Innovative design crosses over all aspects of education. The American Society for Innovation Design in Education, or ASIDE, seeks to infuse curriculum with new approaches to teaching and thinking. Integrating the design of information into the daily conversation is an essential part of the teacher’s toolkit and the purpose of the ASIDE blog.
Amidst the discussions about content standards, curriculum and teaching strategies, it’s easy to lose sight of the big goals behind education, like giving students tools to deepen their quantitative and qualitative understanding of the world. Teaching for understanding has always been a challenge, which is why Harvard’s Project Zero has been trying to figure out how great teachers do it.
How can students own their learning with critical thinking activities they’ll really love? Allowing our students to take stands on issues that matter to them engages the classroom in a way that fosters great critical thinking. Who? What? Why? When? Where? How?
Teacher Preparation Determining what kind of technology teachers should be familiar with matters less than ensuring they have skills to adapt to whatever gadgets come along. At the University of Montana – Western, we train teachers. So, a new model classroom is not a bad thing, is it?
Predicting the future is a fool’s errand. But that shouldn’t keep us from trying to imagine what lies ahead. After all, it is often an inspiring vision of the future that drives change. There has been much recent talk about the future of residential universities.
This blog is the third in a four part series-sponsored by Pearson Education-focused around the key indicators of success in a digital learning program. The first post focused on shared vision for student outcomes and learning experiences and the second focused on system strategies The most important things to look for as evidence of the shift to blended and personalized learning are in the classroom.
What compels people to pursue more radical innovations in education? It has now been almost two decades since I started to more seriously and systematically study innovations in education and innovative learning organizations.
There has been a lot of hubbub lately about putting an end to traditional grading practices in our schools. Some ambitious educator(s) even started a Facebook page to petition for an end to grading in their district. Further exploration of the topic reveals that the idea has been bandied about for quite some time.
Adjusting Your Teaching To Increasingly Powerful Technology Curiosity is the “complex feeling and cognition that accompanies a desire to learn what is unknown,” according to Min Jeong Kang and fellow researchers in a 2009 study. Neurological research here focused on, among other areas, the difference in neural activity when answers are presented, and when questions are presented for both high-curiosity and low-curiosity questions.
At some point in our lives, we’ve all practiced some counterproductive learning habits. We’ve sabotaged ourselves without realizing it, and found ourselves stuck. There have been failures we believe have defined our potential. We’ve obsessed over perfect solutions and singular pathways. In frustrated moments we’ve refused help from others, thinking acceptance means weakness.