go through Terry Heick
This is not an idea that should disturb our idea, but the effect of this idea.
#edtech. Academic standards based on content. PLCS. Video streaming. Use data. Requires research-based behavior. Distance teaching. Differentiation. Social media in class.
These ideas themselves are either good or bad. They’re just thinking. They are isolated and value-neutral. We only imagine them in the environment we are familiar with, or otherwise make them comfortable in comfort to avoid cognitive dissonance.
By internalizing them, we smooth out their rough edges for easier consumption. Who wants to feel that they have an incomplete understanding of something? However, at this point, the idea has lost its original shape. It’s deformed – the difference between real dogs and a clown twisting on brown and white balloons.
It’s not a small part to change from concepts or ideas to something we understand with our own opinions. And bring losses. By internalizing an idea, we also bring emotions into them – optimistic optimism, shocking skepticism. Or indifferent.
For example, I like the idea of personalized learning, so I bring a positive feeling to it, which may cause me to cognitive distortion in downstream cognitive distortions where I oversimplify its function or catastrophize our continued misunderstanding of its potential in education. I support it, but “IT” (in this case for personalized learning) is just an idea. IT+context is different. This is chemistry.
Think of it as a pattern: idea->Integration->Influence.
As a visual or artistic question only, this idea is only useful. As an academic or intellectual exercise. As a playful dialogue or a good vintage bench racing.
Integration is a problem of design and engineering (the two ideas of designers and engineers are teachers).
Of course, thought, integration and effect all the problems, but this is also recursive: one affects the idea of integration, integration affects the effect, affects the effect, and the new light on this idea illuminates a new light. Maybe then, not linear idea–->Integration->Influencewe might think that something is not more like a triangle:
idea
Integration Influence
Change our minds
Instead of “It’s a good one.” idea? ”, we may ask other questions:
What is “it”? What are its parts? What does it look like?
What is it doing?
How does it work?
What is its cost? Influence? Change?
How does it support teachers – establish a creative, intellectual and human behavior rather than a policy, procedure and survival issue?
What is its effect, rather than pursuing a narrow effect of a goal, but its macro-impact on things in an object?
In education, these may be corrected as:
What is the content that incorporates standard content into a narrow content area?
How do games provide jobs for children when their education systems seek to be able to do a good job, empathy for those around them, and nuanced numbers and physical citizenship?
See What should schools do?
How does education retreat into policies and jargon that affects the capabilities of families and communities that their own learning can serve?
How do teachers respond when they are called “research-based”? Does this encourage them to fall into peer-reviewed emerging education journals to introduce a “verified” approach to their classrooms? Or send them to Google Search’Research-based teaching strategies“Where did they find the same 6-8 examples that were tortured to life next lesson plan because they were told this?
Let’s broaden our perspective. Let’s pretend for a while, we will eventually be able to design a teaching system where every student can master every academic standard that their local government has prepared for them. What is the impact of this system? This mastery? What are our assumptions about standards and their mastery? Will they create a country of critical thinkers who do amazing things?
This system – What are our assumptions about it and its effects? What does it do for children? Will they have a strong self-knowledge, wisdom, location and family legacy when they graduate from this hypothetical machine? Critical thinking, work and love? If not, is that OK?
Is this the expected effect we are looking for? If not, what is that? We should know, right?
Ideas as effects
The flipped classroom is good, is it? 1:1? Manufacturer Education? 3D printers in the library? Yes, as an idea. So what are they doing? What is their influence? This idea is always neutral.
A “good idea” is marketing based on emotions and appearance. How is it implemented and, more importantly, what is its impact? technology. Workshop-based PD. Snark on Twitter. The grouping policy you intend to use tomorrow.
And be careful about the metrics or evidence you are looking for. This new questioning strategy may increase engagement by 65%, but may prevent students from fighting on their own. Self-guided PD with teacher, 3 minute corridor switch or mark the school as “good” or “bad”. Only when we go directly into the conversation about integration and then take effect can we accept it only when we say a “good idea”.
“What is its impact?” is a complex question worthy of our thinking and the most cautious genius. But one who is more worthy of our collective feelings might be: “What did our children do to our children when they seek to become more human?
Then we may extend downstream with a more direct neck than we are used to so that we can see the direction we are heading together with them.
Founder and Director of Teaching
