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Rethinking Education in the Digital Age
Lomas High SchoolSeptember 2014
Mariana Ferrarelli
http://www.slideshare.net/marianaferrarelli
General Context I
• Information Anxiety (Hurst, 2007)• Infoxication (Cornella, 2000)• Education 3.0 (Moravec, 2009)• Ubiquity (Wesch)
• Web 2.0• Digitalization & New Media
• New Textual Species: – Transmedia Storytelling– E-Lit– Microblogging: Vine, Twitter, FB, Instagram– Twitterature – Vlogging
General Context II
Children can inquire, interact, shop, ridicule, discuss, play, share thoughts.
NEW COGNITIVE SKILLS & DISPOSITIONS
TRADITIONAL LITERACY – NOT ENOUGH
General Context III
THINKING LEARNERS
CULTURE
DIGITAL
• Self-direction• Efficiency in the administration &
organization of information• Ability to connect apparently dispersed
information• Problem-solving• Collaboration
New Skills
• Deep Learners• From content mastery to learning mastery
(Richardson, 2012)• Teaching how to learn• Diversity
Teaching Approach
1. rEDUvolution – María Acaso
2. Aulas Heterogéneas – Rebeca Anijovich
3. Visible Thinking – Project Zero
Paths
Adopt Adapt
1. rEDUvolution – María Acaso
2. Aulas Heterogéneas – R. Anijovich
• Diversity & Difference• Metacognition• Autonomy• Choice
When thinking becomes visible in the classroom students develop thinking dispositions which in
turn allow for thoughtful and deep learning.
pzweb.harvard.edu/vt/VisibleThinking
3. Visible Thinking
THINKING IDEALS
DOCUMENTATION
ROUTINES
Visible Thinking - Elements
UNDERSTANDINGFAIRNESSTRUTH CREATIVITY
They constitute the aims at which thinking is oriented.They can be used to assess students’ progress.
Visible Thinking - Ideals
When thinking is visible it can be recorded in different ways:
- Mind maps- Charts- Lists- Videos of classroom work- Diagrams- Students’ reflections in a journal or logbook
Visible Thinking - Documentation
Routines can be used at any level / age / subject area
From an epistemological point of view routines consist of a few steps which demand a series of cognitive behaviours as students are asked to…
Visible Thinking - Routines
Cognitive Behaviours
∞ Think critically∞ Provide evidence∞ Justify with explanations∞ Compare & connect∞ Summarise ∞ Explore multiple perspectives∞ Identify parts in a whole∞ Draw conclusions∞ Hypothesize∞ Reflect on their own learning process
The Biltmore SchoolSchool:Founded in 1926150 students & 30
teachersAnnual tuition & fees:
USD 10,000
Headmistress:Gina Romero
1. What's going on?2. What do you see that makes you say
that?
This routine helps students describe what they see or know and asks them to build explanations. It calls for evidence and helps learners learn how to justify their claims.
What makes you say that?
If you were to write a headline for this topic or issue right now that captured the most important aspect that should be remembered, what would that headline be?
This routine helps students think of a summary or synopsis of the topic discussed. It works especially well at the end of a class discussion or session in which students have explored a topic and gathered a fair amount of new information or opinions about it.
Headlines
Mark Church introducing the HEADLINES routine:
https://www.youtube.com/watch?v=rMginVgsYPs
See – Think - Wonder
• What do you see?• What do you think about that?• What does it make you wonder?
This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.
Looking 10x2
1. Look at the image or artifact for at least 30 seconds. Let your eyes wander.
2. List ten words or phrases about it(3. Share your thoughts with your partner)4. Repeat steps 1 & 2
This routine helps students explore a new topic and compare different perspectives.
• Learning is doing, not just absorbing information passively
• Learning is an active process in which learners construct new knowledge by building on ideas they already have
Learning in the Digital Age - Active
• Learning means getting personally involved
• Questions are means and ends: routines are based on questions to create debates, look for connections and expand knowledge
• Learning is an enquiry-oriented process
Learning in the Digital Age - Engagement
• Visible Thinking allows for metacognition
• When the thinking process becomes explicit it can be analyzed, assessed and finally improved
Learning in the Digital Age - Metacognition
BibliographyACASO, María, rEDUvolution. Barcelona, Paidos, 2013.ANIJOVICH, Rebeca, MALBERGIER, Mirta y SIGAL, Celia, Una introducción a la enseñanza para la diversidad, Buenos Aires, Fondo de Cultura Económica, 2012."Making Thinking Visible" Ron Ritchhart and David Perkins. "Making Thinking Visible," Educational Leadership 65, no. 5 (February 2008): 57-61."Uncovering Students' Thinking about Thinking Using Concept Maps"- a paper prepared for the AERA Conference, March 2008. Cultivating a Culture of Thinking in Museums Ron Ritchhart, “Cultivating a Culture of Thinking in Museums,” Journal of Museum Education 32, no. 2 (Summer 2007): 137-54.Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness Ron Ritchhart and David N. Perkins, “Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness,” Journal of Social Issues 56, no. 1 (2000), 27–47. Making Thinking Visible David N. Perkins, “Making Thinking Visible,” (2003)Visible Thinking Shari Tishman and Patricia Palmer, “Visible Thinking,” Leadership Compass 2, no. 4 (Summer 2005).The Thinking Classroom, Shari TIshman, David Perkins & Eileen Jay. Allyn & Bacon, 1994.Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Ron Ritchhart, Mark Church & Karin Morrison, Jossey-Bass, 2011.Richardson, W. (2012) Why School? TED Books. Kindle Version.Moravec, J. (2013) Knowmad Society, Minneapolis, Education Futures, Available at: http://www.knowmadsociety.com/download/KnowmadSociety.pdf
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