Pinboard (robertogreco)
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recent bookmarks from robertogreco"Kid City" Restoration - YouTube2020-06-16T19:17:55+00:00
https://www.youtube.com/watch?v=SAkXbuc7CCo&feature=youtu.be
robertogrecodoreennelson 1972 documentary frankgehry cities children designthinking design urbanplanning urbanism urban teaching schools projectbasedlearning jonboorstin curriculum howweteach learning howwelearn education schooling pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5dd5a3c4e7be/Spaces of the Learning Self - e-flux Architecture - e-flux2019-11-28T20:38:52+00:00
https://www.e-flux.com/architecture/superhumanity/68717/spaces-of-the-learning-self/
robertogrecotomholert ivanillich deschooling unschooling deschoolingsociety leisure education economics individualism californianideology teachingmachines edtech technology automation autodidacts responsibility neoliberalism personalization commodification pedagogy howweteach howwelearn learning teaching simvanderryn ruthlakofski didiereribon self-directed self-directedlearning openstudioproject lcproject informallearning formal networkedlearning collaboration collectivism instructionaldesign projectbasedlearning neuroscience lifelonglearning michelfoucault pierrebourdieu annieernaux raymondwilliams chantaljaquet self-invention ruthlakosfski mobile mobility cybernetics 1968 1969 anthonyvidler mikekelley environment howardsingerman autonomy chrisabel jerrybrown california robertsommer antfarm archigram psychology participatory michaelwebb architecture design society networks esaleninstitute unesco philosophy educationalphilosophy foucaulthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b872b657951a/Classroom UX: Bring Your Own Comfort, Bring Your Own Device, Student-Created Context | Ryan Boren2018-02-19T06:10:57+00:00
https://boren.blog/2017/08/03/classroom-ux-bring-your-own-comfort-bring-your-own-device-student-created-context/
robertogrecoschooldesign furniture classideas teaching learning howwelearn diversity student-created byod seating sfsh tcsnmy rules intrinsicmotivation experience ux multisensory choice change adaptability flexibility ryanboren 2017 light daylight desks doors personalization projectbasedlearning irasocol pammoran albermarlecountyschools toolbelttheory open technology accessibility disabilities disability education schoolshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:656e558e4492/The Perils of PBL’s Popularity | Blog | Project Based Learning | BIE2018-02-04T21:18:11+00:00
https://www.bie.org/blog/the_perils_of_pbls_popularity
robertogrecoprojectbasedlearning via:lukeneff 2016 johnlarmer sfsh progressive education learning howwelearn schools teaching collaboration communication self-management efficacy power confidence constructivism johndewey jeanpiaget selfmanagementhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:66702c0cb6ae/Harvard EdCast: Lifelong Kindergarten | Harvard Graduate School of Education2017-12-19T19:51:27+00:00
https://www.gse.harvard.edu/news/17/12/harvard-edcast-lifelong-kindergarten
robertogrecomitchresnick lifelongkindergarten mitmedialab 2017 interviews kindergarten play projects projectbasedlearning passion collaboration experimentation creativity medialab scratch making pbl teaching sfsh learning howweteach howwelearn risks risktaking education schools lcproject openstudioproject curiosity schooling unschooling deschooling mindstorms writing coding programming leaning creating lego reasoninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:25ebf381686a/Mindset Marketing, Behaviorism, and Deficit Ideology | Ryan Boren2017-12-03T21:46:01+00:00
https://boren.blog/2017/08/19/mindset-marketing-behaviorism-and-deficit-ideology/
robertogrecoryanboren2017 mindset marketing behavior behaviorism deficitideology disabilities disability race education learning grit growthmindset projectbasedlearning entrepreneurship innovation psychology racism poverty sexism bootstrapping meritocracy greed childism ableism socialemotional surveillance surveillancecapitalism capitalism health intrinsicmotivation extrinsicmotivation diversity inclusion neurodiversity edtech autonomy mastery purpose self-esteem compliance socialemotionallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:892127fa037d/I'm Nowhere In-between: Why we need 'seriously uncool' criticism in education - Long View on Education2017-07-19T19:10:09+00:00
http://www.longviewoneducation.org/im-nowhere-in-between-why-we-need-seriously-uncool-criticism-in-education/
robertogreco“In Latin America, socio- emotional skills are a big part of the gap between what employers need and what young people have. For example, tourism companies need people who will smile and be polite to guests, and often graduates just don’t possess those public- facing techniques.”
Think about that for a minute.
But opposing this new ‘skills agenda’ doesn’t mean that I’m a traditionalist or trying to cut a middle ground. My teaching is most certainly not some kind of ‘back to basics’ or mindless self-medicating prescribed by the ‘what works’ gurus.
The ‘what works’ agenda holds it’s own kind of seduction for self-fashioned rationalists in the vein of Richard Dawkins or Daniel Dennett, who somehow manage to hold onto the Modern faith in science as if most of the 20th century never happened. Geert Lovink sums up that limited critical terrain by looking at the work of Nick Carr, who often criticizes technology because of the effect it has on our cognition:
“Carr and others cleverly exploit the Anglo-American obsession with anything related to the mind, brain and consciousness – mainstream science reporting cannot get enough of it. A thorough economic (let alone Marxist) analysis of Google and the free and open complex is seriously uncool. It seems that the cultural critics will have to sing along with the Daniel Dennetts of this world (loosely gathered on edge.org) in order to communicate their concerns.”
Most of the ‘seriously uncool’ criticism of the project of Modernity has exploded the dichotomies that the destructive myth of ‘rational’ and ‘objective’ scientific ‘progress’ rested on. While we might lament that teachers do not read enough research, we can’t mistake that research for a neutral, apolitical body of knowledge.
Allow me to use a famous study to illustrate my point. Pam Mueller and Daniel Oppenheimer’s ‘The Pen Is Mightier than the Keyboard’ (2014) seems to show that writing notes with pen and paper boosts retention and understanding of information compared to typing notes on a computer. In their study, the participants watched TED talks and took notes, completed distractor tasks, and about 30 minutes later answered questions. In one condition, the test was delayed by a week and some participants were allowed to study their notes for 10 minutes before taking the test. The TED talks were intentionally disconnected from any larger project they were learning about.
So rationally and scientifically speaking, we should have students take notes with pen and paper, right?
Yet, the study itself is not neutral with respect to pedagogy since it contains many in-built assumptions about how we should teach: we can say that the pen is mightier than the keyboard under the controlled conditions when students watch a short lecture once, about a topic they are not in the course of studying, when they are not permitted to take the notes home and perform more work with them, and when the assessment of knowledge uses short answer questions divorced from a meaningful purpose or complex project.
Is that how we want to teach? Would a democratic conversation about schools endorse that pedagogy?
In the lab, scientists try to reduce the complexity and heterogeneity in networks – to purify them – so as to create controlled conditions. Subjects and treatments are standardized so they become comparable. Drawing on systems theory, Gert Biesta argues that schools – like all institutions and our social life more broadly – engage in a kind of complexity reduction. We group children into grades and classes, start and end the day at the same time, in order to reduce “the number of available options for action for the elements of a system” which can “make a quick and smooth operation possible”.
Reducing options for action is neither good nor bad in itself, but it is always an issue of politics and power. So, cognitive science is no more a neutral guide than CEOs. As Biesta writes, “The issue, after all is, who has the power to reduce options for action for whom.”
Reliance on only ‘what works’ is a kind of complexity reduction that would eliminate the need for professional judgement. Biesta worries about the “democratic deficit” that results from “the uptake of the idea of evidence-based practice in education”. It’s a conversation stopper, much like relying on CEOs to provide us with the ‘skills of the future’ also raises the issue of a ‘democratic deficit’ and questions about who has power.
I’m not writing this because I feel like what I have to say is completely new, but because I feel like I need to affirm a commitment to the project of critical pedagogy, which does not rest somewhere in the middle of a t-chart. Critical pedagogy embraces hybridity over purification. Our classrooms should emphasize the very heterogeneity in networks in all their variation and glory that experiments – and corporations – seek to eliminate.2
If I’m nowhere in-between, I’m certainly not the first nor alone.
In Teaching to Transgress (1994), bell hooks tells us that “talking about pedagogy, thinking about it critically, is not the intellectual work that most folks think is hip and cool.” Yes, we still need more of that ‘seriously uncool’ critical work if education is to work in the service of freedom. hooks writes, “Ideally, education should be a place where the need for diverse teaching methods and styles would be valued, encouraged, seen as essential to learning.”
There’s lots of reason to think that the social media discussion of education is not a kind of paradise. But as hooks reminds us,
“…learning is a place where paradise can be created. The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom.”3
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benjamindoxtdator 2017 dichotomies dichotomy spectrums projectbasedlearning bellhooks criticalpedagogy education lcproject openstudioproject sfsh hybridity purity teaching leaning unschooling deschooling progressive schools freedom homogeneity heterogeneity mayrpringle history modernity emilianavega richarddawkins danieldennett faith geertlovink criticism criticalthinking technology pammueller danieloppenheimer tedtalks democracy democratic gertbiesta systemstheory diversity complexity simplicity agesegregation efficiency politics power authority networks possibility nicholascarrhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:dafa5c1b97cd/The Art of Teaching2017-06-27T05:07:36+00:00
http://taeyoonchoi.com/artofteaching/#/
robertogrecotaeyoonchoi education teaching purpose routine ritual silence flow conflict communication structure nurture authority kojinkaratani jean-lucnancy community howweteach pedagogy learning howwelearn eyeo2017 unlearning curriculum syllabus sfpc schoolforpoeticcomputation art craft beauty utility generosity sfsh tcsnmy lcproject openstudioproject classideas cv reciprocity gifts kant discretion instruction discipline johndewey bmc blackmountaincollege justice annialbers stndardization weaving textiles making projectbasedlearning materials progress progressive unschooling deschooling control experimentation knowledge fabrication buckminsterfuller constructivism constructionism georgehein habit freedom democracy paulofreire judithbutler sunaurataylor walking christinesunkim uncertainty representation intervention speculation simulation christopheralexander objectives outcomes learningoutcomes learningobjectives remembering creativity evaluation application analysis understanding emancipation allankaprow judychicago shttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7bd2f4fe549b/Somerville STEAM Academy2017-06-17T16:59:44+00:00
http://somervillesa.org/
robertogrecoalecresnick education schools stem steam projectbasedlearning internships mentoring mentorships powderhousestudioshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1bd2b402bdb7/A Modern Take on the One-Room Classroom | WMRA and WEMC2017-06-15T05:12:33+00:00
http://wmra.org/post/modern-take-one-room-classroom#stream/0
robertogrecomulti-age sfsh albemarlecountypublicschools education schools projectbasedlearning teaching pedagogy michaelthornton 2017https://pinboard.in/https://pinboard.in/u:robertogreco/b:2a7a4c21e86d/Real Maker – Ira David Socol – Medium2017-04-15T03:47:03+00:00
https://medium.com/@irasocol/real-maker-7f735d3dd8fe
robertogrecochildren education learning unschooling deschooling irasocol 2017 making projectbasedlearning passion-basedlearning technology makers pedagogy howweteach howwelearn curiosity sfsh goals intrinsicmotivation student-centeredlearning agency cv tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:435cb2843daa/Are we robbing students of tomorrow? - Long View on Education2017-02-26T21:26:36+00:00
http://www.longviewoneducation.org/are-we-robbing-students-of-tomorrow/
robertogrecoThese white men – few women and almost no people of color were admitted to the inner circle of movers and shakers – carved out lifelong careers in education as city superintendents, education professors, state or federal officers, leaders in professional organizations such as the National Education Association (NEA), and foundation officials. They shared a common faith in “educational science” and in lifting education “above politics” so that experts could make the crucial decisions.
The administrative progressives didn’t lack any vision:
They thought that schooling should be both more differentiated and more standardized: differentiated in curriculum to fit the backgrounds and future destinies of students; and standardized with respect to buildings and equipment, professional qualifications of staff, administrative procedures, social and health services and regulations, and other educational practices.
“The terms have changed over the years, but not the impulse to emulate business and impress business elites,” (112), and so the current future proofing agenda is really just Snedden’s ‘social efficiency’ wrapped in the buzzwords of the so-called Knowledge Economy. For Will Richardson, PBW justifies PBL: “If you want a justification for Problem/Project Based Learning, there probably isn’t any better than this: increasingly our students are going to be doing problem/project based work in their professional lives.”
Dewey opposed the administrative progressives’ attempt to construe education so narrowly as training. David F. Labaree recounts the history in How Dewey Lost, which is well worth the read. In The New Republic (1915, republished in Curriculum Inquiry in 1977), Dewey put his criticism this way:
“Apart from light on such specific questions, I am regretfully forced to the conclusion that the difference between us is not so much narrowly educational as it is profoundly political and social. The kind of vocational education in which I am interested is not one which will ‘adapt’ workers to the existing industrial regime; I am not sufficiently in love with the regime for that. It seems to me that the business of all who would not be educational time-servers is to resist every move in this direction, and to strive for a kind of vocational education which will first alter the existing industrial regime, and ultimately transform it.” (38-9)
Labaree pulls many lessons from his study of history. Snedden emerged at the right time to argue that schools needed to be reformed to keep up with the changing economy. Among the other points Labaree makes, I find these three particularly compelling and relevant:
The ideas sounded authoritative and gave the impression that they were building into arguments, but they were largely a collection of numbered lists and bullet points. He was a man who would have warmly embraced PowerPoint. In his work, portentousness abounded; it was all about riding the wave of the future and avoiding the undertow of the past.
However, Snedden’s ideas lacked substance:
He was a self-styled scientist who never did anything that remotely resembled scientific study, an educational sociologist who drew on the cliches of the field – social Darwinism and social control – without ever making an original contribution. In his written work, he never used data, and he never cited sources, which made sense, since he rarely drew on sources anyway. His books and journal articles took the form of proclamations, scientific pronouncements without the science; they all read like speeches, and that was likely the source of most of them.
And lacked subtlety:
But one of the lessons of social change in general and educational reform in particular is that every doctrine needs its doctrinaire. Nuance is dysfunctional for the cause of educational reform, especially early in the process, when the main task is to clear the field of the accumulated institutional underbrush and make the case for a radical new order. Every reformer needs to slash and burn the remnants of the old way of doing things, portraying the past as all weeds and decay, and clearing space tor the new institutions to take root. This is something that a literal minded, hyperkinetic, and monomaniacal figure like Snedden could do superbly. As Diane Ravitch {2000) noted, “Snedden’s caricature of the traditional school became a staple of progressive attacks tor years to come: it was ‘repressive,’ ‘monarchical,’ ‘barren and repellent,’ founded entirely on classics and completely out of touch with American democracy” (p. 82).
I’ll let you do your own compare and contrast with current educational thought leaders.
William Heard Kilpatrick – The Child-Centered Project-Method
"David Snedden’s social efficiency agenda does not entail any particular pedagogy. Maybe schools need to have rigorous standards and teachers need to impose upon students a disposition to defer to authority to prepare them for factory and corporate jobs.
We are witnessing a swing away from this pedagogy, and a return to child-centered classrooms (which constructivists have argued for since the 1980s). William Heard Kilpatrick’s ‘project method’, popular during the progressive era, is now re-born as Project-Based Learning, which casts teachers as ‘facilitators’ (again, much like constructivism). Gert Biesta has noted that ‘teaching’ and ‘education’ have virtually disappeared from our discourse that now raises ‘learning’ and ‘student-centered’ approaches above all else. The learnification of educational discourse makes it increasingly difficult to raise questions about the purpose of education, which has largely been settled in favor of preparing students for work.
Our present obsession with being ‘student-centered’ owes its heritage not to John Dewey, but to William Heard Kilpatrick, the popularizer of ‘the project method’ Michael Knoll writes:
In his concept, there was no proper place for traditional educational features such as teacher, curriculum, and instruction. Project learning, Kilpatrick wrote, was always individual and situative, and could neither be planned nor fixed. “If the purpose dies and the teacher still requires the completion of what was begun, then it becomes a task” – merely wearisome and laborious (Kilpatrick 1925, 348). “Freedom for practice” and “practice with satisfaction” were the slogans with which he effectively staged his “revolt” against drill, discpline, and compulsion (ibd., 348, 311, 56ff.).
Kilpatrick’s emphasis on the interests of the students can easily slide into an embrace of one side of the curriculum / student dichotomy. After all, we don’t need kids completing more meaningless tasks, but embracing their passions. Will Richardson argues we should “let kids bring their kale to school,” in reference to his daughter’s passion, “and make that the focus of developing them as learners.” (15:00)
Dewey abhorred the dichotomies that plague contemporary educational discourse. In The Child and the Curriculum (Chicago, 1902), Dewey writes:
“Just as, upon the whole, it was the weakness of the ‘old education’ that it made invidious comparisons between the immaturity of the child and the maturity of the adult, regarding the former as something to be got away from as soon as possible and as much as possible; so it is the danger of the ‘new education’ that it regard the child’s present powers and interests as something finally significant in themselves.”
It’s not that we should not nurture the interests of children, but to elevate the child and their present interests over the knowledge that adults have accumulated makes little sense. In his Experience and Education, Dewey argued for experiences as a “moving force”, and teachers are a wealth of such experience which they ought to use to structure, judge, and direct the experience of youth. As teachers, we need to put the right books in the hands of our students that will help them grow rather than work to satisfy their current urges and interests. We need to know how to structure the environment that children act in so that they encounter knowledge worth its name. As Biesta says, teachers matter because “at the end of the day judgements about what is educationally desirable can only be made in response to the concrete and always unique situations that emerge from the encounter between teachers and their students.”
Education ought to be transformative.
In “A Marriage on the Rocks”: An Unknown Letter by William H. Kilpatrick about his Project Method, Michael Knoll situates Kilpatrick’s work historically and in terms of Kilpatrick’s ambitions to have “power and influence” and be an “original thinker”. Kilpatrick’s obsession with being child-centered made his take on the ‘project-method’ stand out as a new pedagogy and, more importantly, brand.
Again, I let you make your own comparisons with today’s thought leaders.
I imagine Dewey perplexed by Most Likely to Succeed, which opens with a mis-attributed quotation, and ends with a student placing his gear in the empty slot left in the mechanism his class has constructed, just moments after Ken Robinson has told us we need to move beyond the ‘industrial metaphor’ for education.
Dewey would be shocked at our narrow discourse and dichotomies, but most of all by our complete historical amnesia, and how little things change."
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benjamindoxtdator johndewey davidsnedden williamheardkilpatrick 2017 education sfsh economics work labor purpose progressive efficiency democracy projectbasedlearning michaelknoll pedagogy learning howwelearn policy constructivism gertbiesta student-centered schools davidlabaree history willrichardson davidtyack larrycuban billgates thomasfriedman tryggvithayer society capitalismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fc362d89a21d/How to Make Your Questions Essential - Google Docs2016-11-30T04:40:34+00:00
https://docs.google.com/document/d/1Sn2D0i7SYt7OiNmeU6ghKHAIKrWTVbTvEqlRw-jM4Ck/edit#
robertogrecoteaching unitplanning projectbasedlearning howweteach essentialquestions sfsh via:lukeneffhttps://pinboard.in/u:robertogreco/b:7330d91260d6/Somerville hits $10M jackpot in national high school innovation competition - The Boston Globe2016-09-20T06:14:17+00:00
https://www.bostonglobe.com/metro/2016/09/14/somerville-hits-jackpot-national-high-school-innovation-competition/GmbALgQgblpUSRSOGL3XAK/story.html
robertogrecoalecresnick somerville education schools highschool powderhousestudios community unschooling deschooling studioclassrooms lcproject openstudioproject learning doing making projectbasedlearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8faf7d1cc6be/Maker Education: Pedagogy, Andragogy, Heutagogy | User Generated Education2016-06-23T19:53:17+00:00
https://usergeneratededucation.wordpress.com/2016/06/14/maker-education-pedagogy-andragogy-heutagogy/
robertogrecopedagogy andragogy heutagogy education teaching learning making makers projectbasedlearning constructivism constructionism emergent emergentpedagogy self-directed self-directedlearning howweteach howwelearn unschooling deschooling community individualization personalization differentiation mentors mentoring sfsh jackiegerstein tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:78176d2fcdb8/Kurt Hahn - Wikipedia2016-04-06T00:24:28+00:00
https://en.wikipedia.org/wiki/Kurt_Hahn#Six_Declines_of_Modern_Youth
robertogrecokurthahn learning youth fitness health skill care self-discipline memory imagination consumerism spectatoritis locomotion williamtemple stimulation expeditions projects projectbasedlearning self-discovery howwelearn outwardbound unitedworldcolleges collaboration competition nature outdoors solitude reflection compassion service servicelearning howweteach education pedagogy experientiallearning experience success failure empathy caring responsibilityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7677e92b7ced/The Marco Rubio Disaster, rote learning and getting the answer right – Dave's Educational Blog2016-02-15T01:29:24+00:00
http://davecormier.com/edblog/2016/02/07/marc-rubio-rote-learning-and-getting-the-answer-right/
robertogrecodavecormier marcorubio education rhizomaticlearning howwelearn howweteach measurement assessment certainty learning schools connectivism heutagogycitizenship society democracy memorization rote rorelearning projectbasedlearning structure unschooling deschooling progressive progressiveeducation uncertainty teachers pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:73c3abe5f3f5/Millennium School2016-02-13T19:47:12+00:00
http://www.millenniumschool.org/
robertogrecoschools sanfrancisco education teaching learning emergentcurriculum curriculum interdisciplinary projectbasedlearning apprenticeshipshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1dec9782e866/New Technology High School - Napa, CA2016-01-04T06:03:45+00:00
http://newtechhigh.org/
robertogreconapa education schools projectbasedlearning newtechnologyhighschool learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:76a858b51080/New Tech Network | We support districts, teachers, administrators and students to create dynamic learning environments where students succeed.2016-01-04T06:02:36+00:00
http://www.newtechnetwork.org/
robertogrecoeducation schools projectbasedlearning edtech newtech newtechnetwork professionaldevelopmenthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:26a813fe88f7/GRITLab2016-01-02T20:55:27+00:00
http://gritlab.org/
robertogrecohightechhigh scottswaaley education lcproject openstudioproject making projectbasedlearning constructivismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:58670af3b97e/A venture capitalist searches for the purpose of school. Here’s what he found. - The Washington Post2015-12-06T22:05:29+00:00
https://www.washingtonpost.com/news/answer-sheet/wp/2015/11/03/a-venture-capitalist-searches-for-the-purpose-of-school-heres-what-he-found/?postshare=311446741735958
robertogrecounschooling deschooling education pedagogy schools us 2015 projectbasedlearning learning howwelearn internships apprenticeships collaboration communication creativity criticalthinking tcsnmy thefutureproject bigpicturelearning hightechhigh mostlikelytosucceed success teaching trust mentoring mentors self-directed self-directedlearning richardarum josiparoksa ericmazur bureaucracy teddintersmith purpose schooling schooliness howweteach curriculum anationatrisk williamderesiewiczhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1deb7be801d6/Beyond Measure: The Revolution Starts Now | Edutopia2015-11-28T00:32:21+00:00
http://www.edutopia.org/blog/beyond-measure-revolution-starts-now-mark-phillips
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http://www.theatlantic.com/education/archive/2015/11/no-tests-grades-classes/415509/
robertogrecocurriclulum education schools lcproject openstudioproject 2015 erinsiegalmcintyre southburlingtonhighschool projectbasedlearning teaching pedagogy agency unschooling deschooling curriculum tcsnmy bigpictureschools testing tests standardizedtesting grading gradeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d38339cc34e6/Gary Stager, Ph.D. on Twitter: "@DerekBraman @joe_bower @willrich45 @maryannreilly That's your problem - not the kids'. All assessment disrupts learning."2015-10-20T13:14:44+00:00
https://twitter.com/garystager/status/190999645642690560
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https://en.wikipedia.org/wiki/Kurt_Hahn
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https://www.youtube.com/watch?v=iez92IQUHdc
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http://blogs.edweek.org/edweek/learning_deeply/2015/04/the_problem_with_grit.html
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https://www.youtube.com/watch?v=BmRFYAnaQNg
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http://steamstudio.us/category/projects/
robertogrecorisd brownuniversity steam stem projectbasedlearning highschool blendedlearning design prototyping designthinking lcproject openstudioprojecthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:838a526212ea/These schools graduate English learners at a rate nearly 75 percent higher than other schools. What are they doing right? - The Hechinger Report2015-05-15T05:17:22+00:00
http://hechingerreport.org/these-schools-graduate-english-learners-at-a-rate-nearly-75-percent-higher-than-other-schools-what-are-they-doing-right/
robertogrecolanguage ell education diversity pedagogy schools english nyc projectbasedlearning highschool interdisciplinary international teaching howweteach howwelearn clairesylvan meredithkolodnerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:65982c0374b4/Education on Air - YouTube2015-05-08T19:50:29+00:00
https://www.youtube.com/watch?v=c4EutNzU6hM
robertogrecohightechhigh melissaagudelo estherwojcicki jasonmarkey education teaching howweteach empowerment howwelearn community authority teens youth 2015 schools projectbasedlearning robriordan learning edtech pedagogy tcsnmy lcproject openstudioproject studentvoice agencyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6f4aca42e8d6/Seven Pathways2015-03-06T00:24:28+00:00
http://www2.k12albemarle.org/dept/dart/digital-learning/Pages/Seven-Pathways.aspx
robertogrecoalbermarleschooldistrict irasocol pammoran technology connectivity projectbasedlearning passionbasedlearning making mekers curriculum pathways interaction universldesign learning individualization howweteach howwelearn teaching education schools tolerance instruction choice comfort toolbelttheory schooldesign communication pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f184222d6496/Not All Students Want To Change the World | Blogging Through the Fourth Dimension2015-03-06T00:21:25+00:00
http://pernillesripp.com/2015/02/27/not-all-students-want-to-change-the-world/
robertogrecoteaching howweteach pedagogy children small voice change making makers projectbasedlearning choice 2015 pernilleripp education schools howwelearn diversity scale imperatives allsorts worldchanging empowerment agency pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2c658d6f8ebd/That Study Never Happened | ThinkThankThunk2015-02-08T04:31:11+00:00
http://shawncornally.com/wordpress/?p=4087
robertogrecoshawncornally 2015 learning metrics comparison control education meaning values measurement curriculum projectbasedlearning purpose socialemotional emotionalintelligence teens youth policy teaching howwelearn legitimacy pbl socialemotionallearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a9398f21fe90/Mozilla Web Literacy — Andrew Sliwinski has recently joined Mozilla as a...2014-09-15T20:12:48+00:00
http://webliteracy.tumblr.com/post/97586380059/andrew-sliwinski-has-recently-joined-mozilla-as-a
robertogrecoandrewsliwinski 2014 interviews webliteracy web online problemsolving learning fun projectbasedlearning webliteracymap mozilla personas motivation duolingo howwelearn modeling culturalempathy inclusivity webmaker roles contextualization khanacademy rotelearning linearity efficacy dougbelshaw beginners making care lcproject openstudioproject onboarding experience userexperience ux whimsy sandboxes pathways howweteach momentum remixing enabling platforms messiness diversity internet open openweb complexity empowerment teaching mentoring mentorship canon facilitation tcsnmy frameworks understanding context unschooling deschooling education linear literacy multiliteracies badges mapping reflection retrospect inclusion pbl remixculture rote inlcusivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:84c1e7d4b663/This is Our Moment - YouTube2014-08-30T00:08:36+00:00
https://www.youtube.com/watch?v=FpVofXEMAQc
robertogrecoconstructionism math mathematics education programming making 2014 garystager howweteach cv tcsmnmy teachablemoments turtleart art children schools learning learningbydoing projectbasedlearning pedagogy schoolreform seymourpapert policy politics via:audreywatters makermovement makerfaires coding pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fd49427e1903/A Community of Artists: Radical Pedagogy at CalArts, 1969-72 (East of Borneo)2014-08-08T20:04:00+00:00
http://www.eastofborneo.org/articles/a-community-of-artists-radical-pedagogy-at-calarts-1969-72
robertogrecoWhat remains of primary importance to me […] is the sense that we were connecting to a much larger enterprise than trying to advance our artistic careers, or to make art for art’s sake. It was precisely our commitment to the activist politics of women’s liberation, to a burgeoning theory and practice of feminism, and to a larger conversation about community, collectivity and radical history, which has given me lasting connections to people and a continuing sense of being part of a cultural and political resistance, however fragmentary the expression of this may be in my life today.
Despite his own conflicts with the institute, Blau holds a similar perspective: “During the time I was there (I cannot speak for it now), it was—like the Bauhaus or Black Mountain—not only a school but very much what Disney wanted, a community of the arts, in which students and teachers trained together, performed together, constructed ‘environments’ together and even somehow managed—where the particular work was not of a communal nature—to leave each other alone.”
CalArts today is a school rather than an anti-school, with grades (low pass/pass/high pass), a timetable for graduation, and for the first time in its history, a syllabus in every classroom. Yet an investment in radical pedagogy persists, with a loose consensus that the educational situations that work best often involve field trips and social outreach, project-based learning, and “mentoring” as opposed to “teaching.” The notion that faculty are to treat students as artists and colleagues prevails, with its attendant benefits and difficulties. The question of what form the delivery of content should take is a live one. Time and space are continually contested, and an openness to what might be places constant pressure on what is.
Just last year, the institute carved out a “commons” time from the heavily scheduled individual school curricula in which students can come together across disciplines to collaborate—in some sense, a return to its origins. Although, to paraphrase Marcuse, an art school can only be truly free in a free society—i.e., art becomes life only when life is also opened up to creative change—the promise of this commingling endures. Indeed, the Gesamtkunstwerk that preserves a vision of emancipated social life in times of political conservatism holds even greater possibilities in our own era of renewed resistance and collective action."]]>calarts cv history education 1960s 1970s robertfitzpatrick roydisney waltdisney robertcorrigan mariosalvo herbertblau fluxus judithadler melpowell janetsarbanes mauricestein feminism freedom tcsnmy lcproject openstudioproject alisonknowles petervanriper allankaprow dickhiggins emmettwilliams jamestenney namjunepaik owensmith judychicagomiriamschapiro johnbaldessari herbertmarcuse art arteducation radicalism communes communalism interdisciplinary crosspollination crossdisciplinary transdisciplinary multidisciplinary experimentation blackmountaincollege bmc pedagogy teaching howweteach deschooling capitalism unschooling power control democracy anti-teaching anti-schools artschools altgdp activism community relationships bauhaus collectivism society grades grading schedules timelines syllabus projectbasedlearning 2014 1969 1970 1971 1972 pbl radicalpedagogy artschool syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:909ba3f359b3/The Overflowing Froth of Realness: Iowa BIG | ThinkThankThunk2014-05-31T08:53:57+00:00
http://shawncornally.com/wordpress/?p=4036
robertogrecoshawncornally iowa community mentors mentorships generalists teaching education openstudioproject lcproject learning relationships networks explodingschool iowabig bluevalleycaps nortlandcaps eaglerockschool control connections 2014 interconnectedness realworld projectbasedlearning pbl interconnected interconnectivityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:68499a6aee2b/[Tyranny of the Curriculum] What is Extra in Education? | ThinkThankThunk2014-05-31T04:37:41+00:00
http://shawncornally.com/wordpress/?p=4031
robertogrecoshawncornally 2014 curriculum openstudioproject lcproject interestedness interested projectbasedlearning extra tcsnmy credits learning schedules highschool unschooling deschooling schooliness pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:80610740ec16/Break Down the Walls, Blow Up the Schedule - Learning Deeply - Education Week2014-05-11T20:57:11+00:00
http://blogs.edweek.org/edweek/learning_deeply/2014/04/break_down_the_walls_blow_up_the_schedule.html?cmp=ENL-EU-NEWS3&_cldee=a3VydHpAbmFpcy5vcmc%3d
robertogrecocityasclassroom explodingschool schools education hightechhigh hightechschools 2014 kellywilson projectbasedlearning schedules scheduling learning teaching howweteach tcsnmy purpose engagement internships interdisciplinary multidisciplinary crossdisciplinary transdisciplinary class integration depth unschooling deschooling context progressive pedagogy critique criticism tedsizer pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:dd15853648de/No Courses, No Classrooms, No Grades — Just Learning | MindShift2014-04-24T19:24:16+00:00
http://blogs.kqed.org/mindshift/2014/04/no-courses-no-classrooms-no-grades-just-learning/
robertogrecoNuVu is a full-time magnet innovation center for middle and high school students. NuVu’s pedagogy is based on the architectural Studio model and geared around multi-disciplinary, collaborative projects. We basically teach students how to navigate the messiness of the creative process, from inception to completion.
No Courses: Instead, we have studios. Around 12 kids work closely with their 2 coaches on solving big (and small) open-ended problems.
No Subjects: Instead, everything is fused together. Students find themselves moving between a studio that requires them to design a telepresence robot to another that requires them to re-imagine Boston with a cable car system.
No Classrooms: Instead, we have an open space that changes all the time to adapt to the needs of every studio.
No One-Hour Schedule: Instead, students spend two weeks from 9-3 solving one problem.
No Grades: Instead, we have portfolios that document students’ design decisions and show their final products.
But can anyone visualize this happening in today’s public schools? Project-based learning programs like NuVu are not particularly common throughout the U.S., with notable exceptions like High Tech High and New Tech Network. Most K-12 classrooms in America are fairly new to project-based learning, or don’t offer it at all. Typically speaking, only the most elite schools in the wealthiest neighborhoods can afford to experiment with PBL.
NuVu got its start by partnering with Beaver County Day School in Brookline, Mass., an elite independent school attended by the sons and daughters of Harvard and MIT graduates, which is positioning itself as digitally-savvy and progressive institution. Notably, it was the first U.S. school to make it a requirement for students to take computer programming lessons.
NuVu’s program doesn’t come cheap. It costs $8,000 per student per trimester. The company offers scholarships, and to Arida’s credit, he’s looking for ways to involve students from public schools in the area by forging partnerships with neighboring public schools to make NuVu available as an elective.
But for most entrepreneurs, selling schools (particularly budget-strapped public schools) on incorporating PBL programs into their core curriculum is an ongoing challenge.
“We haven’t seen many of these project-based learning programs scale rapidly,” said Michael Staton, an investor at education-focused venture firm Learn Capital. “Partnering with schools is fine if you can figure out how to do that efficiently,” Staton added. “But most entrepreneurs have no idea.”
The crux of the problem, according to Staton, is that most schools are sticking to core subjects and the bell system, which doesn’t leave much time for exploratory projects. Outside of school, most students can only access project-based programs online and in their own time. The best known services are DIY.org, an instructional guide for budding makers, and the various project-based learn-to-code courses from Code.org, General Assembly, and Khan Academy. But most high schoolers would tell you that they’re already overwhelmed with juggling college admissions, after-school, clubs, volunteering and homework. Good luck adding another project to their plate."
The Tide Is Turning
To make PBL more mainstream, the change may need to come from within. There’s a movement afoot to make project-based learning an integral part of every child’s education. Organizations like P21 (Partnership for 21st Century Skills) and Buck Institute are helping to bridge the gap between entrepreneurs, businesses, teachers and state superintendents. P21 partners with representatives in 18 states, including Arizona, California, and Massachusetts, and provides teachers with tools and resources for project-based learning. In addition, the Bill and Melinda Gates Foundation habitually provides funding to PBL schools, particularly those that foster digital skills. These organizations’ aim is bring PBL programs into classrooms, rather than expecting students to participate in their free time.
Schools don’t need to follow NuVu’s model to the tee. In fact, this approach may seem radical, as students do not receive grades or formal examinations and the learning doesn’t happen in physical classrooms. But teachers can take inspiration from NuVu and the various interactive online courses. For instance, Muscatine High School in Iowa has found success with its G2 Global Generation Exponential Learning initiative. High schoolers learn math and engineering in classrooms and by making water purification systems, or building statistical models for new bus routes. Younger students at middle school research trash statistics, and participate in oral history projects.
Arida hopes that NuVu’s program will pave the way for ed-tech entrepreneurs to launch similar ventures in other states.
“We’re presenting a different way to think about education, he said. “Students are empowered to be creative, and actually execute on their ideas. Isn’t that the lesson we should be teaching our kids?”"]]>nuvu nuvustudio openstudiproject lcproject saeedarida grades grading projectbasedlearning schedules scheduling studioclassrooms interdisciplinary crossdisciplinary multidisciplinary transdisciplinary design designthinking 2014 learning education unschooling deschooling schools pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1df5cb88d073/Fabrica studios under Dan Hill, from "cityofsound: Sketchbook: Fabrica 2013 Informal Annual Review: from departments to studios"2014-02-28T08:35:35+00:00
https://notes.pinboard.in/u:robertogreco/5ca1075af6fe71a8b959
robertogrecofabrica danhill studios openstudioproject lcproject transdisciplinary interdisciplinary studioclassroom cityofsound 2013 organization disciplines crossdisciplinary tcsnmy schooldesign education projectbasedlearning innovation creativity thematiclearning fluidity projectorientedorganizations pblhttps://notes.pinboard.in/https://pinboard.in/u:robertogreco/b:7b2f1be990dc/::: Meridian Academy :::2014-01-03T01:02:41+00:00
http://www.meridianacademy.org/
robertogrecovia:steelemaley education schools independentschools progressive progressiveschools massetchussets brookline projectbasedlearning pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ccd497618baf/The Quanta of Design Thinking | ThinkThankThunk2013-10-27T00:14:02+00:00
http://shawncornally.com/wordpress/?p=3897
robertogrecoshawncornally projectbasedlearning projectideas openstudioproject teaching learning tcsnmy designthinking design criticalthinking projectsnotclasses process education pedagogy 2013 pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cf5e46bb702c/cityofsound: Sketchbook: Fabrica 2013 Informal Annual Review: from departments to studios2013-10-22T04:17:59+00:00
http://www.cityofsound.com/blog/2013/10/departments-to-studios.html
robertogreco"Transdisciplinary: between the disciplines, across the different disciplines, and beyond each individual discipline." [Jean Piaget, referenced in Coles]
Fabrica was essentially organised into discipline-based departments—film, music, product design, graphic design and so on. Although some areas, like Design, or Interactive, had the beginnings of a multidisciplinary mix, the structure was something I wanted to address. (I suggested this in something I wrote called "The New Vision", which was an internal discussion document/book—more soon—to gauge peoples' opinions.)
Fabrica, in terms of the structure of its "engine" was not a million miles from many other studios and schools. elsewhere.
Given the rest of our world—institutional or otherwise—is largely organised into such disciplinary structures, which organisations turn into silos (disciplines need not be silos; it's organisations that do that) then what would be the point of Fabrica doing that too?
Following my colleague Marco Steinberg's thought that "we have 18th century institutions facing 21st century problems", can we create a 21st century organisation? Something that faces the 21st century, in all its hybridity and complexity, on its own terms? Something that might address 21st century issues with a more appropriate, flexible and complex creative toolkit?
If we look at a city council organisational structure, you see that it is largely in a 19th century mode, and so ill-equipped to deal with a complex, interdependent challenge like climate change? All of the following departments—and more—are implicated in solving the problem. In my experience, even getting a meeting to discuss a citizen-centred project like Brickstarter can be an issue with this form of organisation.
If you look at the departments and divisions of Oxford University, say, can we really say it has moved far from the organisation of the medieval university?
So why, for instance, should Fabrica have a music department? There are a million places to go and study or practice music. Probably many better. Juillard, for instance. Yet there are few places that sit a musician or sound designer next to a coder, next to a filmmaker, next to an industrial designer. (The same applies to other departments, obviously.)
Given our size, agility, mission and the fact that we are not interested in formal academic certification (that is another "trap" that reinforces silos) this environment is something that Fabrica can uniquely forge. This is the possibilty behind the idea of Fabrica.
Ten months in we have moved to a new studio-based model of organisation, addressing thematic areas via a transdisciplinary mode.
• Each studio has a mix of disciplines; for example, code, graphic design, film making, writing, industrial design, sound, art, and so on.
• Each studio has a range of projects addressing the theme, from big to small, slow to quick, client-led to self-directed.
• Each is led by a studio lead, or leads.
• Each has a dedicated studio space at Fabrica.
• These are the studios we have now (overlapping to indicate the possibility of fluid movement between them, and shared projects.) …
[Read on.]
[Rest saved here too: https://pinboard.in/u:robertogreco/b:7b2f1be990dc ]
]]>transdisciplinary interdisciplinary studioclassroom danhill fabrica cityofsound 2013 organization disciplines crossdisciplinary openstudioproject tcsnmy schooldesign education projectbasedlearning innovation creativity thematiclearning fluidity projectorientedorganizations pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:44e0540587e5/The Workshop School | Teaching students to change the world.2013-09-21T16:35:45+00:00
http://www.workshopschool.org/
robertogrecoschools lcproject theworkshopschool education projectbasedlearning philadelphia pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f0bea2c0095a/CUNY DHI - Shannon Mattern on Vimeo2013-08-06T05:46:58+00:00
https://vimeo.com/32385882
robertogrecoshannonmattern education teaching digitalhumanities projectbasedlearning research classideas learning communication lcproject openstudioproject marksample processnotes process inquiry inquiry-basedlearning art design interdisciplinary newmedia documentation autoethnography pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e58242e355e2/What I Learned in my First Week of Running a School | ThinkThankThunk2013-07-28T22:11:33+00:00
http://shawncornally.com/wordpress/?p=3792
robertogreco
7. Blurred Lines is a fun tune, but wildly inappropriate.
8. Ripping off Piet Mondrian for your logo makes you look like a fop, and minimizes time in Illustrator.
9. Writing competencies should be individualized to the student and needs to map back to at least 3 curriculum standards, or you’re just never going to stay at a good pace (just below Grueling/Meager Rations.)
10. No one talks about grades at BIG. It just doesn’t come up.
11. Keep a Google Doc for every student that has all of the crazy good ideas that pop up. You won’t remember everything, and the kids won’t either.
12. The context upon which you can hang content has a surprisingly wide latitude for most students.
13. Symposium time is necessary. (When 5-10 students get together to share progress, failures, successes, and ideas with each other)
14. We really need a mascot and colors. Currently we’re The Fighting Whalephants."]]>competency competency-basededucation middleschool projects projectbasedlearning teaching education learning schools bigideasgroup bigideasschool shawncornally 2013 audience parents context content reflection sharing standards pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:45207c5d688d/Art Teaching for a New Age - The Chronicle Review - The Chronicle of Higher Education2013-07-26T16:46:59+00:00
http://chronicle.com/article/Art-Teaching-for-a-New-Age/140117/?cid=cr
robertogrecoarteducation art education expression artisticexpression internet web making unpredictability uncertainty liberalarts generalists specialists interdisciplinary crossdisciplinary multidisciplinary multimedia lcproject tcsnmy tcsnmy8 ncmideas openstudioproject 2013 seanbuffington teaching learning criticalthinking problemsolving communication bfa mfa highered highereducation generaleducation curriculum altgdp design craft internetage medialiteracy media newmedia rapidprototyping projectbasedlearning bmc blackmountaincollege pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:695ed0de4f4b/Hogwarts for Hackers: Inside the Science and Tech School of Tomorrow | Wired Enterprise | Wired.com2013-06-26T01:32:47+00:00
http://www.wired.com/wiredenterprise/2013/05/hogwarts-for-hackers/all/
robertogrecoimsa illinois education schooldesign schools learning google20% technology robotics stem collaboration projectbasedlearning cv tcsnmy tcsnmy8 openstudioproject lcproject pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:abf5fd298149/DreamYard Project2013-05-10T17:29:00+00:00
http://dreamyard.com/
robertogrecoopenstudiproject lcproject nyc bronx dreamyard art arts projectbasedlearning creativity youth socialaction community pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7b53004d13d0/Dalton School ~ The Dalton Plan in the High School2013-04-24T17:27:39+00:00
http://www.dalton.org/program/highschool/daltonplan
robertogrecodalton daltonschool nyc schools schooldesign teaching learning advising projectbasedlearning projects attention via:steelemaley lcproject howweteach education pblhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b107b2f5d732/Tupperwolf - Lichen names2013-03-05T22:17:56+00:00
http://vruba.tumblr.com/post/44564267151/lichen-names
robertogrecocharlieloyd highschool projects pbl naturalhistory lichen names naming 2013 memory learning education books writing teaching sx-70 philipmorrison polaroid mushrooms bobrodieck unschooling deschooling sight seeing memories imaging photography publishing promotion fun play words wordplay design davidarora trevorgoward brucemccune delmeidinger science interestedness interestingness projectbasedlearning interestedhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:372f40699507/LEARNING BY DOING / MUSHON ZER-AVIV | Open Design Now2013-01-08T13:07:43+00:00
http://opendesignnow.org/index.php/article/learning-by-doing-mushon-zer-aviv/
robertogrecodesigneducation projectbasedlearning pbl learningbydoing deschooling unschooling peer-to-peer github revolution standards blueprints teaching hacking knowledge cocreation danphiffer shiftspace collaboration collaborative collaborativeworks design learning education autonomy opensource opendesign open mushonzer-avivhttps://pinboard.in/u:robertogreco/b:805f64d7df09/Innovation in Education | Fast Company2012-11-06T03:47:55+00:00
http://www.fastcompany.com/3002673/innovation-education
robertogrecopbl projectbasedlearning projects making tinkering tinkeringschool brightworks pedagogy process practice practices howwelearn mentorship mentorships mentors mentoring apprenticeships urbanism urban cities cityasclassroom andragogy alted alternative deschooling unschooling 2012 teaching georgeparker michellerhee gevertulley cv schools education learning openstudioproject lcproject nikhilgoyalhttps://pinboard.in/u:robertogreco/b:6bbae0fab45b/Outstanding Video About Modern Knowledge Construction2012-09-24T05:07:56+00:00
http://constructingmodernknowledge.com/cmk08/?p=1656
robertogrecoanthropology bedrooms economics displays hangouts traditions rituals interest passion misfits weirdos schooldesign design settings setting popularity uptonsinclair vannevarbush arts art craft doing making deschooling unschooling science projectbasedlearning arduino 3dprinting spaces meaningmaking purpose agency networks activities openstudioproject lcproject environment srg edg glvo education technology learning children constructionist constructionism 2012 mikeeisenberg pbl ritualhttps://pinboard.in/u:robertogreco/b:96e39f22c2c9/San Francisco School Takes Experiential Learning to the Next Level - Education - GOOD2012-07-17T10:22:01+00:00
http://www.good.is/post/san-francisco-school-takes-experiential-learning-to-the-next-level
robertogrecohybridskills behavior social kidcity learning confidence radicalschooling alternative radical projectbasedlearning mixed-age smallschools lcproject video sanfrancisco make making learningbydoing democraticlearning democraticschools democraticeducation deschooling unschooling collaboration schooldesign schools cv education lizdwyer assessment self-directedlearning 2012 brightworks gevertulley pblhttps://pinboard.in/u:robertogreco/b:3f1e66e332f7/dy/dan » Blog Archive » Kate On Khan2012-07-11T01:34:51+00:00
http://blog.mrmeyer.com/?p=14488
robertogrecokhanacademy pbl projectbasedlearning danmeyer 2012 katenowak via:tom.hoffmanhttps://pinboard.in/u:robertogreco/b:2021ea9ddc33/PBL and Buck Institute for Education Day 22012-05-12T22:54:04+00:00
http://scottsfloyd.com/2011/10/10/pbl-and-buck-institute-for-education-day-2/comment-page-1/#comments
robertogrecoI didn’t say that Reggio Emilia is a model that can be transported to the US, although you could study and learn from what their teachers do for the rest of your life. In fact, the educators from Reggio Emilia are explicit in their refusal to be perceived of as a model. They prefer approach.
[See the comments, especially. Bookmark points to them. Gary Stager quoted here.]
"I was struck by how much time and emphasis was spent on assessment when the subject was supposed to be project-based learning.
With all due respect to Dean, there is no such thing as assessment for learning. Assessment is always for teaching or the system. As I have said in other venues, “assessment in any form always interrupts learning.” It is up to the educator to determine the tolerable level of interruption. In any case, it has zero to do with learning.
Assessment is about ranking, sorting, labeling, ass-covering, etc… To the extent that it must exist at all, it is the teacher’s problem and should be kept as far away from the learner as possible!
I see a lot of professional development advertised as learner-centered, PBL or progressive where the agenda is really about assessment. This is false advertising.
From a practical standpoint alone, if we need teachers who understand how to teach better in more authentic, learner-centered, PBL-like ways, then why isn’t the PD focused on improved teaching.
Spending time instead of assessment (or backward design) seems like the tail wagging the dog.
Gary
PS: Rubrics are just a sneaky form of grades that constrain the power of project-based learning, not enrich it. But of course, I may be wrong."
[someone else’s response here, followed by more Stager, worth reading in the context of the conversation, but some more quotes to follow]
"Deep-fried baloney!
I think you’ve had too much Texas Education Agency bug juice. Assessment has nothing to do with learning. Without a school system, the term assessment would never be used. It would have no meaning.
Indeed, assessment is something done to others. Learners learn, think – perhaps even reflect, but they don’t assess themselves UNLESS coerced to do so. Learning is a natural act. Assessment is not.
Assessment is a tool the powerful uses to assert their will upon the less powerful (as per your employer example).
By the way, why are you justifying the argument that learning is assessment by citing a workplace example? Are you suggesting that students are workers? Employees?
Is your view of the workplace too narrow? In other words, are there jobs where work product is not measured in the same crummy ways used by school? I don’t share your resignation about parents and assessment. I’m a parent. I don’t give an armadillo’s ass about it.
I did not say that PBL is about assessment. I did share an observation that lots of PD ABOUT PBL seems disproportionately focused on assessment.
I think teachers learn about PBL by learning in a setting that supports such learning. I share resources and examples here – http://constructingmodernknowledge.com/cmk08/?p=1263
I was trying to make a point regarding truth in advertising. If a workshops is sold as being about learning or teaching, then how come so much time is spent on assessment? There is much about good teaching that can be taught.
I describe the elements of a productive context for learning here – http://constructingmodernknowledge.com/cmk08/?p=1110 (I think this is one of my most important piece of writing in years. It has been largely ignored.)
Rubrics are particularly dishonest and flawed. Read: http://bit.ly/vmKkyy & http://bit.ly/aevK10
I’ll come back to my original point. Assessment always disrupts the learning process. The acceptable level of disruption is between each teacher and her conscience."
"Two things I forgot to say:
1) I agree with the educators of Reggio Emilia. It is the job of a teacher to be a researcher capable of understanding a child’s thinking and making it visible.
2) Much of what is sold as project-based learning is barely richer or more relevant than traditional school assignments. The desire to “design” a project is fraught with peril and may extinguish serendipitous learning.
Less us, more them!"
"One more thing…
If teachers are required to engage in assessment schemes, they should be kept as far away from the learner as possible.
Assessment is the teacher’s busywork, not the students’."
"I don’t know Scott. You seem awfully pessimistic to me.
I didn’t say that Reggio Emilia is a model that can be transported to the US, although you could study and learn from what their teachers do for the rest of your life. In fact, the educators from Reggio Emilia are explicit in their refusal to be perceived of as a model. They prefer approach.
That said, LOTS of people and organizations, say Buck, are quick to provide models right here at home.
I actually think that the result of project-based learning should be a terrific product. Otherwise, you’re just playing along to someone else’s “problem.” It is through the construction of something shareable that the richest learning occurs (constructionism) AND kids are capable of doing extraordinary work. We just don’t provide many opportunities for them to do so; nor do we help them develop the fluencies necessary to achieve mastery.
I stated clearly that assessment interrupts learning, but it is up to each educator to determine an acceptable level of interruption. Why do you find this offensive?
If my definition of assessment is too narrow, yours and Dean’s is certainly way to broad. All human communication is not assessment. Assessment is not reflection. Assessment is something DONE TO someone else.
Definition of ASSESS (Merriam-Webster)
transitive verb
1: to determine the rate or amount of (as a tax)
2a : to impose (as a tax) according to an established rate
2b: to subject to a tax, charge, or levy
3: to make an official valuation of (property) for the purposes of taxation
4: to determine the importance, size, or value of
5: to charge (a player or team) with a foul or penalty
Synonyms: impose, charge, exact, fine, lay, levy, put
We can go around and around over this, but your use of the term isn’t even consistent with the dictionary definition."]]>reggioemilia education assessment learning garystager deanshareski scottsfloyd tcsnmy pbl projectbasedlearninghttps://pinboard.in/u:robertogreco/b:e7390e6a73be/Valve: Handbook for New Employees: A fearless adventure in knowing what to do when no one’s there telling you what to do [.pdf]2012-04-29T21:46:32+00:00
http://assets.sbnation.com/assets/1074301/Valve_Handbook_LowRes.pdf
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http://vimeo.com/33125238
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http://www.ted.com/talks/geoff_mulgan_a_short_intro_to_the_studio_school.html
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http://edu.blogs.com/edublogs/2011/09/ewan-mcintosh-tedxlondon-the-problem-finders.html
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