If we’re going to help our students develop the focus they need to think deeply about things — to acquire Howard Rheingold’s “Infotention” — then I think most schools will need some ground rules, made in collaboration with students after lots of conversations around these important topics.
I have long believed the role of the teacher is to ask the best questions she can, and to help her students answer them. I also believe, more than ever, in empowering students and teachers with the attitudes and skills necessary to become change-agents in their own lives. That includes leveraging the powerful tools made available by new technologies to help students and teachers become co-creators of knowledge collaboratively and online.
In the discussion over learning styles and measuring achievements, it’s important to take into account what educators see first-hand in class. To get a sense of their perspective on the subjects, MindShift editor Tina Barseghian asked educators who are part of our Powerful Learning Practice “Voices from the Learning Revolution” group blog to weigh in on what they’ve observed in their classrooms. Here’s what they say.
If creativity is such an important aspect of 21st century learning, then we as educators must teach our students how to be silent and still. Our students must learn to value the rewards of unplugging from the never-ending feed and creating moments where we can listen to ourselves.
This Easy Reference Index highlights posts 66-92 and continues our engaging mix of voices: classroom teachers, school-based leaders, district visionaries and other educators who support the deep learning practices (for students and professional educators) advocated in Powerful Learning Practice communities. Every post here has some relationship to “the Shift” — the necessary transformation of the education enterprise represented by new technologies, the Internet and the capacity for educators and students to become “connected” learners.
Recently a local news reporter called me and wanted information for an article she was writing. The proposition underlying her planned article was that “students teach teachers†these days, because they know more about technology and social media than the adults tasked to instruct them. Are we really so sure about that?
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