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robertogreco : looping   11

On Repeat - Learning - Source: An OpenNews project
"How to use loops to explain anything"



"GIFs in the Future

I am pretty confident that there are many more ways to use GIFs for journalism. And while I’m not sure what sorts of forms GIFs will take in the future, I urge you to think of ways to bring loops into the world of storytelling on the web in a purposeful, insightful, or just plain humorous way. Because who knows what sorts of impossible or magical or transformative experiences we can create—all with the power of loops."
lenagroeger  gifs  journalism  video  looping  visual  history  animation  animatedgifs  eadweardmuybridge  howthingswork  explanation  probability  communication  classideas  repetition  storytelling  exposuretherapy  giphy 
june 2015 by robertogreco
SpeEdChange: Grit Part 4: Abundance, Authenticity, and the Multi-Year Mentor
"A number of us in the school central office I work in share a common thread from childhood. Whatever the circumstances of our lives, whatever the challenges, we were afforded a key luxury: we had in our lives some adult who stuck with us for more than a single year. We had a multi-year mentor.

Industrial education has many destructive effects, but one rarely focused on is the refusal of our school design to allow adult support to stretch beyond a single school year. We have sixth grade teachers and tenth grade teachers. We have middle schools and high schools. We have programs, and thus teachers, who only work with certain age kids. We sometimes even have separate coaches for different age-defined sports. And this is disastrous. By doing this we create the ultimate scarcity of support."



"For me, it is essential that we first ask questions about our systems, that we first ask what we can do to stop damaging children. If we do not, as I've said in this series before, we create damaged children at a far faster rate than we can possibly help them. Whatever the merits of the interventions Tough's book champions, from poorly prepared principals and questionable chess coaches on one end of the spectrum to deeply caring, deeply involved support on the other, nothing he promotes will halt the damage going on daily. I think we must be better than that.

Focusing instead on those three essentials, abundance, authenticity, and adult long-term human support will change the damage equation. We know that. And since we know that, we need to do it."



"Laura Deisley wrote on Eric Juli's blog that kids, "are coming to us from different and very real contexts and yet equally yearning for relationship and purpose. What your kids learn outside of school, and we are associating with "grit," is driven by both relationships and purpose. It is not their choice, and God knows they should not have to be in that situation. And, you're right we cannot change their immediate condition. However, if we too narrowly define outcomes--academic "success" as you call it--then they aren't going to see a purpose that is worth expending any more effort."

Abundance offers opportunity. Authenticity offers that purpose. Relationship offers that support. And I do not care where we teach, or who we teach, I believe that we can alter our systems to provide more of those three things than we do today. And by doing that we can begin to change the equations which defeat our children."
2014  irasocol  grit  looping  tcsnmy  education  teaching  mentoring  systemsthinking  care  caring  abundance  authenticity  support  lcproject  scarcity  slack  relevance  relationships  trust  purpose  lauradeisley  ericjuli 
february 2014 by robertogreco
This photograph | Soulellis
"I leave in a few days to do a public book project in a small town in northern Iceland. And for the last few months, I’ve been thinking about what to bring. The artist’s residency sent tips about bringing supplies, and friends have suggested various things, like picking a few significant tools or objects and shipping them beforehand, so that they’re waiting for me when I arrive.

Just in the last week, I decided that I should bring almost nothing. Whatever I’m going to make will come from the place, and I’m going to leave the work there. So it just makes sense that everything should happen there, during my eleven-week stay. I’ll bring a computer and camera and my clothes, of course, but if I need supplies, I’ll find them. I’m going to spend a few days in Reykjavik, where there’s a good art supply store, before driving north. But mostly, I want to use found materials, on-site in and around Skagaströnd. I don’t want to predetermine what process or form the work will take until I’m there, reacting to places and people.

I’m just going to show up.

But I am going to bring one thing. This one photograph. Here’s how I got the photograph.



So I’ll take the photo back to Iceland. I don’t know what I’ll do with it. I consider it a collaborative prompt. A chain reaction. David was in a specific place, and took a photo, marking himself in that place. He sent it to Taeyoon, who sent it to me, and now I’m taking it back to that place, completing some kind of loop (but setting other loops in motion, of course).

A chance encounter between three artists, connected by a photograph, in three places, in two countries, via mail and twitter and mail and flying and driving. It contains a world of information. The way Taeyoon folded the photograph. The numbers, the roads, the colors, placenames on a map.

So I’ll take the photo back to Iceland and see what happens."
paulsoulellis  packing  travel  making  art  networks  connectedness  geography  place  photography  mapping  local  2013  iceland  taeyoonchoi  davidhorvitz  location  looping  flip-flop 
june 2013 by robertogreco
Harvard dropouts from the class of 1969 | Harvard Magazine Jul-Aug 2010
"I knew I didn't want to do city planning, to play in that bureaucratic world," he continues. "I also knew that if I stayed another semester they would hand me a diploma, and that diploma is going to open a whole lot of doors that I don't want to go through. And I know that I am not real strong, and if I have that key, at some point I'm going to be seduced and want to go through one of those doors. So by not having the diploma, I will remove the temptation. That actually worked out very well, because I was tempted, more than once."

"…another possibility beckons. 3 of her 5 grandchildren attend a progressive Waldorf school in Birmingham, where Boyden came out of retirement briefly to substitute teach. “It was amazing to be in a school that does things right after fighting an uphill battle for years in the public schools, against people who wanted to test, test, test.” Teaching in a Waldorf school is a big commitment…same teacher stays w/ students from 1st through 8th grades."

[via: http://kottke.org/11/06/harvard-dropouts-40-years-later ]
education  work  life  2011  harvard  dropouts  unschooling  deschooling  identity  temptation  cv  highereducation  colleges  universities  bureaucracy  ratrace  bobos  teaching  schools  schooling  waldorf  testing  standardizedtesting  looping  lcproject  1969  learning 
june 2011 by robertogreco
Reggio Emilia: An innovative approach to early childhood education
"If the Reggio environment plays an important role as ‘3rd teacher’, the 1st teacher (parent) and 2nd (classroom teacher) are even more important. Parents are involved in school decision-making, kept thoroughly up-to-date on child’s progress, & depended on for info about their child’s home experience…Teachers always teach in teams of 2, collaboration being considered tantamount to strength. 6 non-contact hours weekly support the teachers’ demanding tasks of documentation, project guidance, & liasing w/ other staff & parents…children could be named the ‘4th teacher’ –if not the first—in the Reggio programme, for they are valued as ‘teachers’ in their own right, to be learned from, listened to, & respected. Children are seen as being born complete w/ the ability to discover the world they have entered. The teacher’s role is never one of superiority or dominance, but of listening & guidance. Strong bonds form btwn teachers & children, who stay together through a 3-year span."
reggioemilia  teaching  looping  learning  lcproject  tcsnmy  schools  pedagogy  education  parenting  thirdteacher  environment  schooldesign 
december 2010 by robertogreco
A View from the Middle: A View from the Middle ... of Norway - Middle School Journal
"In the short time I have been in Norway, I have visited several schools and have observed a number of practices commonly associated with effective education for young adolescents. Schools typically practice looping in ungdomsskoler, and teachers often have a great deal of control over the daily schedule and instructional groupings. I have seen teachers working together in teams and students engaged in cooperative learning, and recent national reforms have put greater emphasis on curriculum integration."
norway  middleschool  tcsnmy  looping  education  teaching 
november 2010 by robertogreco
euronews - Finland: First in Class
"This week Learning World is looking at Finland, which is recognised worldwide for its top ranking education model. Foreign delegations frequently visit the country to try and discover the secret of its success. We spent a day at a school in the capital Helsinki to find out more about the philosophy behind the Finnish system.

Finland has the shortest formal teaching hours in Europe and the best educational results. Finnish children stay with the same class and the same teacher for at least six years – which makes school like an extension of home."
finland  education  schools  teaching  learning  pedagogy  policy  looping  play  experientiallearning  esperimentation  society 
november 2010 by robertogreco
Our Journey of Learning: Past, Present, and Future
"I began to think outside walls of my school…I started to look around at other schools in our division to see how they structured their days, reading instruction, & other initiatives that were being put into place. It wasn't that I was unhappy, I had built a family where I was but I felt restless & curious about unknown. It was a very difficult decision, but I decided to leave & head to another school. It was difficult to leave my friends, students, & families that I had built deep relationships w/ over four years. But at the same time, I was excited about what was ahead.

I decided to venture out & see how a different building w/in the same division ran. I felt compelled to make my move to a school that was implementing Responsive Classroom, Expeditionary Learning, & various other initiatives that I felt matched very well with my own personal ideas about education. I immediately felt that I shared similar values, hopes, & strategies for learning w/ my new administration."
teaching  looping  growth  change  education  curiosity  responsiveclassroom  values  schools  pedagogy  cv  yearoff  learning 
august 2010 by robertogreco
YouTube - TEDxDenverEd- Brian Crosby - Back to the Future
"Brian Crosby, an upper elementary teacher for 29 years, guides the learning in a model technology classroom in Sparks, Nevada." [via: http://twitter.com/DianeRavitch/status/18883795791 ]
education  elementary  inquiry  ted  teaching  1to1  blogs  blogging  briancrosby  looping  tcsnmy  reflection  classideas  lcproject  1:1 
july 2010 by robertogreco
Change the Conversation on Teaching - Bridging Differences - Education Week
"Reading NYT Mag pieces on medicine is always intriguing. Education & medicine are often compared—in ways that remind me how little our frame for considering teaching is realistic. The other night I heard several very good "educators" on C-SPAN answering questions from the Labor & Education Committee of Senate. Both the AFT's Randi Weingarten & Michigan State's Deborah Ball were sharp, clear, & convincing. But... They, too, talked about what we can learn from other professions, focusing primarily on the preparation that law & medicine offer prospective candidates. Yes, & we can learn from the preparation of electricians & carpenters, too. But there is one very fundamental difference. Teachers must solve the problems facing anywhere btwn 20 & 35 students at a time. Not one at a time. They have at most 5 minutes to write up notes on the class that's leaving before the next one arrives. &, few students come back to us year after year, as hopefully some do with lawyers & doctors."
deborahmeier  teaching  complexity  howwework  multitasking  time  doctors  lawyers  professions  tcsnmy  classsize  reflection  looping  cv  education  schools  unschooling  deschooling  lcproject  policy  administration  management  media  tv  television  politics  2010 
may 2010 by robertogreco
Looping Leads to Long-Term Connections with Students | Edutopia [see also: http://www.edutopia.org/looping-multiage-classroom-grouping-palisades]
"Psychologists & educators agree that learning is enhanced by long-term connections between teachers & pupils, yet students rarely have the same instructor for more than one school year...One solution...has been around for decades...looping...Also known as student-teacher progression, two-cycle teaching, and multiyear instruction, it most likely originated with Rudolf Steiner in the early 1900s...Nearly every teacher who has looped talks about how the practice improves relationships with families...Considering there is such widespread affirmation for the practice among those who've tried it, it might seem odd that looping isn't more popular...many traditional administrators don't want to break away from the accepted model of schooling...[at the end of the article] In the small amount of quantitative research about looping she conducted, Schaefer found that the practice causes no difference in academic achievement or attendance rates."
looping  tcsnmy  teaching  learning  schools  education  relationships 
september 2009 by robertogreco

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