Monthly Archives: June 2013

Listen to Learn: Practicing & learning with @HollyChesser

More and more, I’m motivated and convicted about leveled assessment.  I’ve been reading and blending ideas from our #TrinityLearns summer reading list along with several other books.  The Foundational Ideas of the post #MICON13: Leading Learners to Level Up – … Continue reading

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Falconry: I believe in you…

Problems are what make us interested to learn more.  Problems are the sign of a curious or creative mind.  Problems are really just challenges in disguise.  People who go looking for interesting problems are people who create and invent and … Continue reading

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Have you signed up for EDUC115N: How to Learn Math? (it’s free)

Have you signed up for Jo Boaler’s online course, How to Learn Math, a free 8-session online course from Stanford University beginning on July 15? Do you hope to help learners enjoy and learn math? Do you wish you had more tools … Continue reading

Posted in Algebra, Learning, Questions, Teachnology | Tagged , , | 7 Comments

#MICON13: Honoring our Learning Philosophy Through Learning Reports, Is It About Learning and Progress, or Grades

Do our report cards serve our learners? Do our reports of progress communicate in ways that leverage the current tools at our disposal? Do we report and celebrate with communication techniques that have design, images, and artifacts of learning? What if … Continue reading

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#MICON13: Leading Learners to Level Up – or Ask; Don’t Tell

How might we design assessments that teach, support questioning, and motivate learning?  How might we bright spot or highlight what learners know rather than what they do not know? What if we design and transform assessments, non-graded assessments, to offer … Continue reading

Posted in 21st Century Learning, Algebra, Assessment, Connecting Ideas, Grading, Learning, Presentations | Tagged , , , , , , , , , , , , , , | 3 Comments

Falconry: problem-finding, find the dissonance

Identifying problems as a way to move others takes two long-standing skills and turns them upside down. First, in the past, the best salespeople were adept at accessing information. Today, they must be skilled at curating it— sorting through the … Continue reading

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Falconry: create dissonance, check “under the hood”

Good teachers ensure that their students learn the subject material to an acceptable or superior level.  Great teachers all do one thing well:  they create dissonance in the minds of their students and guide them in the resolution of that … Continue reading

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Falconry: wise general listening to become a hero

Sun Tzu says: Hence a wise general makes a point of foraging on the enemy. This means that many aspects of the solution you seek lie within the problem itself.  Come to the problem unburdened by preconceptions and use the … Continue reading

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Falconry: multiply the diversity and scope of learning

Questions, however, can lead to many new points of information.  Questions are the source of inquiry and creativity.  They multiply the diversity and scope of the learning process.  (Lichtman, 43 pag.) Isn’t this what we want for our learners? Am I … Continue reading

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Falconry: power, influence, and persuasion jujitsu

… power leads individuals to anchor too heavily on their own vantage point, insufficiently adjusting to others’ perspective. (Pink, 72 pag.) I agree. This is really yet another call to focus on learning rather than teaching.  If I, the teacher, … Continue reading

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