ninjaswithnotebooks.blogspot.com
Ninjas With Notebooks: Meet the Ninjas
http://ninjaswithnotebooks.blogspot.com/p/meet-ninjas.html
Her ever-developing PLN on twitter. And Jenny Smalley. Outside the classroom, she can be found spending time with her husband, wrangling their gaggle of children, juggling several stacks of books, and writing whenever she has a spare moment. Subscribe to: Posts (Atom). Follow Us By Email. End of the Year Reflection. Picture Window theme. Theme images by alacatr.
ninjaswithnotebooks.blogspot.com
Ninjas With Notebooks: November 2013
http://ninjaswithnotebooks.blogspot.com/2013_11_01_archive.html
November 21, 2013. 5 Reasons To Use Evernote When Conferring With Students - NCTE13. I won't bore you with tons of wordy paragraphs about what Evernote is. If you're here to read this post, chances are you already have the app downloaded on your iPad. If not, go here and get started. Learning all there is to know. You can read this post while you setup your account. Why should you listen to me? Well, friends, with Evernote you can. 1 Organize your thoughts with purposeful tags. 3 Say it with pictures:.
generative-learning.org
Sticky Issues and Messy Learning
| generativelearning
https://generative-learning.org/2014/03/24/sticky-issues-and-messy-learning
Learning, Adaptive Action, and the Moon. I’m All for Systemic Change! But, uhWhich System? March 24, 2014 · 12:27 pm. Sticky Issues and Messy Learning. Learning may be a natural and necessary meaning-making process, but it can also be messy and frustrating, especially when we get stuck when we face a seemingly intractable problem. Seth Horwitt, who teaches 5th graders, tells about how he and his students make sense of their sticky issues with Adaptive Action a three-step inquiry/action cycle (What? The d...
generative-learning.org
August | 2011 | generativelearning
https://generative-learning.org/2011/08
Monthly Archives: August 2011. August 28, 2011 · 11:52 pm. Welcome to Generative Learning. I believe in the power of questions. It means that I ask honest questions — questions about what I must know as I move forward. My questions are rooted in honest curiosity–not in criticism or frustration or anger. It’s not about posing questions to impress, nor to make a point, but questions to inform each next action, each next step into unknown territory. How do I know it? Have I considered other ways of knowing?
generative-learning.org
generativelearning | Just another WordPress.com site | Page 2
https://generative-learning.org/page/2
Newer posts →. May 23, 2013 · 5:32 pm. Three Big Questions to Support Adolescent English Learners. Most high school teachers I’ve talked with lately are working hard to help their English learners achieve academic success. With so many aspects of students’ lives beyond our control, how can we make a difference for these young adults? My last post introduced three big questions. That can set systemic conditions for large and small changes:. Who are we and what are we about? How do we do that work together?
generative-learning.org
What We Can Learn from Fire Ants — Adaptive Capacity | generativelearning
https://generative-learning.org/2015/06/21/what-we-can-learn-from-fire-ants-adaptive-capacity
Setting Conditions for Powerful Learning — Adjacent Opportunities. June 21, 2015 · 2:31 pm. What We Can Learn from Fire Ants — Adaptive Capacity. Last week, as I was pulling weeds in my flowerbeds (as always, amazed by the tenacity of dandelions and crab grass), I reached under a shrub to pull a particularly stubborn root. I felt a sting and drew back my hand to see dozens of fire ants scatter. I had disturbed their mound, and the ground wa. Leave a Reply Cancel reply. Enter your comment here. But, uhWhi...
generative-learning.org
About | generativelearning
https://generative-learning.org/about
I’m Leslie Patterson. I have spent my whole life in Texas public schools. Now, I get to spend my time working with amazing educators who are working to make schools great learning spaces. Over the years, I have come to see the power of generative learning — learning that adapts to unexpected challenges and learning that sustains itself over time. Lifelong learning for adults and young people, too. National Writing Project http:/ www.nwp.org. So what might it mean? Now what shall we do about it? I believe...
generative-learning.org
Setting Conditions for Powerful Learning — Adjacent Opportunities | generativelearning
https://generative-learning.org/2015/01/12/setting-conditions-for-powerful-learning-adjacent-opportunities
Simple Rules for Complex Systems! What We Can Learn from Fire Ants — Adaptive Capacity →. January 12, 2015 · 1:49 pm. Setting Conditions for Powerful Learning — Adjacent Opportunities. In a complex system, we can’t always point to clear, direct causes for the results we want to see. Root causes, influences, triggers, sources–life is too messy. Our actions and reactions are too massively entangled for us to sort out those direct causal paths. Ron Schulz. Emergence: Complexity and Organization. Enter your ...
generative-learning.org
Future of Reading???? | generativelearning
https://generative-learning.org/2013/06/03/future-of-reading
If At First You Don’t Succeed . . . . Stop Swinging that Pendulum. Please. →. June 3, 2013 · 1:31 pm. Of course, not everyone feels that connection to the printed text. The debate about the future of the book goes on . . . Here is an intriguing essay about that by Annie Murphy Paul, a journalist and consultant I’m following these days, “Are Readers an Endangered Species? If At First You Don’t Succeed . . . . Stop Swinging that Pendulum. Please. →. Leave a Reply Cancel reply. Enter your comment here.
generative-learning.org
I’m All for Systemic Change! But, uh…Which System? | generativelearning
https://generative-learning.org/2014/04/17/im-all-for-systemic-change-but-uhwhich-system
Sticky Issues and Messy Learning. Invisible Revolutions →. April 17, 2014 · 1:40 pm. I’m All for Systemic Change! But, uhWhich System? Last week, I heard a. Passionate conversation between a teacher and an administrator about how to transform learning in their school district. The conversation circled around questions familiar to school reformers. Who has the power to make significant change? Who needs to be thinking outside the box? Who needs to listen to the other side? What is the administrator’s role?
SOCIAL ENGAGEMENT