recentpopularlog in

robertogreco : teacherasmasterlearner   12

Think Thank Thunk » Barthes Remix: The Death of the Teacher-Professor
"I have students that come to me with fully formed ideas about the content of my courses before I even link to the syllabus. Tell me then that the teacher is not dead? Tell me that the teacher is not at least prying loose like silver skin from a roast. Tell me that my roll is not changing…

This is thrilling…I am no longer the information maven…the sole progenitor of facts & figures.

We are free to teach in an environment without fear that someone might “miss something.” Seat time is meaningless, and I love it.

[Examples here.]

And when I am dead, this student will use this information freely, still.

So, should we be preparing our students to be dependent on classroom instruction, sending the anachronistic null-space message that all other learning is somehow second-rate? Or, should we be preparing our students to use classroom time as a crucible for this learning they’re doing at nearly all hours of the day with little care for the original source of the knowledge?"
teaching  change  reform  information  pedagogy  via:lukeneff  schools  teacherasmasterlearner  teacherascollaborator  unschooling  deschooling  knowledge  technology  independence  student-centered  student-led  studentdirected  tcsnmy  policy  2011  instruction  sageonthestage  seattime  atemporality 
february 2011 by robertogreco
OK Do | Research Through Practice – Monitor MEMEX Founder Boy Vereecken on Oeuvre and Design Education
"Q: What kinds of methods do you use in your teaching?

The methods are very much influenced by the fact that instead of giving classes or assignments, I have appointments with the Master students in the course of their final projects. The meetings are based on guiding and reflection.<br />
I usually introduce the students to design research through my own research-based projects. …discussion certainly plays an important role in workshops.

Q: This brings to my mind the phrase “doing research by design”, which points out research being part of the design process.

I definitely consider that an applicable approach. In the context of design, the tendency is to conceive research and execution as separate entities. Students tend to be done with the research part when moving on to working with visual means. The main aim of the platform is to encourage students to integrate research more profoundly into their practice."
education  research  teaching  design  learning  lcproject  openstudio  glvo  workshops  modeling  teacherasmasterlearner  teacherascollaborator  discussion  conversation  memex  okdo  aaltouniversity  boyvereecken 
january 2011 by robertogreco
How Design Can Get Kids On the Path to Tech Careers | Co.Design
"whenever you say the word 'school,' it conjures up mental images & models of our experiences and behavior in a place -- & accompanying that 'place model' is a kaleidoscope of memories & emotions about how that place looked & worked -- how we felt in it, what was rewarded, celebrated & expected, & who we were supposed to be as learners in that place. Unfortunately, many of these mental models of how we should learn in school are completely at odds w/ how real learning happens & how it's demonstrated in the real world. False proxies for learning often erode our children's vibrant intellectual & creative potentials because they diminish the excitement of real learning & discovery. Everyone knows that finishing a course and a textbook does not mean achievement. Listening to a lecture does not mean understanding. Getting a high score on a high-stakes standardized test does not mean proficiency. Credentialing does not mean competency. Our children know it, too, yet it persists."
education  design  management  designthinking  learning  unschooling  discovery  deschooling  trungle  stephaniepacemarshall  imsa  illinois  chicago  science  math  gifted  talented  schools  schooldesign  credentials  credentialing  whatmatters  cv  ap  collaboration  teaching  challenge  interaction  interdisciplinary  multidisciplinary  crossdisciplinary  problemsolving  criticalthinking  teacherasmasterlearner  teacherascollaborator  inquiry  inquiry-basedlearning  studentdirected  research  names  naming  language  words 
december 2010 by robertogreco
Videos tagged 'alfiekohn' on Vimeo
(For now), a set of videos of Alfie Kohn speaking at Constructing Modern Knowledge 2008 as posted by Gary Stager
alfiekohn  constructivism  teacherasfacilitator  teacherasmasterlearner  education  teaching  learning  motivation  assessment  grading  grades 
december 2010 by robertogreco
Loss | ShelleyWright's Blog
"Normally, in beginning a unit on Civil Rights, I would be the Civil Rights expert, and would have spent several days lecturing and telling stories of the great heroes of the movement. We would have spent time talking, discussing the issues, and laughing. I would be connected with my class. But today, I was not.

Today, instead of teaching them information, I was teaching them how to learn. And yet, I’m not sure what my new role in this is. I’m not sure how to connect to my students and their learning process while doing this. I’m not sure how to laugh and enjoy them. And I was not expecting the profound sense of loss and the pain accompanying it.

With one of my classes, the process feels inefficient. It would be much quicker to do it on my own and present them with a few well-researched options, as I have done in the past…"
21stcenturylearning  learning  pedagogy  ushistory  us  history  teaching  tcsnmy  teacherasmasterlearner  progressive  unschooling  deschooling  lcproject  leadership  change  gamechaning  patience  gamechanging 
november 2010 by robertogreco
Foxfire School - Core Practices
"1. The work teachers & learners do together is infused from beginning w/ learner choice, design, & revision…central focus of work grows out of learner's interests & concerns… 2. The role of teacher is…facilitator & collaborator… 3. The academic integrity of work teachers & learners do together is clear. Mandated skills & learning expectations are identified to the class. Through collaborative planning & implementation, students engage & accomplish mandates… 4. The work is characterized by active learning… 5. Peer teaching, small group work, & teamwork are consistent features of classroom activities… 6. Connections btwn classroom work, surrounding communities, & world beyond community are clear… 7. There is an audience beyond the teacher for learner work… 8. New activities spiral gracefully out of the old… 9. Imagination & creativity are encouraged in the completion of learning activities… 10. Reflection is an essential activity that takes place at key points throughout work…"
foxfire  education  schools  tcsnmy  lcproject  teaching  learning  learner-centered  student-centered  reflection  process  teacherasmasterlearner  teacherascollaborator  unschooling  deschooling  eliotwigginton 
october 2010 by robertogreco
The End of Education Is the Dawn of Learning | Co.Design
"new learning emerging all round world. Regions & communities throughout world are embracing & developing new "ingredients" of learning: superclasses of 90-120 students; vertical learning groups; stage not age; schools w/in schools; project-based work; exhibition-based assessments; collaborative learning teams; mixed-age mentoring; children as teachers; teachers as learners… Obviously, in world where every culture, context & community is unique…no one-size-fits-all solution, however enlightened it might be.

…simple rule of 3 for learning spaces: No more than 3 walls so there is never full enclosure & space is multifaceted. No fewer than 3 points of focus so "stand-and-deliver" model gives way to increasingly varied groups learning & presenting together (requires radical rethinking of furniture). Ability to accommodate 3 teachers/adults w/ children…old standard of ~30 students in box robbed children of so many effective practices; larger spaces allow for better alternatives"
stephenheppell  via:cervus  schools  schooldesign  tcsnmy  lcproject  learning  education  studioclassroom  mixed-age  verticallearninggroups  superclasses  teacherasmasterlearner  studentasteacher  exhibition-basedassessments  assessment  presentationsoflearning  sageonthestage  furniture  design  pedagogy 
september 2010 by robertogreco
TeachPaperless: Why Teachers Should Blog
"…to blog is to teach yourself what you think.

And sometimes what we think embarrasses us and we must then confront our thoughts and consider whether there are alternatives.

This is real maturity. Because real maturity is not about having the right answers, it's about having the audacity to have the wrong answers and re-address them in light of contemplation, self-argument, and experience.

This is made perhaps even more evident by the public nature of the blog, and that is one of the foremost reasons all teachers should in fact blog. Because to face one's ill conclusions, self-congratulations, petty foibles, and impolite rhetoric among peers in the public square of the blogosphere is to begin to learn to grow.

And to begin to understand that it's not all about 'getting it right', but rather is a matter of 'getting it'…

we should be instilling in students both a strident determination to take part in the unadulterated public debate and yet have humility."
shellyblake-pock  blogging  teaching  tcsnmy  toshare  topost  socialmedia  thinking  education  humility  learning  edtech  debate  organization  transparency  modeling  embarrassment  maturity  risk  risktaking  mistakes  contemplation  self-arguement  experience  teacherasmasterlearner 
august 2010 by robertogreco
Unlearning How to Teach
"Rather than teachers delivering an information product to be ‘consumed’ and fed back by the student, co-creating value would see the teacher and student mutually involved in assembling and dissembling cultural products. As co-creators, both would add value to the capacity building work being done through the invitation to ‘meddle’ and to make errors. The teacher is in there experimenting and learning from the instructive complications of her errors alongside her students, rather than moving from desk to desk or chat room to chat room, watching over her flock."

[via: ]
creativity  education  teaching  unlearning  knowledge  tcsnmy  lcproject  unschooling  deschooling  schooliness  learning  toshare  topost  belesshelpful  intervention  lifelonglearning  ericamcwilliam  zigmuntbauman  sageonthestage  guideontheside  teacherasmasterlearner 
august 2010 by robertogreco
The 21st Century Classroom – Alfie Kohn — Open Education
"It is interesting to note that for many children, middle & high school becomes the place where school is no longer enjoyable. It is, of course, at that time that students traditionally have been subject to a shift from student-centered classroom to teacher-centered, content-driven academic approach. The result is that school, instead of being a place where students look forward to going each day because it features an exciting atmosphere where learning new things is enjoyable, becomes a chore at best, a problem at worst. At the very age when students most resist compliance & teacher-centered approaches, too many teachers, &, by default, too many schools insist on employing such a format. Because of the sophistication needed educationally, there is no doubt that 21st century classrooms demand shift from ‘sage on the stage’ to ‘guide on the side’ approach. That move is a requirement to produce the type of student that will excel in creative, technologically-rich world we face."
21stcenturylearning  professionaldevelopment  administration  pedagogy  learning  education  leadership  teaching  tcsnmy  lcproject  middleschool  progressive  student-centered  teacherasmasterlearner  schools  schooling  highschool  traditional  alfiekohn 
may 2010 by robertogreco
Project Fun Way: When Project Learning and Technology Meet | Edutopia
"Claire Hall, whose daughter Yuki transferred to Casco Bay her junior year, says, "the thing that strikes me more and more is that Casco Bay provides education as it should be, and these are things all schools should do." The teachers model the behavior and values they expect students to live by, they're supportive and kind to each other, and they set reasonable expectations."
1:1  education  edtech  tcsnmy  projectbasedlearning  socialemotionallearning  teacherasmasterlearner  maine  pbl  socialemotional  1to1 
march 2010 by robertogreco
Teaching in Social and Technological Networks « Connectivism
"social & technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist...The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on...The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence"
connectivism  teaching  learning  technology  education  networking  socialmedia  georgesiemens  wayfinding  unschooling  deschooling  networkedlearning  tcsnmy  lcproject  curation  filtering  modeling  sensemaking  cv  amplifying  content  textbooks  pedagogy  21stcenturylearning  openeducation  highereducation  networks  e-learning  elearning  apprenticeships  teacherasmasterlearner 
february 2010 by robertogreco

Copy this bookmark:

to read