That’s Hot!

The quintessential example—in fact, the utterly stereotypical example—of mechanical learning is touching a hot stove: we learn not to touch a hot stove by touching a hot stove & realizing how much we don’t like touching it. I hate that example. Learning not to touch a hot stove doesn’t even compare to the complex living…

school sign with "connect the dots" theme

Teacher Redesign

An effort to “rebrand” teaching as an activity of connecting the dots. The purpose is to displace the old, tired (or, in their words: “borderline infantilizing”) tropes & icons that represent teachers & teaching (what one person called “apple crapple”): ABCs, 123s, chalkboards, pencils, apples, one-room school houses, etc. Do a Google image search of…

Presentation on Teacherpreneurship (Part 3, bibliography)

Aquí is a short (& certainly incomplete) list of resources on teacherpreneurship that shaped my thinking for my Flex Day presentation notes & Prezi. Tina Barseghian, “What the Heck is a ‘Teacherpreneur’?” Mind/Shift, 11 April 2011, http://mindshift.kqed.org/2011/04/what-the-heck-is-a-teacherpreneur/ Barnett Berry & the TeacherSolutions 2030 Team, “The Coming Age of the Teacherpreneur,” Education Week, 6 October 2010,…

Presentation on Teacherpreneurship (Part 2, speaking notes)

What follows is a narrative version of the speaker notes from my Spring semester Flex Day session (Friday 6 January 2012) on Teacherpreneurship. The original notes were in outline form but I’ve converted them here into sentence & paragraph form (hence, they may sound a bit disjointed). “Teacherpreneurship” The problem is that educators often work…

Learning How to Learn

Recently I heard a blurb about how students in elementary school need to learn how to read well because they’re not just learning how to read but also learning how to learn (since reading is a learning tool). So if students don’t learn how to read well they won’t know how to learn well. How can I apply…

highway sign with the words "Changes Next Exit"

Creating Cultural Change

Successful, problem-solving groups, organizations & institutions articulate a sense of the problem they want to solve & employ processes to develop an effective solution. In short, they must know what they want to do & why they want to do it. They also know how to do it, too. Successful group communication involves convincing your…