the fun parts are the hard parts
framework for classroom or school wide
1) naming it - around success traits
2) claim traits individual and culture by creating a dream team
3) sustainment
why are these 21st cent skills
- it's the attention to them that is 21st cent - that they are now the basics
we change today every second - so if you aren't able to emulate these habitudes - you will not have the opportunities available to you today.
ie: emulate how curiosity is cultivated - it's more about the questions you ask
share that she might have 5 questions, but albert would have had 100.. which might find better answers?
one of her posts - on dream team
then she shares einstein's practice of how to get better at asking questions
her fav pic of einstein:
mine:
the assessment is - who asked the most unique question
which group would albert be the most proud of
Science New: Young Children's 'Theory Of Mind' Linked To Subsequent Metacognitive Development In Adolescence http://www.sciencedaily.com/releases/2008/08/080814154429.htm
cq (curiosity quotient) - will be a factor of your success.
[angela - this was on a kids recommendation for college i filled out for them:
it's not a fight to learn
21st cent skills -
but a fight to keep them,
by the time they are 8 years old we have lost half of it.
how to define success - by the habitude quotient
Joan Young(@flourishingkids): We need more longitudinal work to show the value of what we do
jackiegerstein: Can't remember the study- kids asked if they are good learners: about 85% kindergarten say yes - high school about 15% - educational malpractice?
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Joan Young(@flourishingkids): We know that these things matter long term. Unfortunately lots of research does not reveal because it shows up in adulthood, not on test scores
kids don't have the 21st cent skills because we haven't told them that is what we value
Cathy (@Stutz01): How many teachers/admin have high CQs?
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Joan Young(@flourishingkids): It's very sad that even in many Kindergarten classes we are pressured to do things that kill the curiosity..too much paper/pencil..not enough play and think time
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barblcohen: These questions remind me of Michael Wesch's urge to turn students into meaning makers
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@ryanbretag: @Knowclue very much - it is a situation where we've swayed it to hearing about experiences not engaging in experiences. This needs to shift drastically
angela's student's portrait of his brain on fire...
he asked her if she noticed anything different about him.. then he said - my brain is bigger...
that is an assessment. that's a future ceo, a future world-changer
self-monitoring commitment and development
the gap is not an intelligence gap
it is underestimating our ability gap
ours, the kids, etc.
jackiegerstein: The Genius in All of Us - by Shenk http://geniusblog.davidshenk.com/
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Kristina @Mrskmpeters: @Jaki Angela's slideshare account
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Maria João: See the presentation from George Couros, from yesterday. Other words, the same mensage
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@trudynorton: And our testing stifles genius....
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leeannspillane: interesting creativity studies on genius vs hardworking nature of students
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Moderator (Shelly Terrell): I've seen students stumped by this statement because no one ever told them they were genius or believed in them
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Joan Young(@flourishingkids): Its about that efficacy..believing you can
curiosity and genius can be taught... they are not casual about what they have been given
innovation = disruption of what we considered as practice
so best practice is not such a great term to be using..
if we don't model learning, the struggle of it, every day, then
teacher: make someone else better than yourself
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