coated) control. It is an extension of the old-school model of families, schools, and workplaces — yet, remarkably, most of the criticisms of praise you’re likely to read assume that it’s a departure from the old school, and that that’s a bad thing. Praise is typically faulted for being given out too readily (see point #2, above), with the bar having been set too low. We’re told that kids should do more to deserve each “Good job!” they get — which is a way of saying it should be more conditional. Again, this is exactly the opposite of my objection to the conditionality inherent in rewards. The problem isn’t that kids expect praise for everything they do. The problem is with our need for control, our penchant for placing conditions on our love, and our continued reliance on the long-discredited premises of behaviorism."

How One Kitchen Table in Brooklyn Became a School for Coders - Steven Heller - Technology - The Atlantic

""We modeled it after our ideal teaching environment," Pitaru says about the genesis, "which means we only take as many students as can fit around our kitchen table (a maximum of five, because the small number is ideal for group-thinking). The seating arrangement is important, as we all get to talk and look at each other rather than face a big projection on a wall."… Participants are FIFO or first-come-first-serve. As for instructors "We love having guest instructors mainly because it allows us to become students and learn something new," Pitaru says… Pitaru was recently contacted by someone who wants to open a Kitchen-Table-Coders in London. "Trademarking doesn't worry me," he says. "I'll be flattered if due to our efforts, more kitchen tables are used for learning code, and happy to help anyone who wishes to do so.""

February 09 2012

Assessment for Learning | blog of proximal development

"In too many classrooms, work is assigned, handed in, receives a grade … and any opportunity to engage students in thinking about and learning from their work is lost. In a classroom devoted to meaningful, timely, and effective feedback, and to assessment *for* learning, not mere assessment of learning, we engage students in conversations that provide them with the support and guidance they need to be successful. These conversations and the feedback we give also provide us — the teachers — with valuable information on how well we’re reaching and supporting the learners in our classrooms. And yet, in many classrooms around the world, assessment for learning is just not present, which begs an important question: what’s stopping us from providing this kind of ongoing and meaningful support to our students? Why is it so challenging to implement?"

February 05 2012

Personalization vs Differentiation vs Individualization | Barbara Bray - Rethinking Learning

"After writing the post “Personalization is NOT Differentiating Instruction,” I received some very interesting feedback and more hits than any other of my posts. I think I hit a nerve. So Kathleen McClaskey and I did some research on what personalization is and the differences between differentiation and individualization. We found very little information on the differences. And what we did find, we disagreed with many of the points. That lead us to create this chart:"
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Noam Chomsky - The Purpose of Education - YouTube
"Noam Chomsky discusses the purpose of education, impact of technology, whether education should be perceived as a cost or an investment and the value of standardised assessment."

The Four Pillars of Education

"Learning to know Learning to do Learning to live together Learning to be The Four Pillars of Education, described in Chapter 4 of Learning: The Treasure Within, are the basis of the whole report. These four pillars of knowledge cannot be anchored solely in one phase in a person's life or in a single place. There is a need to re-think when in people's lives education should be provided, and the fields that such education should cover. The periods and fields should complement each other and be interrelated in such a way that all people can get the most out of their own specific educational environment all through their lives. Click on each pillar for more information."

January 31 2012

January 23 2012

PhDs as K12 teachers | The Paper Graders

"There is nothing more effective in education than a passionate, well-trained classroom teacher. We do not need more administrators, especially administrators who have maybe never had K12 classroom teaching experience. But getting more of the most talented teachers IN classrooms would be powerful. Why not call for PhDs to enter K12 practice and work on the teaching of science from the inside? Why not call out the academy and ask it to start encouraging PhDs to choose this path? Certainly not all who complete a PhD program are cut out for K12 teaching, but I would venture that many of them could be awesome at it. And many of them don’t even consider it because the academy doesn’t encourage them to."

January 21 2012

Matthew Battles: It doesn’t take Cupertino to make textbooks interactive » Nieman Journalism Lab

"Schiller made a sentimental play to this constituency, opening his presentation with a series of excerpted interviews in which teachers sang the sad litany of challenges they face: cratering budgets, overcrowded classrooms, unprepared, disengaged students. The argument that Apple — founded by dropouts and autodidacts — is fundamentally motivated to change this set of conditions is as ludicrous as the notion that the company could ever hope actually to do any such thing… We can never count Apple out — the company’s visions have an implacable way of turning into givens — but the future is undoubtedly more complex. There will still be overcrowded classrooms, overworked teachers, and shrinking budgets in an education world animated by Apple. But I prefer to think of teachers and students finding ways to hack knowledge and make their own beautiful stories to envisioning ranks of studens spellbound by magical tablets."

January 03 2012

El cuento del profesor productivo y feliz - Andes Online

"Había una vez, en una Escuela muy lejana, muy lejana, un profesor. El era productivo y feliz; pero, ay, no era supervisado. Los Diseñadores Nacionales de Organizaciones Escolares, pensaron que era bueno para el profesor productivo y feliz la creación de una Agencia Nacional de Calidad que supervisara los resultados escolares de la Nación. Para asegurar el diseño de la Agencia Nacional de Calidad, crearon una Superintendencia de Educación para que supervisara y fiscalizara al profesor productivo y feliz…"

Teachers Don’t Like Creative Students — Marginal Revolution

"What the paper shows is that the characteristics that teachers use to describe their favorite student correlate negatively with the characteristics associated with creativity. In addition, although teachers say that they like creative students, teachers also say creative students are “sincere, responsible, good-natured and reliable.” In other words, the teachers don’t know what creative students are actually like.  (FYI, the research design would have been stronger if the researchers had actually tested the students for creativity.)  As a result, schooling has a negative effect on creativity. My experience as a parent is consistent with the idea that teachers don’t like creative students but I try not to blame the teachers too much. Creative people, for better and worse, ignore social conventions. Thus, it can be hard for teachers to deal with creative students in a classroom setting where they must guide 20-30 students en masse."

December 30 2011

SpeEdChange: for whom the medium is the message...

"It is essential that we understand this now. It is essential that we stand up to those, from Mr. Jarrard to those who push "Common Core" standards, who seek to rank media in a hierarchy according to their personal preferences and in order to preserve their own status, wealth, and power ("I am important and intelligent because I am highly literate."). Our students can, and will, tell stories in many, many ways. They will read stories in many, many ways… So give your students stories this year. And give them the freedom to tell stories. The medium may matter, but the medium is only the message if the message can effectively be received through the medium chosen. Otherwise, an unreceived story, is, well... not much at all."

Science teacher: Doyle's School of Educharlantry

"If you want to be professional, act like one. Silence is unacceptable. I don't need your support after the meeting. Telling me I said what everyone else is thinking after I get my ass handed to me on a platter does no good. Join the fray, that's how democracy works. And shame the charlatans back to the ooze they came from. Snake oil poster from Oregon state--I need to find the website..."
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