tag:blogger.com,1999:blog-189514397033785093.comments2023-04-30T05:45:23.025-04:00Artful InnovationDeborah Vrabelhttp://www.blogger.com/profile/06975012729271097708noreply@blogger.comBlogger21125tag:blogger.com,1999:blog-189514397033785093.post-4637206732859233772009-05-07T12:26:00.000-04:002009-05-07T12:26:00.000-04:00This book sounds very interesting. I have always t...This book sounds very interesting. I have always thought that there were holes in my schooling, growing up.<br /><br />I'm reading Blink by Malcolm Gladwell. I think you would enjoy it.<br /><br />I look forward to reading your blog on a regular basis. Pop on over to by blog, Buttons & Rainbows, anytime.Sara_Ortizhttps://www.blogger.com/profile/01585142758309969766noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-14075155885672435592009-03-24T12:10:00.000-04:002009-03-24T12:10:00.000-04:00What a great article. It is so refreshing to hear ...What a great article. It is so refreshing to hear someone talking about the distinctions between being literate, job-ready, and educated. Of course thematic approaches to teaching are not new, but to consider organizing the entire curriculum around "life themes" is brilliant. Let's hear it for the humanities and the kind of "education (that) gives life its deeper meaning and allows a fuller participation in civil and political discourse."Tom Kennedyhttps://www.blogger.com/profile/10122268794470845900noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-76161497425381505522009-01-29T18:40:00.000-05:002009-01-29T18:40:00.000-05:00Deb - It's a great question. That phrase "critical...Deb - It's a great question. That phrase "critical thinking" is used without explanation or example all over the place. And yet we still seem to see little evidence of it being applied where it matters most. <BR/><BR/>I asked the same question on my blog a while back - http://thecompasspoint.wordpress.com/2007/04/12/the-great-cat-drop-take-this-test-of-critical-thinking/<BR/>with the specific example of the very uncritical acceptance of a story of unintended consequences. The post engendered some interesting correspondence. <BR/><BR/>The story is about the widely repeated story of the alleged parachute drop of 14,000 cats into Borneo. It's a great story and yet - right there in its retelling found all over the internet - resides a demonstration of the lack of critical thinking. <BR/><BR/>I am thinking of collecting examples of such egregious lack of what can only be called common sense.<BR/>The extension of the phrase is often "critical and creative thinking". I would like those who use it to come up with concrete examples of this at work rather than mouth truisms and cliches.<BR/><BR/>Cheers - JosieAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-69280459624320779382009-01-29T12:19:00.000-05:002009-01-29T12:19:00.000-05:00"Just in case" learning is a great way to put it. ..."Just in case" learning is a great way to put it. I am reminded of the import vs. export paradigm that David Perkins talks about in the preface to Studio Thinking (Hetland et al).<BR/><BR/>"Most educational practice reflects what might be called an export paradigm. What learners do today focuses on exporting knowledge for use in a range of envisioned futures. The math in the textbook is for application somewhere, sometime, in some supermarket or on some income tax form or during possible careers in business, engineering, or science. The history acquired might someday help to make sense of an election and to cast a vote more wisely. The specific activities—problem sets for honing skills, answering questions toward understanding principles, memorizing information toward quizzes—are blatantly exercises that target much later payoffs."<BR/><BR/>High-quality projects in the arts (or sciences) exemplify the import paradigm. "Importing knowledge into complex meaningful endeavors now, with the future in view, is a stronger model of learning than warehousing knowledge for the future," he says. <BR/><BR/>I note that he talks about "importing knowledge." Content is just as important. It's how content is introduced and what happens surrounding its introduction that I think must change.Deborah Vrabelhttps://www.blogger.com/profile/06975012729271097708noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-40196106086759897092009-01-28T20:41:00.000-05:002009-01-28T20:41:00.000-05:00What about the basic concept of learning by doing?...What about the basic concept of learning by doing? <BR/><BR/>With such an intriguing project any student who is excited by it will want to acquire the skills to do it well. And next time even better.<BR/><BR/>No more "just in case" learning. It leaves almost all children behind.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-42381062279873044182009-01-28T18:54:00.000-05:002009-01-28T18:54:00.000-05:00What a great blog. I just found it as I was search...What a great blog. I just found it as I was searching for info on the "Artist Corps"lady guerrilla painterhttps://www.blogger.com/profile/15838033637845078351noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-70619600023914252362009-01-27T21:19:00.000-05:002009-01-27T21:19:00.000-05:00Implementation. Aye, there's the rub, isn't it? T...Implementation. Aye, there's the rub, isn't it? There are two things I think you can always count on in education: the first is that most sensible sounding reforms change like a kid's game of telephone, changing with each retelling until they're unrecognizable by the time they reach the classroom. The second is that every good idea becomes a bad idea once it hardens into orthodoxy. <BR/><BR/>This was my first post, but I've been enjoying your blog for several weeks now. Good thoughtful stuff, always. <BR/><BR/>rpRobert Pondisciohttps://www.blogger.com/profile/07091207852645712158noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-54186438623422752102009-01-27T21:06:00.000-05:002009-01-27T21:06:00.000-05:00Hi Robert,I am excited and grateful that you read ...Hi Robert,<BR/>I am excited and grateful that you read my blog entry. I agree with you that education should not divorce skills and content knowledge. I also agree that we should be skeptical when we hear the phrases "21st century skills" and "critical thinking"—skeptical, but not dismissive. <BR/><BR/>I think the problem lies equally in poor implementation of approaches like essential questions AND shallow understanding of standards and what it means to build a common core of knowledge. I would bet that many educators who talk admiringly of a Core Knowledge curriculum actually are promoting a trivial pursuit mentality to learning and are over-emphasizing coverage of material without enough attention to depth of understanding. Since the Core Knowledge model, when properly implemented, can promote critical and creative thinking, I would like to know more about how that synergy takes place. <BR/><BR/>I think you did a great job in your post of pointing out the value of content knowledge. I don't know if I would go so far as to put people in two groups though. I think many who had incomplete "background" knowledge when they heard the speech gained more than just "excitement." I think some will be inspired to serve or to be something positive--and that desire will compel them to seek knowledge. I think some will be curious, their imaginations captivated by a phrase or a mental image evoked or the realization that "he was talking about my family." <BR/><BR/>I will continue to follow your blog. I think we lean in opposite directions but are not that far apart. I think we are both trying to be critical thinkers and keep open minds.Deborah Vrabelhttps://www.blogger.com/profile/06975012729271097708noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-67177427562569855802009-01-27T17:45:00.000-05:002009-01-27T17:45:00.000-05:00Hi Deborah,I hope you don't think I disagree with ...Hi Deborah,<BR/><BR/>I hope you don't think I disagree with you that "increased focus on creativity and critical thinking skills threatens basic literacy," etc. That's clearly not the case. The mischief comes in when people try to divorce skills and content knowledge. In my first year of teaching, I remember going to a PD where an administrator said there would be "no more trivial pursuit" in teaching social studies. Instead our students would grapple with "essential questions." She said, for example, it wasn't important to know about the War of 1812. Instead, we should be asking "Is war ever justified?" It is possible to answer that question without any knowledge of any war, but the answer you'd come up with would be necessarity facile, simplistic and not terribly satisfying or useful.<BR/><BR/>Your personal knowledge added depth to your reflections about Obama's speech. That's immensely satisfying. That's the point. Were it not for that, you might have scratched your head and said, "Huh?"<BR/><BR/>I don't think I ever said (I certainly never intended to say) critical thinking in the absence of history is inadequate for solving problems. Indeed, without background knowledge, critical thinking about history is....well, not possible. <BR/><BR/>Warm regards,<BR/>RobertRobert Pondisciohttps://www.blogger.com/profile/07091207852645712158noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-83253634833564329612009-01-13T18:45:00.000-05:002009-01-13T18:45:00.000-05:00Yes, I've read that report, but thanks for remindi...Yes, I've read that report, but thanks for reminding me of it. I should probably delve into that again soon. So many pieces to put together.Deborah Vrabelhttps://www.blogger.com/profile/06975012729271097708noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-64304733341181512532009-01-13T16:35:00.000-05:002009-01-13T16:35:00.000-05:00Hi Deb:Do you know this report - Learning, the Art...Hi Deb:<BR/>Do you know this report - Learning, the Arts, and the Brain - from The Dana Foundation?<BR/>http://www.dana.org/uploadedFiles/News_and_Publications/Special_Publications/Learning,%20Arts%20and%20the%20Brain_ArtsAndCognition_Compl.pdf<BR/><BR/>- JosieAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-82053202420965418832009-01-10T09:46:00.000-05:002009-01-10T09:46:00.000-05:00Hi Deborah:Another interesting post. Thanks.Are yo...Hi Deborah:<BR/>Another interesting post. Thanks.<BR/><BR/>Are you familiar with the London Schools of Creativity initiative? It looks like they are doing some really interesting work. There are links to the schools on their blog.<BR/><BR/>Also the Tate Modern's Children's Creativity Manifesto.<BR/><BR/>- Josie HolfordAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-48501238953494623282009-01-07T00:49:00.000-05:002009-01-07T00:49:00.000-05:00On the topic of Arts learning and 21st century ski...On the topic of Arts learning and 21st century skills...have you seen this? <BR/>http://thecompasspoint.wordpress.com/2007/09/11/how-the-arts-deepen-students-thinking/<BR/>It references some good research. And while not specifically mentioning the cliche "21st century skills"- they are certainly on the list.<BR/>- JosieAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-81253098396684456302008-12-17T22:25:00.000-05:002008-12-17T22:25:00.000-05:00I love your idea. It would be cool to turn it into...I love your idea. It would be cool to turn it into a TED forum type of situation and let the public watch and listen.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-22826477630608381742008-12-07T15:52:00.000-05:002008-12-07T15:52:00.000-05:00Thank you so much. I love the quote and enjoyed T...Thank you so much. I love the quote and enjoyed <A HREF="http://thecompasspoint.wordpress.com/" REL="nofollow"> The Compass Point</A> blog as well. I didn't know about Claxton's latest book and will be sure to read it.Deborah Vrabelhttps://www.blogger.com/profile/06975012729271097708noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-64803014970004464902008-12-07T09:12:00.000-05:002008-12-07T09:12:00.000-05:00"Art is the only way to run away without leaving h..."Art is the only way to run away without leaving home."<BR/>— Twyla Tharp<BR/>Just thought you might enjoy that quotation if you did not already know it. I enjoy reading your blog.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-51233764029305871892008-11-14T22:56:00.000-05:002008-11-14T22:56:00.000-05:00As I read your questions, Deborah, I ask a few que...As I read your questions, Deborah, I ask a few questions, myself.<BR/><BR/>Is this techno-thing a trend or is it in fact, an evolution?<BR/><BR/>Has the tool become more important than the message?<BR/><BR/>Has the concept of communication become completely devoid of humanity?<BR/><BR/>When calculators became the mainstay of mathematics classrooms, kids stopped having to think about addition, subtractiion, multiplication and division. <BR/><BR/>Today, my colleagues confront the issues, that kids cannot spell, they cannot write, and have not, in middle school mastered the keyboard. <BR/><BR/>Hence, is the entire aspect of communication being lost? <BR/><BR/>Will we ever get that back?<BR/><BR/>Must we buy and master every piece of technology that becomes available?<BR/><BR/>Must we accept or even entertain the idea, that technology may be becoming a synomym for pedogogy?Lois K. Feibushttps://www.blogger.com/profile/15014494613333773607noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-61644812401516920332008-10-26T10:42:00.000-04:002008-10-26T10:42:00.000-04:00My daughter cried Friday,when, in the disavantaged...My daughter cried Friday,when, in the disavantaged school in urban Pittsburgh, in which she is a teacher-ed student observer, they literally, carried out, a six year old child, who was kicking and screaming, because, he was to be institutionalized. "He cannot come back," she said, "Until they find out what is wrong with him." "What is wrong with him, Mom," she said to me, "is that this is all that his teacher could come up with."Lois K. Feibushttps://www.blogger.com/profile/15014494613333773607noreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-34225998710828019132008-10-22T09:47:00.000-04:002008-10-22T09:47:00.000-04:00Thanks for mentioning me in your blog. I really li...Thanks for mentioning me in your blog. I really like what you are saying again, but I have a pedagogical question. <BR/><BR/>I want to work in an urban setting, but I also am HEAVILY in favor of using technology in the classroom. Is there some way to use technology in the classroom, but still allowing for students without technology? For instance, I am thinking of sites like box.net that have made it easy for online collaboration and for electronic turn in of assignments to easily check for plagarism and commenting on students work via e-mail through the comment tabs on microsoft word, but if these student's don't have computers at home, all of these ideas will be of little use.<BR/><BR/>I know some teachers require students to have library cards to use internet at their public library, but some of these kids will have extracurricular activities and the libraries hours will not be conducive with their schedule. Any thoughts on this?<BR/>DannyAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-10728671517715234862008-10-20T19:31:00.000-04:002008-10-20T19:31:00.000-04:00I am reading "A Teacher's Guide to Classroom Asess...I am reading "A Teacher's Guide to Classroom Asessment" by Butler and McMunn for one of my credential classes right now and it putting words to frustrations that I have had with education since I was in high school. I could never understand how a multiple choice test could prepare me for any sort of work in the real world. At the college level I was fascinated to find that most teachers graded me based on critical thinking papers and essay tests. If classes are college prep, shouldn't they be preparing us for this type of critical thinking?<BR/><BR/>I agree that assessment has to be more than isolated events. My argument has always been for larger projects in the classroom where students are graded at different "stages" of completion of the process. In this way, students are continually graded on the evolution of whatever projects they are doing in their classes.<BR/><BR/>If I could do a complete overhaul of education I would. I just want to see students succeed, but I am not sure how to do that. I am still just a baby teacher with very little classroom experience, but your blog is an inspiration that there are still teachers out there who think similiarly to me. I was beginning to think from my classroom observations that many teachers are simply doing things "the same old way" and it was disheartening.<BR/>DannyAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-189514397033785093.post-737776723742718332008-10-15T12:49:00.000-04:002008-10-15T12:49:00.000-04:00thank you - what a thoughtful and engaging respons...thank you - what a thoughtful and engaging response. <BR/><BR/>my rather gentle chat seems to have whisked round the blogosphere and resulted in many useful responses, but i particularly enjoyed yours - spot on in many details.Prof Stephen Heppellhttps://www.blogger.com/profile/16630444233109950051noreply@blogger.com