Tag Archives: schools

Some highlights of Alfie Kohn’s interview withRoss Greene  http://www.blogtalkradio.com/drrossgreene/2010/02/01/collaborative-problem-solving-at-school from Joe Bower’s Blog:

  • There is a big difference between working with kids and doing things to kids.
  • Punishing and rewarding are not only ineffective but they are also counter-productive in raising children.
  • We get lost in finding new techniques to gain compliance from children, when we really need to be clear of our ultimate goal – help children become ethical, caring people.
  • Kids who get rewards and praise tend to be less generous than their peers. Self-interest trumps caring for others.
  • No kid ever benefits from punishment.
  • There is a big difference between control and structure. Highly structured learning environments need not be controlled from the top-down. Students need to play an active and democratic role in forming the structure of the classroom.
  • The more we focus on just compliance, the more we will shuffle through an endless product line of gimmicks and tricks that will never achieve our ultimate goals.
  • Time-outs, or more accurately Forcibly Isolated, classrooms no longer feel safe. These classrooms become conditional and we all lose from these kinds of traditional, punitive interventions.
  • Not much learning takes place in a classroom that is too quiet.
  • Our classroom management techniques can be quite effective, but we must ask “effective at what?”
  • Kids make good decisions by making decisions not following directions.
  • Unconditional acceptance is at the heart of any good classroom.
  • The best teachers are those who make the curriculum worth learning.
  • Punishment by any name, even consequences, ruptures the safe and caring alliance that must be nourished between teacher and student.
  • Punishment is less about solving problems and more about revenge and inflicting pain and suffering.

KRMS Computer Technology Guidlines

Standard: Communication and Collaboration As a student, I have used digital media and environments to communicate and work collaboratively, including, across distances, to support individual learning and contribute to the learning of others. Grades: Indicators: Examples:

Science Labs,

Mathmatical Trends 8 Work in a collaboration with peers and experts in the field to develop a product using the design process, data analysis and trends, and maintain a digital log with annotated sketches to record the development cycle. (Science, Math)

Standard: Creativity and Innovation As a student, I have demonstrated creative thinking, constructed knowledge, and developed innovative products and processes using technology in support of content. Grades: Indicators: Examples: 8 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service)  (Geography, History) written, video, podcast, PowerPoint, etc.


Critical thinking. Problem solving, decision making As a student, I use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools, strategies, and resources. Grades: Indicators: Examples: 8 Effectively identitfy and use appropriate digital tools, strategies and resources to plan and conduct research, manage projects, solve problems, and make decisions.  (All subject areas) collaobrate with students from other cultures, evaluate current events and contemporary figures


Digital Citizenship As a student, I understand human, cultural, and societal  issues related to using digital tools, strategies, and resources to enhance my learning, and practice appropriate legal and ethical behavior. Grades: Indicators: Examples: 8 use all legitimate digital tools including blogs, websites, wikis, social networking, and video conferencing in a responsible, polite, and ethical manner. Students will respect the artistic and intellectual rights of others by using recognized works cited formats and by seeking the creator’s permission when appropriate. (All subject areas, advisory) Visual media projects require that students either use material from Creative Commons, royalty free media,school supported media sites, or seek permission from the media creator.

Standard: Research and Information Literacy As a student, I  apply digital tools and strategies to gather, evaluate, and use information to support my learning in the content areas. Grades: Indicators: Examples: 8 Gather and analyze findings in order to process informational needs, create strategies for informational access, collect and engage in the use and evaluation of information. (All subject areas) written presentaion, multimedia presentations, video presentations, discern valid and invalid information, establish legitimacy of sources. Use of multiple sources

Standard: Technology Operations & Concepts As a student, I demonstrate a sound understanding of digital tools and technology concepts, systems, and operations. Grades: Indicators: Examples: 8 Create professional documents using advanced features of a word processing program. Plan and use a simple database, define fields, input data, and produce a report using sort and query. Create a multimedia presentation including sound and images. Generate a spreadsheet to calculate, graph, and present information. Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems  (All subject areas) newsletter, personalized learning plan,business letter or flyer, brochure household budget, videos, podcasts, image collages, websites, PowerPoint, blogs, wikis, etc.

A John D. and Catherine T. MacArthur Foundation Report on “The Future of Learning Institutions in a Digital Age”

Key Findings

Steve Hargadon


A John D. and Catherine T. MacArthur Foundation

Report on

The Future of Learning Institutions in a Digital Age”

Young people today are learning in new ways that are both collective and egalitarian.
They are contributing to Wikipedia, commenting on blogs, teaching themselves programming and figuring out work-arounds to online video games. They follow links embedded in articles to build a deeper understanding. They comment on papers and ideas in an interactive and immediate exchange ofideas. All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.

Universities must recognize this new way of learning and adapt or risk becoming obsolete.
The university model of teaching and learning relies on a hierarchy of expertise, disciplinary divides, restricted admission to those considered worthy, and a focused, solitary area of expertise. However, with participatory learning and digital media, these conventional modes of authority break down.

Today’s learning is interactive and without walls.
Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.

Ten Principles for Redesigning Learning Institutions

The authors offer ten principles that can guide universities and other institutions of learning in adapting to learning in a digital age. They focus on college-aged students, although the recommendations also apply generally for all age groups.

Self-learning: Today’s learners are self-learners. They browse, scan, follow links in mid-paragraph to related material. They look up information and follow new threads. They create their own paths to understanding.

Horizontal structures: Rather than top-down teaching and standardized curriculum, today’s learning is collaborative; learners multitask and work out solutions together on projects. Learning strategy shifts from a focus on information as such to learning to judge reliable information. It shifts from memorizing information to finding reliable sources. In short, it shifts from learning that to learning how.

From presumed authority to collective credibility: Reliance on the knowledge authorities or certified experts is no longer tenable amid the growing complexities of collaborative and interdisciplinary learning. A key challenge in collaborative environments will be fostering and managing levels of trust.

A de-centered pedagogy: To ban or limit collective knowledge sources such as Wikipedia in classrooms is to miss the importance of collaborative knowledge-making. Learning institutions should instead adopt a more inductive, collective pedagogy based on collective checking, inquisitive skepticism, and group assessment.

Networked learning: Learning has traditionally often assumed a winner-take-all competitive form rather than a cooperative form. One cooperates in a classroom only if it maximizes narrow self-interest. Networked learning, in contrast, is committed to a vision of the social that stresses cooperation, interactivity, mutual benefit, and social engagement. The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.

Open source education: Traditional learning environments convey knowledge via overwhelmingly copyright-protected publications. Networked learning, contrastingly, is an ‘open source’ culture that seeks to share openly and freely in both creating and distributing knowledge and products.

Learning as connectivity and interactivity: Challenges in a networked learning environment are not an individual’s alone. Digital tools and software make working in isolation on a project unnecessary. Networking through file-sharing, data sharing, and seamless, instant communication is now possible.

Lifelong learning: The speed of change in this digital world requires individuals to learn anew, face novel conditions, and adapt at a record pace. Learning never ends. How we know has changed radically.

Learning institutions as mobilizing networks: Rather than thinking of learning institutions as a bundle of rules, regulations, and norms governing the actions within its structure, new institutions must begin to think of themselves as mobilizing networks. These institutions mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.

Flexible scalability and simulation: Learning institutions must be open to changing scale. Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.

These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world. By assessing some of the institutional barriers to change, the authors hope to mobilize institutions to envision formal, higher education as part of a continuum of the networked world that students engage in online today.

To view the report online, visit: http://mitpress.mit.edu/books/chapters/Future_of_Learning.pdf

Thoughts on the Back Cover of Tony Wagner’s “The Global Achievement Gap” by Rick Davidson

I have just received a book that the SAU purchased in the hopes, I imagine, of contributing to my evolution as an effective educator. I have not read the book yet but the blurb on the back cover was enough to get my intellectual juices flowing. The book is called “The Global Achievement Gap” by Tony Wagner. On one level, I ordered this book in the hopes that it might help me understand why we, in the American School System, justify so much testing and standardization. Instead, Mr. Wagner appears to be yet another proponent of what is becoming recognized as a new movement in 21st Century education. Everything I have absorbed from a myriad of books, blogs, magazine articles, TV shows, interviews, and keynote speakers indicates that tomorrow’s survival skills are not to be found in nineteenth century educational practices. Even in those days, voices such as John Dewey encouraged project based learning that encouraged students to be active researchers, not receptacles of the teacher’s assumed knowledge and wisdom. “Dewey was a relentless campaigner for reform of education, pointing out that the authoritarian strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students’ actual experiences.” (Neil, J. (2005) “John Dewey, the Modern Father of Experiential Education” )

So I had to ask myself, am I truly providing my students with Tony Wagner’s Seven Survival Skills for Teens Today? Forgetting that my prejudice is that technology must play an important part in helping students acquire these skills, I wonder whether we are not short changing our future citizens when we don’t pay attention to what is a recurrent message from the experts. Education should not be a matter of merely accumulating knowledge. We can find the answer to just about everything on a computer or, for that matter, on an iPhone. Higher order thinking skills are essential to success in our incredibly fast changing world. Whether we like or approve of this future is irrelevant. It is here and we and our students need to know how to survive and thrive in it. The other reoccurring theme that I hear is that we, as teachers, have to model these skills in order to be effective educators.

Seven Survival Skills for Teens Today:

Critical Thinking and Problem-Solving
Collaboration across Networks and Leading by Influence
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination

As Albert Einstein said:

“Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress and giving birth to evolution.”

Einstein would love google. Are we listening?