Connected autonomy and talent development
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Combining research on talent development, the development of expertise, and connectivist concepts such as complexity and learning networks, this presentation examines legacy assumptions about learning and suggests that new understandings might change our perceptions of what it means to be a "high ability learner."
Carmen TschofenFollow
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Connected autonomy and talent development
- 1. New stories for learning Connected autonomy and talent development Carmen Tschofen Minnesota Educators of the tschofen@email.com Gifted and Talented slideshare: February 7, 2011
- 7. A family story ‣School choice ‣Alternative learning ‣Dual enrollment ‣Supplemental enrollment ‣Community schooling ‣Exchange programs ‣Homeschooling ‣Unschooling
- 9. A learning story Gifted models ‣Pull out model ‣Push in model ‣Cluster grouping ‣Special classes ‣School‐wide enrichment ‣Acceleration/ Compacting ‣Full time grouping
- 10. The stories we create: The Overton Window S.O.P Outdated Optimal Outrageous ~Mackinac Center for Public Policy
- 11. The stories we create: The Overton Window Obstacles Structural Conceptual S.O.P Worldview Psychological Neuroscience Optimal Outdated Optimal Outrageous ~Mackinac Center for Public Policy (modified C. Tschofen 10/10)
- 13. Stories we can’t afford Gifted children as...
- 14. Stories we can’t afford Gifted children as... ‣Economic engines
- 15. Stories we can’t afford Gifted children as... ‣Economic engines ‣Weapons of world domination
- 16. Stories we can’t afford Gifted children as... ‣Economic engines ‣Weapons of world domination ‣Academic (testing) wonders
- 18. ‣Age groups ‣School ‣Classrooms ‣Subjects ‣Grading ‣Sequences and diplomas Small, old stories
- 19. Legacy stories
- 20. Legacy stories ‣ In 2025: 4 year college = $400,000 (current rate of increase) ‣ Past 20 years: tuition, room, board and fees, increased at a rate 6 x greater than the increase in the average earnings of college graduates. ‣ Past 10 years: college graduates' earnings have fallen. Lataif, Louis E. Universities On The Brink http://www.forbes.com/2011/02/01/college‐education‐ bubble‐opinions‐contributors‐louis‐lataif_print.html
- 21. Legacy stories 70% of high school graduates enroll in college http://completionagenda.collegeboard.org/reports
- 22. Legacy stories 70% of high school graduates enroll in college 57 % of those graduate http://completionagenda.collegeboard.org/reports
- 23. Legacy stories College students, last 12 months: ‣30% so depressed that it was difficult to function ‣49% reported overwhelming anxiety ‣10% diagnosed or treated for depression (reported) ‣6% seriously considered suicide American College Health Association, 2008
- 24. Legacy stories
- 26. Misleading stories... "The digital facelift" Clay Shirky
- 27. Misleading stories? Learning technology phases: ‣ Textbook on a screen ‣ Enrichment/ “motivation” ‣ Universe in a box ‣ Walled “social” garden ‣ All‐seeing eye/Technological embrace
- 30. Stories of connection Connectivism ‣ Biological/Neurological ‣ Conceptual ‣ Social
- 31. Stories of connection Connectivism ‣ Biological/Neurological ‣ Conceptual ‣ Social ‣ (Physical: geographic/kinesthetic)
- 32. Stories of connection Connectivism ‣ Biological/Neurological ‣ Conceptual ‣ Social ‣ (Physical: geographic/kinesthetic) Stories of human beings
- 33. Betts’ 2010 revised profiles of the gifted and talented The Successful The Creative The Underground The At‐Risk The Twice/Multi‐Exceptional The Autonomous Learner
- 34. “Passion‐based” Gifts to Talents... “To lead a good life”
- 35. Academics formal learning teachers Provisions Schools “Passion‐based” Gifts to Talents... “To lead a good life”
- 36. Mindset/Environment Gifts Expertness Academics formal learning teachers Provisions Tribes Networks Communities Schools “Passion‐based” Gifts to Talents...to Tribes “To lead a good life”
- 37. Seth Godin on the tribes we lead http://www.ted.com/talks/ seth_godin_on_the_tribes_we_lead.html
- 38. Seth Godin on the tribes we lead http://www.ted.com/talks/ seth_godin_on_the_tribes_we_lead.html
- 39. Seth Godin on the tribes we lead http://www.ted.com/talks/ seth_godin_on_the_tribes_we_lead.html
- 40. Seth Godin on the tribes we lead http://www.ted.com/talks/ seth_godin_on_the_tribes_we_lead.html
- 42. Three new frames of understanding ‣ Information Abundance ‣ Complexity ‣ Networks
- 43. Information Abundance An information story 21st Century Fluency Project: http://www.youtube.com/watch?v=7ECAVxbfsfc
- 44. Information Abundance An information story 10,000% increase in information in 6 years (digital output) 500 Exabytes = 500,000,000,000 Gigabytes In books: 13 stacks from Earth to Pluto 21st Century Fluency Project: http://www.youtube.com/watch?v=7ECAVxbfsfc
- 45. Information Abundance An information story Printing it would deforest the planet... 21st Century Fluency Project: http://www.youtube.com/watch?v=7ECAVxbfsfc
- 46. Information Abundance An information story Printing it would deforest the planet... ...12 times 21st Century Fluency Project: http://www.youtube.com/watch?v=7ECAVxbfsfc
- 48. Information Abundance Doing the math 12 years of school x 6 subjects per year with 1 textbook per subject/year
- 49. Information Abundance Doing the math 12 years of school x 6 subjects per year with 1 textbook per subject/year + 4 years of college x 8 courses per year with 1 textbook per course
- 50. Information Abundance Doing the math 12 years of school x 6 subjects per year with 1 textbook per subject/year + 4 years of college x 8 courses per year with 1 textbook per course + a generous 100 books for research papers
- 51. Information Abundance Doing the math 12 years of school x 6 subjects per year with 1 textbook per subject/year + 4 years of college x 8 courses per year with 1 textbook per course + a generous 100 books for research papers = 204 books of “knowledge”
- 52. Information Abundance Doing the math 12 years of school x 6 subjects per year with 1 textbook per subject/year + 4 years of college x 8 courses per year with 1 textbook per course + a generous 100 books for research papers = 204 books of “knowledge” Schools as “scarcity‐generating institutions.”
- 53. Information Abundance An analogous story http://www.youtube.com/watch?v=4wp3m1vg06Q
- 54. Information Abundance An analogous story http://www.youtube.com/watch?v=4wp3m1vg06Q
- 56. Information Abundance Beyond Just‐In‐Time Learning Many educators...consider the principle ... “Give a man a fish and feed him for a day, teach a man to fish and feed him for a lifetime,” to represent the height of educational practice today. Yet it is hardly cutting edge. It assumes that there will always be an endless supply of fish to catch and that the techniques for catching them will last a lifetime. And therein lies the major pitfall of the twenty‐first century’s teaching model... Thomas and Brown, A New Culture of Learning, in press
- 57. Information Abundance Beyond Just‐In‐Time Learning A real challenge for any learning theory is to actuate known knowledge at the point of application. When knowledge, however, is needed, but not known, the ability to [locate and integrate] sources to meet the requirements becomes a vital skill. George Siemens (2005)
- 58. Information Abundance Beyond Just‐In‐Time Learning ‣ Just in time information ‣ Just in time skill ‣ Just in time connection
- 59. Complexity Zone of complexity Michael Quinn Patton, 2009
- 60. Complexity Zone of complexity Connective and Inquiry‐based personal learning and personalized learning Standardized Michael Quinn Patton, 2009 Modified: C. Tschofen 10/10 content and instruction
- 63. Networks Network Stories Core‐periphery network http://www.monitorinstitute.com/
- 64. Networks Qualities of networked learning ‣Text ‣ Diversity ‣ Interactivity ‣ Autonomy ‣ Openness (Downes 2005)
- 66. Why is this right for gifted learners? Gifted students: Make greater use of learning strategies [representing] the triadic spectrum for self‐ regulating learning, managing: ‣ personal processes ‣ behavior ‣ environment In addition to peer assistance, gifted students sought significantly more adult assistance than did regular students. Student Differences in Self‐Regulated Learning: Relating Grade, Sex, and Giftedness to Self‐Efficacy and Strategy Use Zimmerman and Martinez‐Pons, 1990
- 67. Why is this right for gifted learners? “If there is one word that makes creative people different from others, it is the word complexity. Instead of being an individual, they are a multitude.” Mihaly Csikszentmihalyi
- 68. Why is this right for gifted learners? A gifted individual is a quick and clever thinker, who is able to deal with complex matters; an individual who is autonomous, curious and passionate; a sensitive and emotionally rich person, who is living intensely. He or she is a person who enjoys being creative. Nauta and Ronner, 2009. Giftedness in the Work Environment: Backgrounds and Practical Recommendations. http://www.sengifted.org/articles_adults/nauta_and_ronner_giftedness_in_the_work_environment.pdf
- 70. Why this right for talent development? "We were looking for exceptional kids and what we found were exceptional conditions." Benjamin Bloom
- 71. Why this right for talent development? "We were looking for exceptional kids and what we found were exceptional conditions." Benjamin Bloom “Relative experts are not merely better at doing the same things that others do; they do things differently, and the same differences appear in various domains." Bereiter and Scardamalia (1986)
- 72. Why this right for talent development? "We were looking for exceptional kids and what we found were exceptional conditions." Benjamin Bloom “Relative experts are not merely better at doing the same things that others do; they do things differently, and the same differences appear in various domains." Bereiter and Scardamalia (1986) “Expertise, whether demonstrated in such everyday feats as reading and writing, or in the exceptional accomplishments of artists, athletes, and scholars, reflects the outcome of people’s active engagement in the world around them.” Cianciolo, Sternberg, and Wagner (2006)
- 74. What makes this something other than “a parent thing?” Your goal as a parent is to foster your child's development, not to impress other adults with your parenting skills... The most significant and potentially valuable influence you can have on your child comes from macromanagement of the environment, not from micromanagement of your child's behavior. Dr. Peter Gray, Boston College
- 75. What makes this something other than “a parent thing?” Interest in apprenticeship has been keen in the K‐ 12 reform conversation... [whereby] one of the things people notice... is how utterly teacher‐ dependent American education has become. Even at the college level... We preach the goal of preparing independent learners, but ... Theodore J. Marchese 1998 The New Conversations About Learning: Insights From Neuroscience and Anthropology, Cognitive Science and Workplace Studies
- 76. What makes this something other than “a parent thing?” Interest in apprenticeship has been Does passion in fact keen in the K‐ 12 reform conversation... re‐shape our brains [whereby] one of the things people in ways that make it notice... is how utterly teacher‐ dependent American education has harder and harder become. Even at the college level... We for those who lack preach the goal of preparing this passion to independent learners, but ... compete with us? Theodore J. Marchese 1998 Edge Perspectives with John Hagel: The New Conversations About Learning: Passion and Plasticity ‐ Insights From Neuroscience and Anthropology, The Neurobiology of Passion Cognitive Science and Workplace Studies
- 77. What makes this something other than “a parent thing?” Future of Learning, MacArthur Foundation, 2009: ‣ Self‐Learning ‣ Horizontal Structures ‣ From Presumed Authority to Collective Credibility ‣ A De‐Centered Pedagogy ‣ Networked Learning ‣ Open Source Education ‣ Learning as Connectivity and Interactivity ‣ Lifelong Learning ‣ Learning Institutions as Mobilizing Networks ‣ Flexible Scalability and Simulation Davidson and Goldberg. Future of Learning Institutions in a Digital Age. The John D. and Catherine T. MacArthur Foundation. MIT Press, 2009. http://mitpress.mit.edu/books/chapters/Future_of_Learning.pdf
- 79. A New Culture of Learning Culture of teaching Culture of learning Culture emerges from the The culture is the environment environment, grows with it Playful, information‐rich The classroom as a model surroundings Teaching us about the world Learning through engagement within the world Students must prove that they All embrace what we don’t know, have received the information come up with better questions transferred; that they quite about it, and continue asking... literally “get it.” Thomas and Brown, A New Culture of Learning, in press
- 80. A New Culture of Learning? Barnett Berry, et al, January 2011
- 81. Connective Educators ‣Technical competence ‣Experimentation ‣Autonomy ‣Creation ‣Play ‣Capacity for complexity (George Siemens, 2010)
- 83. Connective Educators KnowledgeWorks Learning Agents for 2020 ‣Learning Fitness Instructor ‣Personal Education Advisor ‣Community Intelligence Cartographer ‣Education Sousveyor ‣Social Capital Platform Developer ‣Learning Partner ‣Learning Journey Mentor ‣Assessment Designer http://www.futureofed.org/about/LearningAgents/
- 84. Connective Educators Instead of focusing on teaching as an undifferentiated whole...look at the specific needs of students, identifying where ... more appropriately focused services would offer the needed support... Downes, Stephen. The Role of the Educator http://www.huffingtonpost.com/stephen‐downes/the‐role‐ of‐the‐educator_b_790937.html Agitator, Alchemist, Bureaucrat , Coach, Collector, Connector, Convener, Coordinator, Critic, Curator, Demonstrator, Designer, Evaluator, Facilitator, Learner, Lecturer, Mentor, Moderator, Programmer, Salesperson, Sharer, Tech Support
- 86. Professional Design Participation Crochet & Fleadh Instructi Amusem Craft & Engineerin Classica l Violin Irish Fiddle Peter Music Online Maker Online Culture/ Global Schedulin Community Internatio nal Farmer’s Frog Market Mary Video Analysis & Circus Sharing Movement /Dance Ecologic Urban Gifted Uprigh al awarenes t Child Sponsore Environme d ntal performa Alternative Clowning School Traditiona / l School Social and conceptual learning network, S.T., age 14
- 87. Professional Design Participation Crochet & Fleadh Instructi Amusem Craft & Engineerin Classica l Violin Irish Fiddle Peter Music Online Maker Online Culture/ Global Schedulin Community Internatio nal Frog Farmer’s Market Mary Video Analysis & Circus Sharing Movement /Dance Ecologic Urban Gifted Uprigh al awarenes t Child Sponsore Environme d ntal performa Alternative Clowning School Traditiona / l School Social and conceptual learning network, S.T., age 14
- 88. Professional Design Participation Crochet & Fleadh Instructi Amusem Craft & Engineerin Classica l Violin Irish Fiddle Peter Music Online Maker Online Culture/ Global Schedulin Community Internatio nal Frog Farmer’s Market Mary Video Analysis & Circus Sharing Movement /Dance Ecologic Urban Gifted Uprigh al awarenes t Child Sponsore Environme d ntal performa Alternative Clowning School Traditiona / l School Social and conceptual learning network, S.T., age 14
- 89. Professional Design Participation Crochet & Fleadh Instructi Amusem Craft & Engineerin Classica l Violin Irish Fiddle Peter Music Online Maker Online Culture/ Global Schedulin Community Internatio nal Frog Farmer’s Market Mary Video Analysis & Circus Sharing Movement /Dance Ecologic Urban Gifted Uprigh al awarenes t Child Sponsore Environme d ntal performa Alternative Clowning School Traditiona / l School Social and conceptual learning network, S.T., age 14
- 90. Professional Design Participation Crochet & Fleadh Instructi Amusem Craft & Engineerin Classica l Violin Irish Fiddle Peter Music Online Maker Online Culture/ Global Schedulin Community Internatio nal Farmer’s Frog Market Mary Video Analysis & Circus Sharing Movement /Dance Ecologic Urban Gifted Uprigh al awarenes t Child Sponsore Environme d ntal Alternative Clowning School Traditiona / l School Social and conceptual learning network, S.T., age 14
- 92. The big picture of connected autonomy Learners understand how they are uniquely connected and able to contribute in the world.
- 93. Saying “yes”
- 94. Connected learning for educators PLEK12 Personal Learning Environments for Inquiry in K-12 An Open Course for Educators Across the Globe COURSE DATE: February 7, 2011 through April 3, 2011 College of Education • University of Florida PLEK12 is a free, open course--there are no financial obligations to attend. http://bit.ly/hviMvl
Editor's Notes
- Networked, connective and personal learning theories are redefining what it means to be a “high ability” learner. Linking newly defined connective learning literacies with talent development models and action research, this session will explore how stories about learning—and learning support—are changing in an era of exponential information growth and potential complexity.\n
- Move from consumers of education to creators of learning opportunities and environments\n “Cognitive surplus”\n Maker culture\n bricolage/tinkering\n (constructivism/constructionism)\n Connective learning\n Huge shift for anxious parents\nThe counterpart to technological determinisim. PLAY \n\nJohn Seely Brown- Reimagining Dewey http://ht.ly/1XF1Z Casual tinkering, deep tinkering\n\nwiliam Doll uses the terms science, story and spirit.\n\nCognitive suprplus- Shirky: spare brain power and the tools to share and connect it\n\n\nDecrease in Fluency after 1990: Fluency scores (quantity of the ideas: ability to produce a number of ideas) decreased by 4.68% from 1990 to 1998 and by 7.00% from 1990 to 2008.\nDecrease in Originality after 1990: Originality scores (quality of the ideas: ability to produce a number of statistically infrequent ideas that shows how unique and unusual the ideas are) decreased by 3.74% from 1990 to 1998 and remained static from 1998 to 2008. Originality scores have actually significantly decreased, but the decrease has been deflated through the use of outdated scoring lists.\nDecrease in Creative Strengths after 1990: Creative Strengths scores (creative personality traits, including being emotionally expressive, energetic, talkative or verbally expressive, humorous, imaginative, unconventional, lively or passionate, perceptive, connecting seemingly irrelevant things together, synthesizing, and seeing things from a different angle) decreased by 3.16% from 1990 to 1998 and by 5.75% from 1990 to 2008.\nDecrease in Elaboration after 1984: Elaboration scores (ability to develop and elaborate upon ideas and detailed and reflective thinking and motivation to be creative) decreased more than other subscales of the TTCT. Elaboration scores decreased by 19.41% from 1984 to 1990, by 24.62% from 1984 to 1998, and by 36.80% from 1984 to 2008.\nDecrease in Abstractness of Titles after 1998: Titles scores (ability to produce the thinking processes of synthesis and organization, to capture the essence of the information involved, and to know what is important) increased until 1998, but decreased by 7.41% from 1998 to 2008.\nDecrease in Resistance to Premature Closure after 1998: Closure scores (intellectual curiosity and open-mindedness) decreased from 1984 to 1990, increased from 1990 to 1998, and decreased by 1.84% from 1998 to 2008.\nhttp://www.britannica.com/blogs/2010/10/the-decline-of-creativity-in-the-united-states-5-questions-for-educational-psychologist-kyung-hee-kim\n
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- Many presume delivery model of learning\n\nDual enrollment= PSEO\nSupplemental enrollment= online plus local\nTeachers are well-intentioned but struggling-- not a lot of models, teacher’s education is not keeping up. School choice\n Alternative Learning \n Dual enrollment\n Supplemental enrollment\n Community schooling\n Exchange programs \n Homeschooling\n Unschooling\n\nNeed a law, like special ed, that says every kids gets an individualized learning plan.\nIn the meantime, sit down with your child and dream one up.\n\nWhat to do: \n1. Use the new tools to participate or become aware of conversations of interest\n2. Visit other schooling models. consider having your child visit. \n\nGet/model skills in deciding, finding, creating and connecting: Model learning as a hobby.\nFollow one blog\nRSS feeds\nGoogle alerts\nLegitimate perip. participation\nIf gited is your concern, there are a number of opportunities to conenct ith other parents of figfted adn gifted adults and keep informed on a daily basis. this information is valuable as you deterine what other stesp you want to take. \nHelp your children find mentors\nBegabungs\n  \n1. mentoring 2. enrichment 3. acceleration http://www.renzullilearning.com/default.aspx #ntchat\nabout 15 hours ago via web\nEvaluate activities and assignments based on autonomy, diversity, openness and connectivity. AP classes are like training to swim the English channel by only ever having been in a pool. You can work really hard, but you’re not coping with the complexity. Plus, gifted kids can probably do AP work without a class- self study. \nSay no\nSay yes\nKeep a personal time log. Identify where cognitive surplus is being leached: TV Facebook\nDo something that makes you uneasy.\nChange your: hair, furniture, route to work, meal plan, etc.\nIf this is new for your kids, don’t expect an immediate positive response. Coasting, similarity, familiarity are EASY. Changes are HARD. (may not always be appropriate for overexcitabilities/twice exceptional)\nMake arrangements for your children to produce representations of their work-- portfolios that contain things done outside of or beyond formal academic demands. Communicate the value of these activities and attempts. Steal time-- yes, from school. On the other side: teachers need to accept alternative proposals. Consider non-graded activities. (Read Joe Bower) Create alternative recognition programs. (Kids themselves don’t recognize creativity in their midst. Adults with assumptions won’t either.)\nhttp://www.learninggeneralist.com/2010/11/understanding-tools-of-social-learning.html\n\nYou are the keeper of your child’s time. Evaluate how it is being spent. Including assignments. But understand it’s not the teacher’s job to completely replace everything. This is a cooperative zone. It is not their job to serve your child or you. It is to assist. Make an “accepting proposals” zone and time period. Remember that not all attempts will succeed. That’s OK-- you will be assessing on evidence of work, not “success.” If you are using social tools-- bookmarking, etc, this will be easier to see. “I went to the library” doesn’t cut it. Notes on what you looked at does. A bunch of websites doesn’t cut it. But highlighted and commented sections on the bookmarks shows they have been read.\n\nGifted ed is problematic because it does not recognize manyof the shifts taking place-- is trying to tinker, improve within the existing structures. Most gifted ed literature is still hidden behind paywalls, closed academic journals. Some cracks with Gifted ed chat., etc. Chat itself is unsophisticated, but finding the poeple and what they are doing in depth is significant. \n\nYou are not looking for a good transcript, you are looking for a good-- or several good- tribes.\n\n\n
- http://www.dukegiftedletter.com/articles/vol5no1_ef.html\n
- edevolving\nObstacles: Structural, Conceptual, Worldview, Psychological, Neuroscience\n  \nRT @chadratliff "If at first an idea is not absurd, there is no hope for it." -A. Einstein\n\nA historical, testosterone-fueled focus on conceptualizations of leadership and the idea of thought leaders.\n
- tendency to admire problems, pound away at them, rather than move to a solution \n\nedevolving\nObstacles: Structural, Conceptual, Worldview, Psychological, Neuroscience\n  \nRT @chadratliff "If at first an idea is not absurd, there is no hope for it." -A. Einstein\n\nA historical, testosterone-fueled focus on conceptualizations of leadership and the idea of thought leaders.\n
- in trying to create “reform” we are creating and telling stories we can’t afford. \n
- in trying to create “reform” we are creating and telling stories we can’t afford. \n
- in trying to create “reform” we are creating and telling stories we can’t afford. \n
- in trying to create “reform” we are creating and telling stories we can’t afford. \n
- The dream we have for our kids might be dated, not nearly as ambitious as they sound. College is one. \nOur stories that have been considered large dreams are now small in comparison, but unless you know about the other stories, unelss you’re listening to stories from other cultures, you won’t know this. \nGirls are especially vulnerable to pleasing behaviors, pressures (Ruf) (And probably oldest and only children as well) Going to school\n Learning “subjects” Robinson says: subjcts to devisive, suggest content coverage, and are arranged in a tacit hierarchy. “Disciplines” better-- suggest kind of thinking, not just content. And Kinds of thinking are shared across “disciplines.” Me: so transdisciplanry thingking, applied to problems rather than coverage, offer best option for learning. \n Learning with age-based peers\n Teachers know what you must know\n Learners must be measured (i.e. grades)\n Education is linear and finishes with a degree\n Gifted students get straight “A’s”\nOne statement Grainne made will stand out, and should be repeated to all undergraduate students. Acquiring knowledge and recalling it, she said, is no longer adequate - it's not really learning anymore.\nHam story\nIdea that if we do more of this, and get better at it, we we “solve” education problems\nTechnology will, eventually, kill the academic calendar. Downes 10/17/10\nParents of highly intelligent children focus on visible qualities such as right answers, cleanliness, and good manners, whereas parents of highly creative children focus on less-visible qualities, such as openness to experience, interests, imagination, and enthusiasm. Very organized and clean home environments can stifle children’s creativity. http://www.britannica.com/blogs/2010/10/the-decline-of-creativity-in-the-united-states-5-questions-for-educational-psychologist-kyung-hee-kim/\n
- he College Board projects that in 15 years, the cost of a four year college education at a private university will approach $400,000 (at the current rate of cost increases).\nNow it is true that college-educated people normally earn more than non-college-educated folks. But over the past two decades the costs of university education--tuition, room, board and fees--have increased at a rate six times greater than the increase in the average earnings of college graduates. And in the past decade college graduates' earnings have actually fallen. http://www.forbes.com/2011/02/01/college-education-bubble-opinions-contributors-louis-lataif_print.html Universities On The Brink\nLouis E. Lataif, 02.01.11,\n
- he College Board projects that in 15 years, the cost of a four year college education at a private university will approach $400,000 (at the current rate of cost increases).\nNow it is true that college-educated people normally earn more than non-college-educated folks. But over the past two decades the costs of university education--tuition, room, board and fees--have increased at a rate six times greater than the increase in the average earnings of college graduates. And in the past decade college graduates' earnings have actually fallen. http://www.forbes.com/2011/02/01/college-education-bubble-opinions-contributors-louis-lataif_print.html Universities On The Brink\nLouis E. Lataif, 02.01.11,\n
- he College Board projects that in 15 years, the cost of a four year college education at a private university will approach $400,000 (at the current rate of cost increases).\nNow it is true that college-educated people normally earn more than non-college-educated folks. But over the past two decades the costs of university education--tuition, room, board and fees--have increased at a rate six times greater than the increase in the average earnings of college graduates. And in the past decade college graduates' earnings have actually fallen. http://www.forbes.com/2011/02/01/college-education-bubble-opinions-contributors-louis-lataif_print.html Universities On The Brink\nLouis E. Lataif, 02.01.11,\n
- 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. \n
- Technology is not the solution. TEchnology is a element of process. Not computer programs, not online learning that is still content based, not a program that “fences in the Internet” and gives kids a menu of choices as “enrichment”-- all of these are based on the constraint of the classroom. Additoinal note: the conversation is becoming ever so much more pointed on this. There is an issue with men in leadership promoting technology as the answer. The tools, the programs, the packages. I’m generally reluctant to pull the gender card on anything, but this is not just my observation, and the men in educational leadership issue makes this a more pointed issue. Let’s use a machine, or a machine-made package, to make it better. \n We are also telling ourselves that we are telling new stories... but they’re not. Not relaly. \n Thes say more about teacher/institutional fears than about learning \n “Technology”\n “Online learning” \n “Social learning” \n “Curation”\n “Inquiry”\n Moving beyond speed and volume\n Today’s schools are the result of quirks of history.\n The “encyclopedia” problem\n The “pleasing” problem\n Behind the scenes:\n National “creativity crisis”\n 10%- 20% “non-graduates”\n 20% of K-12 learners in Minnesota are not in a “traditional” neighborhood school (2008-2009)\nCultural perception and emphasis on “intelligence” and academic achievement over creativity- now a crisis.\n The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.Newsweek\n6 areas of creavity- dropped in 20 years 4-36% (greatest drop in “elaboration” area\n\n Encyclopedias-- parents bought huge printed set. Defining knowledge, making it available. Now: Totally out of date, can’t get rid of them. On display at Sears for “atmosphere.” Large institutions are limited in ability to change their stories i.e. grasp and implement change. \n\nwillrich45\n  \nMore often than not, trying to make sense of the #edreform conversation makes my head hurt. All about knowing more, not learning more.\nless than a minute ago via TweetDeck\n\nCurriculum decisions made by 9-11 old white guys from Harvard in 1892, tweaked by fears unleashed by Sputnik in 1957, and worsened by 1983’s “A Nation at Risk” Where the post-war/pre-sputnik educational concerns were largely demographic—first the colleges trying to accommodate returning veterans, the likes of which had not been seen before, then quickly the schools doing the same for the young baby boomers. In contrast, the post-Sputnik concerns were curricular, focusing on what was being taught and how, rather than who was being taught. Another difference between the two eras was the assignment of blame. The military and the politicians received the blame for Pearl Harbor, not educators; in the Sputnik instance, the finger of blame quickly and sternly pointed at the schools. The third difference has to do with the public perception of the outcomes of the two reform movements: the first is almost unanimously regarded as a great success, a milestone in the history of American education not unlike that of the Morrill Act in the last century, while the second is widely regarded as having failed. http://www.nationalacademies.org/sputnik/ruther1.htm\n Typical story: educating good citizens, providing common ground and equal opportunity. \n Fear\n Control\n Competition\n\nMany teachers are fabulously successful, and excellent-- based on the succesof their students by the traditional understandings. Teachers being prepared fror traditional model of the classroom-- Richardson\n\nDefinition of success is “book smartness”, which is actually based on passive recall. \nSpeaking to you as someone who has worked outside of the traditional boxes\n\ngrad rate stats: http://www.all4ed.org/files/Minnesota_wc.pdf \n\nMany people believe that if you can get people a good education, they can get themselves out of poverty. Almost backwards. No matter how much you stuff people full of knowledge, particularly knowledge irrelevant to their personal situation, their daily circumstances will always loom larger than an imagined potential. If you are in constant physical pain, it makes it hard to do anything else. Same here with hunger and desperation which create physcial and psychological pain.\n
- Technology is not the solution. TEchnology is a element of process. Not computer programs, not online learning that is still content based, not a program that “fences in the Internet” and gives kids a menu of choices as “enrichment”-- all of these are based on the constraint of the classroom. Additoinal note: the conversation is becoming ever so much more pointed on this. There is an issue with men in leadership promoting technology as the answer. The tools, the programs, the packages. I’m generally reluctant to pull the gender card on anything, but this is not just my observation, and the men in educational leadership issue makes this a more pointed issue. Let’s use a machine, or a machine-made package, to make it better. \n We are also telling ourselves that we are telling new stories... but they’re not. Not relaly. \n Thes say more about teacher/institutional fears than about learning \n “Technology”\n “Online learning” \n “Social learning” \n “Curation”\n “Inquiry”\n Moving beyond speed and volume\n Today’s schools are the result of quirks of history.\n The “encyclopedia” problem\n The “pleasing” problem\n Behind the scenes:\n National “creativity crisis”\n 10%- 20% “non-graduates”\n 20% of K-12 learners in Minnesota are not in a “traditional” neighborhood school (2008-2009)\nCultural perception and emphasis on “intelligence” and academic achievement over creativity- now a crisis.\n The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.Newsweek\n6 areas of creavity- dropped in 20 years 4-36% (greatest drop in “elaboration” area\n\n Encyclopedias-- parents bought huge printed set. Defining knowledge, making it available. Now: Totally out of date, can’t get rid of them. On display at Sears for “atmosphere.” Large institutions are limited in ability to change their stories i.e. grasp and implement change. \n\nwillrich45\n  \nMore often than not, trying to make sense of the #edreform conversation makes my head hurt. All about knowing more, not learning more.\nless than a minute ago via TweetDeck\n\nCurriculum decisions made by 9-11 old white guys from Harvard in 1892, tweaked by fears unleashed by Sputnik in 1957, and worsened by 1983’s “A Nation at Risk” Where the post-war/pre-sputnik educational concerns were largely demographic—first the colleges trying to accommodate returning veterans, the likes of which had not been seen before, then quickly the schools doing the same for the young baby boomers. In contrast, the post-Sputnik concerns were curricular, focusing on what was being taught and how, rather than who was being taught. Another difference between the two eras was the assignment of blame. The military and the politicians received the blame for Pearl Harbor, not educators; in the Sputnik instance, the finger of blame quickly and sternly pointed at the schools. The third difference has to do with the public perception of the outcomes of the two reform movements: the first is almost unanimously regarded as a great success, a milestone in the history of American education not unlike that of the Morrill Act in the last century, while the second is widely regarded as having failed. http://www.nationalacademies.org/sputnik/ruther1.htm\n Typical story: educating good citizens, providing common ground and equal opportunity. \n Fear\n Control\n Competition\n\nMany teachers are fabulously successful, and excellent-- based on the succesof their students by the traditional understandings. Teachers being prepared fror traditional model of the classroom-- Richardson\n\nDefinition of success is “book smartness”, which is actually based on passive recall. \nSpeaking to you as someone who has worked outside of the traditional boxes\n\ngrad rate stats: http://www.all4ed.org/files/Minnesota_wc.pdf \n\nMany people believe that if you can get people a good education, they can get themselves out of poverty. Almost backwards. No matter how much you stuff people full of knowledge, particularly knowledge irrelevant to their personal situation, their daily circumstances will always loom larger than an imagined potential. If you are in constant physical pain, it makes it hard to do anything else. Same here with hunger and desperation which create physcial and psychological pain.\n
- Technology is not the solution. TEchnology is a element of process. Not computer programs, not online learning that is still content based, not a program that “fences in the Internet” and gives kids a menu of choices as “enrichment”-- all of these are based on the constraint of the classroom. Additoinal note: the conversation is becoming ever so much more pointed on this. There is an issue with men in leadership promoting technology as the answer. The tools, the programs, the packages. I’m generally reluctant to pull the gender card on anything, but this is not just my observation, and the men in educational leadership issue makes this a more pointed issue. Let’s use a machine, or a machine-made package, to make it better. \n We are also telling ourselves that we are telling new stories... but they’re not. Not relaly. \n Thes say more about teacher/institutional fears than about learning \n “Technology”\n “Online learning” \n “Social learning” \n “Curation”\n “Inquiry”\n Moving beyond speed and volume\n Today’s schools are the result of quirks of history.\n The “encyclopedia” problem\n The “pleasing” problem\n Behind the scenes:\n National “creativity crisis”\n 10%- 20% “non-graduates”\n 20% of K-12 learners in Minnesota are not in a “traditional” neighborhood school (2008-2009)\nCultural perception and emphasis on “intelligence” and academic achievement over creativity- now a crisis.\n The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.Newsweek\n6 areas of creavity- dropped in 20 years 4-36% (greatest drop in “elaboration” area\n\n Encyclopedias-- parents bought huge printed set. Defining knowledge, making it available. Now: Totally out of date, can’t get rid of them. On display at Sears for “atmosphere.” Large institutions are limited in ability to change their stories i.e. grasp and implement change. \n\nwillrich45\n  \nMore often than not, trying to make sense of the #edreform conversation makes my head hurt. All about knowing more, not learning more.\nless than a minute ago via TweetDeck\n\nCurriculum decisions made by 9-11 old white guys from Harvard in 1892, tweaked by fears unleashed by Sputnik in 1957, and worsened by 1983’s “A Nation at Risk” Where the post-war/pre-sputnik educational concerns were largely demographic—first the colleges trying to accommodate returning veterans, the likes of which had not been seen before, then quickly the schools doing the same for the young baby boomers. In contrast, the post-Sputnik concerns were curricular, focusing on what was being taught and how, rather than who was being taught. Another difference between the two eras was the assignment of blame. The military and the politicians received the blame for Pearl Harbor, not educators; in the Sputnik instance, the finger of blame quickly and sternly pointed at the schools. The third difference has to do with the public perception of the outcomes of the two reform movements: the first is almost unanimously regarded as a great success, a milestone in the history of American education not unlike that of the Morrill Act in the last century, while the second is widely regarded as having failed. http://www.nationalacademies.org/sputnik/ruther1.htm\n Typical story: educating good citizens, providing common ground and equal opportunity. \n Fear\n Control\n Competition\n\nMany teachers are fabulously successful, and excellent-- based on the succesof their students by the traditional understandings. Teachers being prepared fror traditional model of the classroom-- Richardson\n\nDefinition of success is “book smartness”, which is actually based on passive recall. \nSpeaking to you as someone who has worked outside of the traditional boxes\n\ngrad rate stats: http://www.all4ed.org/files/Minnesota_wc.pdf \n\nMany people believe that if you can get people a good education, they can get themselves out of poverty. Almost backwards. No matter how much you stuff people full of knowledge, particularly knowledge irrelevant to their personal situation, their daily circumstances will always loom larger than an imagined potential. If you are in constant physical pain, it makes it hard to do anything else. Same here with hunger and desperation which create physcial and psychological pain.\n
- No one size fits all-- and this applies to diverity within the gifted learners as well as the difference between gifted learners and other. Learning must be: \n ongoing\n cooperative\n distributed\n diverse\n autonomous \n personally significant\n “I store my learning in my friends” We need to “demystify” education-- make it relevant, meaningful, not abstract “well-roundedness.” Find out what energizes you-- even if not talented, it could have a transferable element to another domain (editing, rearranging closets- J. Fox)\n
- No one size fits all-- and this applies to diverity within the gifted learners as well as the difference between gifted learners and other. Learning must be: \n ongoing\n cooperative\n distributed\n diverse\n autonomous \n personally significant\n “I store my learning in my friends” We need to “demystify” education-- make it relevant, meaningful, not abstract “well-roundedness.” Find out what energizes you-- even if not talented, it could have a transferable element to another domain (editing, rearranging closets- J. Fox)\n
- No one size fits all-- and this applies to diverity within the gifted learners as well as the difference between gifted learners and other. Learning must be: \n ongoing\n cooperative\n distributed\n diverse\n autonomous \n personally significant\n “I store my learning in my friends” We need to “demystify” education-- make it relevant, meaningful, not abstract “well-roundedness.” Find out what energizes you-- even if not talented, it could have a transferable element to another domain (editing, rearranging closets- J. Fox)\n
- http://www.ingeniosus.net/wp-content/uploads/2010/11/PROFILES-BEST-REVISED-MATRIX-2010.pdf\n
- Acknowledges complexity\nAs Richard Rothstein reminds us, all school-related variables combined can explain only about one-third of the variation in student achievement; most is due to non-school factors. Still, even to the extent that the quality of teaching does matter, Futernick argues that "variations in teaching performance flow largely from variables that have little to do with the qualities of teachers themselves." Lousy classrooms are more likely due to "poorly functioning systems than [to] individual [teachers'] shortcomings.... There is simply no shortcut to helping educators "cultivate an active intelligence that allows them to negotiate principles, practices, students' needs, and the ever-changing classroom and school environment." In short, says Wilson (in a sentence that ought to be emailed to every administrator and consultant in the country), "Good teaching doesn't rest on specific practices, but on how well the educator actively thinks through hundreds of decisions that no program can script." To try to mandate specific practices -- and Wilson offers some disconcerting examples relating to "literacy systems" -- not only doesn't help teachers to become more accomplished, flexible thinkers; it gets in the way." Alfie Kohn http://www.huffingtonpost.com/alfie-kohn/operation-discourage-brig_b_777148.html\n\nDeborahMersino\n  \nWhat's interesting to note about Type 6 support is that it involves removing time/space restrictions at school. #gtchat\n
- Acknowledges complexity\nAs Richard Rothstein reminds us, all school-related variables combined can explain only about one-third of the variation in student achievement; most is due to non-school factors. Still, even to the extent that the quality of teaching does matter, Futernick argues that "variations in teaching performance flow largely from variables that have little to do with the qualities of teachers themselves." Lousy classrooms are more likely due to "poorly functioning systems than [to] individual [teachers'] shortcomings.... There is simply no shortcut to helping educators "cultivate an active intelligence that allows them to negotiate principles, practices, students' needs, and the ever-changing classroom and school environment." In short, says Wilson (in a sentence that ought to be emailed to every administrator and consultant in the country), "Good teaching doesn't rest on specific practices, but on how well the educator actively thinks through hundreds of decisions that no program can script." To try to mandate specific practices -- and Wilson offers some disconcerting examples relating to "literacy systems" -- not only doesn't help teachers to become more accomplished, flexible thinkers; it gets in the way." Alfie Kohn http://www.huffingtonpost.com/alfie-kohn/operation-discourage-brig_b_777148.html\nIQ is only a very limited aspect of this-- programs based on aIQ are not “the” answer-- only an ansewr to a small subset of gifts, potential talent.\nDeborahMersino\n  \nWhat's interesting to note about Type 6 support is that it involves removing time/space restrictions at school. #gtchat\n
- Sustainability\n
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- Take Mr. Shain’s alma mater, Princeton, whose freshman class this year is 37 percent minority students, 17 percent athletes, 13 percent legacies and 11 percent international students. “Among very, very good schools, a huge percentage of the class is not in play on academic grounds,” he says. “How much can you improve the class when you’re only working with half or less?” http://www.nytimes.com/2010/11/07/education/edlife/07HOOVER-t.html?_r=3&adxnnl=1&partner=rss&emc=rss&pagewanted=6&adxnnlx=1288972850-lKQWcBB5WXwRrzW2+u79QA “Out of more than 50 people I hired in the last 6 years, I didn't hire one single person because of their university education … In fact from my experience good grades at a university generally tend to be more of a negative indicator than a positive....Top students were typically people who created massive social friction in my teams, under delivered and were very slow in adapting to change...”\n http://bjoernlasse.posterous.com/the-illusion-of-disrupting-vs-repairing-the-e\n
- In 2008, Americans consumed information for about 1.3 trillion hours, an average of almost 12 hours per day. Consumption totaled 3.6 zettabytes and 10,845 trillion words, corresponding to 100,500 words and 34 gigabytes for an average person on an average day. A zettabyte is 10 to the 21st power bytes, a million million gigabytes. These estimates are from an analysis of more than 20 different sources of information, from very old (newspapers and books) to very new (portable computer games, satellite radio, and Internet video). Information at work is not included. http://hmi.ucsd.edu/howmuchinfo_research_report_consum.php\nDefault overlaod coping strategies: http://www.anderson.ucla.edu/faculty/jason.frand/researcher/articles/info_overload.html\nThe first coping mechanism identified by Miller is the strategy of omission, or the temporary non-processing of information. This is essentially a state of mental fatigue where we feel as if we are spread much too thin. The feeling that we just cannot deal with all the information flowing to us results in our ignoring or failing to process some of the information.\nA second coping strategy is processing information readily at hand, even if it is bad or incorrect information. This describes the concept of GIGO or "garbage in, garbage out." W orking with poor information at the start This involves working with information that may not be the best and making decisions or acting based upon this information. This effectively casts doubt on thethe outcomes of actions and decisions made using this information because of working with poor information at the start. For example, it is not uncommon to observe an individual performing a search on the World Wide Web and using only the first few items in the results whether they are good or not.\nA third strategy is queuing or delaying the processing of some information with the hope of catching up later. In other words, we may stack up a bunch of information believing we can go through it all at once at a later time. Unfortunately the flow of information does not always slow enough to get back to those piles.\nA fourth strategy is information filtering or looking at information at a higher level and saying, "I will go through this and I won't go through that." It is putting items into categories then working with those categories of information, prior to working with the information itself.\nA fifth strategy is simply walking away from the task.\nA sixth strategy is generalizing ? using minimal information to draw broad conclusions. This is akin to reading only the headlines of a newspaper and speaking as if knowing the details of the articles.\n
- In 2008, Americans consumed information for about 1.3 trillion hours, an average of almost 12 hours per day. Consumption totaled 3.6 zettabytes and 10,845 trillion words, corresponding to 100,500 words and 34 gigabytes for an average person on an average day. A zettabyte is 10 to the 21st power bytes, a million million gigabytes. These estimates are from an analysis of more than 20 different sources of information, from very old (newspapers and books) to very new (portable computer games, satellite radio, and Internet video). Information at work is not included. http://hmi.ucsd.edu/howmuchinfo_research_report_consum.php\nDefault overlaod coping strategies: http://www.anderson.ucla.edu/faculty/jason.frand/researcher/articles/info_overload.html\nThe first coping mechanism identified by Miller is the strategy of omission, or the temporary non-processing of information. This is essentially a state of mental fatigue where we feel as if we are spread much too thin. The feeling that we just cannot deal with all the information flowing to us results in our ignoring or failing to process some of the information.\nA second coping strategy is processing information readily at hand, even if it is bad or incorrect information. This describes the concept of GIGO or "garbage in, garbage out." W orking with poor information at the start This involves working with information that may not be the best and making decisions or acting based upon this information. This effectively casts doubt on thethe outcomes of actions and decisions made using this information because of working with poor information at the start. For example, it is not uncommon to observe an individual performing a search on the World Wide Web and using only the first few items in the results whether they are good or not.\nA third strategy is queuing or delaying the processing of some information with the hope of catching up later. In other words, we may stack up a bunch of information believing we can go through it all at once at a later time. Unfortunately the flow of information does not always slow enough to get back to those piles.\nA fourth strategy is information filtering or looking at information at a higher level and saying, "I will go through this and I won't go through that." It is putting items into categories then working with those categories of information, prior to working with the information itself.\nA fifth strategy is simply walking away from the task.\nA sixth strategy is generalizing ? using minimal information to draw broad conclusions. This is akin to reading only the headlines of a newspaper and speaking as if knowing the details of the articles.\n
- In 2008, Americans consumed information for about 1.3 trillion hours, an average of almost 12 hours per day. Consumption totaled 3.6 zettabytes and 10,845 trillion words, corresponding to 100,500 words and 34 gigabytes for an average person on an average day. A zettabyte is 10 to the 21st power bytes, a million million gigabytes. These estimates are from an analysis of more than 20 different sources of information, from very old (newspapers and books) to very new (portable computer games, satellite radio, and Internet video). Information at work is not included. http://hmi.ucsd.edu/howmuchinfo_research_report_consum.php\nDefault overlaod coping strategies: http://www.anderson.ucla.edu/faculty/jason.frand/researcher/articles/info_overload.html\nThe first coping mechanism identified by Miller is the strategy of omission, or the temporary non-processing of information. This is essentially a state of mental fatigue where we feel as if we are spread much too thin. The feeling that we just cannot deal with all the information flowing to us results in our ignoring or failing to process some of the information.\nA second coping strategy is processing information readily at hand, even if it is bad or incorrect information. This describes the concept of GIGO or "garbage in, garbage out." W orking with poor information at the start This involves working with information that may not be the best and making decisions or acting based upon this information. This effectively casts doubt on thethe outcomes of actions and decisions made using this information because of working with poor information at the start. For example, it is not uncommon to observe an individual performing a search on the World Wide Web and using only the first few items in the results whether they are good or not.\nA third strategy is queuing or delaying the processing of some information with the hope of catching up later. In other words, we may stack up a bunch of information believing we can go through it all at once at a later time. Unfortunately the flow of information does not always slow enough to get back to those piles.\nA fourth strategy is information filtering or looking at information at a higher level and saying, "I will go through this and I won't go through that." It is putting items into categories then working with those categories of information, prior to working with the information itself.\nA fifth strategy is simply walking away from the task.\nA sixth strategy is generalizing ? using minimal information to draw broad conclusions. This is akin to reading only the headlines of a newspaper and speaking as if knowing the details of the articles.\n
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- Schools as “scarcity-generating institutions.”\nJust i time learning is no longer the advancement we are seeking- Now we need to have the ability to tap into situational learning. HOw to contact those who do have the knowledge-- not just to acquire it for ourselves, but to bring this expertise into the fold of problem solving. How to indietify, adapt to and/or recover from imperfect information, to too much information.\n\n Three metaphorial interpretations: \nTeacher is Lucy, students are the candy\nStudents are Lucy, standards are the candy\nWe as adults are Lucy, candy is information/life and scene is how we re struggling to cope with all of it.\n\nThis is AP coursework\n\n
- Yes, you can learn it just in time, and that’s sometimes necessary, but how good is that learning? You don’t have time to become the expert- you need to find the expert. Not just-in-time Content: just in tie connection\n
- Yes, you can learn it just in time, and that’s sometimes necessary, but how good is that learning? You don’t have time to become the expert- you need to find the expert. Not just-in-time Content: just in tie connection\n
- Yes, you can learn it just in time, and that’s sometimes necessary, but how good is that learning? You don’t have time to become the expert- you need to find the expert. Not just-in-time Content: just in tie connection\n
- http://www.evaluationcanada.ca/distribution/20090601_quinn_patton_michael_a.pdf; \n\nSimple: follow a recipe\nComplicated: build a rocket\nComplex: Raise a child\n
- Since the fifteenth century, knowledge conceptualized as a straight-line kind of thing. The invention of curriculum. Ramus (ramifications).\n\nWhen is content emphasis appropriate? 1. As a stepping stone based on learner’s own assessment of need. 2. As a way to get “coverage” done quickly. Either way, a lot less of it needs to be done, and if you follow even the most conservative argument, gifted kids can get it done much faster-- why drag it out. \n\n\n
- Since the fifteenth century, knowledge conceptualized as a straight-line kind of thing. The invention of curriculum. Ramus (ramifications).\n\nWhen is content emphasis appropriate? 1. As a stepping stone based on learner’s own assessment of need. 2. As a way to get “coverage” done quickly. Either way, a lot less of it needs to be done, and if you follow even the most conservative argument, gifted kids can get it done much faster-- why drag it out. \n\n\n
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- Even the AP folks market their materials to gifted by using the “depth and complexity” buzzphrase/ You wnat complexity? I’ll give you complexity! \n
- Even the AP folks market their materials to gifted by using the “depth and complexity” buzzphrase/ You wnat complexity? I’ll give you complexity! \n
- Even the AP folks market their materials to gifted by using the “depth and complexity” buzzphrase/ You wnat complexity? I’ll give you complexity! \n
- Even the AP folks market their materials to gifted by using the “depth and complexity” buzzphrase/ You wnat complexity? I’ll give you complexity! \n
- Even the AP folks market their materials to gifted by using the “depth and complexity” buzzphrase/ You wnat complexity? I’ll give you complexity! \n
- Even the AP folks market their materials to gifted by using the “depth and complexity” buzzphrase/ You wnat complexity? I’ll give you complexity! \n
- the only people who aren’t really talking about it are teachers\n
- the only people who aren’t really talking about it are teachers\n
- the only people who aren’t really talking about it are teachers\n
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- If there is still going to be a role for some sort of centralized leadership in learning-- now the classroom teacher-- it is going to be as a facilitator: as broker, agent, psychologist.. Learning does not need to be in advance, it also doesn’t need to be “just in time” because it’s available in the environment-- a slight difference. Need to correct impression that going into teaching means you’re going to help kids by dispensing knowledge.\n
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