- With Choice of New Leader, College Board Hopes to Extend Its Reach
- Reading In American Schools: Will Common Core State Standards Improve Literacy?
- City Instructs Schools to Expand Common Core Introduction
- ‘Common core standards’: education reform that makes sense
- Advocates Worry Implementation Could Derail Common Core
Silvia Rosenthal Tolisano and Mike Fisher had the opportunity to visit Stephen Wilmarth and his 1:1 iPad initiative at the Number 1 Middle School attached to Central China Normal University in Wuhan, China.
Cross posted to Langwitches Blog
You must have noticed that I have been reading and re-reading “Curriculum 21” by Heidi Hayes Jacobs. I have posted my first impressions and recommendation here and since then have joined and written about the companion Ning to the book here. I created a Flickr Curriculum 21 group to have a hub for images and videos of Curriculum21 teaching and learning examples.
Curriculum 21 is a book that is just FULL of information, ideas, thoughts, research, recommendations and exactly about the change in education, life, skills, literacies, and global competencies I am contemplating and working for.
Unfortunately, the book is not available as a Kindle Edition, which means, I am relying on sticky notes and highlighters as a way to make the rows and rows of text more appealing to my visual eye as well as a way to find passages and quotes more quickly later on.
I am conducting an experiment about my own learning style. How can I read this book and best:
- filter out the information that I want to keep?
- make connections to my previous thoughts, ideas and blog posts?
- remember quotes from different chapters?
- make the text content more visual for my brain?
I am eager to find out:
- Will I be able to learn about the content of the book differently/better/easier/?
- Will I be able to “see” connections that with the text alone I did not?
- Will the process of looking for and selecting the right image that will represent the quote make me think “deeper” about what the quote us trying to say?
- Will the sum of the quotes I selected from the book tell a story in itself?
I wonder how my personal experiment will turn out… but in the meantime, please take the time to share:
- How do you learn best from a book?
- Highlighting, taking notes, talking/discussing it with someone ?
- Do my visuals help you visualize what Curriculum21 is about?
- Do the slides do nothing for you?
- Do the visuals give you a different point of view, than when you were reading the text alone?
- Are you interested in reading Curriculum 21 (if you have not done so) because of the visual “Preview”?
- What opportunities do you give your students to learn from a a book?
Cross Posted to Langwitches Blog
I am usually a fast reader, but I have been taking my time with this book. There is not only a wealth of information, but it connects to so many of my thoughts and ideas I have contemplated in my mind as well as on this blog over the last few years. It resonated with me when Heidi Hayes Jacobs says:
a school does not need reform— it needs new forms.
Heidi advocates that
New essential curriculum will need revision- actual replacements of dated content, skills, and assessments with more timely choices.
I really liked her approach when she suggests the distinction between a “growth model” instead of a “change model” that needs to be introduced to a school’s culture.
As I was reading the book (hard copy, not on my Kindle), I was using highlighters to not miss thoughts or quotes that I wanted to remember. It did not take long to realize that I was highlighting too much 🙂 How was I going to get through this book and make sense of it, connect and wrap it around my thoughts which were floating around but had not been verbalized?
I know that I work best through concepts and ideas when I create diagrams or use mind mapping tools. I really like using the SmartArt Graphics in PowerPoint. The visuals below are a summary of what I “read out of the book”, the most important points in my mind and quotes.
- Understanding of knowledge, creation & authority
- Make meaning of information to create new knowledge
- Find, evaluate, organize, interpret & distribute information
- Pattern recognition, critical thinking, perception
- Gather knowledge to become intelligent vs. apply knowledge
- Social production is enabled by power of networks to connect people
- Nature of learning & teaching
- Locating experts & eyewitnesses
- Relationships NOT technologies determine learning
- Enhancing the process of learning to be (Identity)
- Compete. Cooperate & connect with global peers
- Greater understanding of 95% of world’s population
- Knowledge-driven global economy
- Global competency knowledge, language &respect
- Global perspective
- Critical Thinking
- Literary Authority & participatory culture
- Media is shaping the way students think and express themselves
- No longer print-centric world
- Find, analyze, evaluate, organize, remix, store and share media
- Gather data about own learning
- Self-Modifying as lifelong learner
- Alternative assessment tool
- Non-linear learning
- Semantic Web
- Interdisciplinary linkage to real world applications
- Global Connectivity
- Ubiquitous connectivity
- Learning is social
- Collective Intelligence
- Engage students to produce meaningful contributions
- Students making contributions to learning communities
- Establishing & maintaining working relationships
- Tools to share what we learn open up new ways of thinking
- Professional Development
- Nationally/ Internationally
- Foreign Languages
I also like taking quotes and create visuals of them.