Comments for Thinking In Mind http://www.thinkinginmind.com Thu, 09 Feb 2012 17:34:21 +0000 hourly 1 http://wordpress.org/?v=3.0 Comment on Making the Case for Twitter by Doug Tennant http://www.thinkinginmind.com/2011/11/making-the-case-for-twitter/#comment-5156 Doug Tennant Thu, 09 Feb 2012 17:34:21 +0000 http://www.thinkinginmind.com/?p=609#comment-5156 I agree completely, and as others have also stated, if we embrace this for adult participants then should we not also embrace this for students in our classes(who are actually using these communication platforms pretty seamlessly already)? Thanks for sharing this--it is more useful information to back up my push for Twitter at my school. I agree completely, and as others have also stated, if we embrace this for adult participants then should we not also embrace this for students in our classes(who are actually using these communication platforms pretty seamlessly already)?
Thanks for sharing this–it is more useful information to back up my push for Twitter at my school.

]]> Comment on The Burden of Knowledge by Mark Weiss http://www.thinkinginmind.com/2009/12/the-burden-of-knowledge/#comment-5141 Mark Weiss Thu, 02 Feb 2012 22:01:55 +0000 http://www.thinkinginmind.com/?p=94#comment-5141 The last question ask suggests that social media and having a mentor are possibly at odds. It reminded research that began as a study about guilds and apprenticeships. The assumption at the beginning of the study was that the relationship between the mentor and the novice, or in your article between the expert and the follower, was the source of knowledge sharing. It seemed only logical. The master had been there before, and could share that understanding with the beginner. However, the result of the study was quite different. It appears that rather than a master/novice relationship being the primary source of the learning, it was actually the relationship between the novices and the not-so-new novices in the apprenticeship. As each member of the apprenticeship moved closer to expert performance, it was the social processing, or as Brown and Duguid call it, "The Social Life of Information", that promoted primary learning not another lecture from the mentor. I learned there were three elements to this rich learning space. 1) A common topic of interest that drove the gathering (much like the choice of a "teacher" in your article, 2) a gathering place for learning, exchange and the production of common learning artifacts, and 3) and sense of identity that was shared as each underwent this learning process. Social media, is a gathering place. The question is, are they talking about your teaching? If not, why not? The last question ask suggests that social media and having a mentor are possibly at odds. It reminded research that began as a study about guilds and apprenticeships. The assumption at the beginning of the study was that the relationship between the mentor and the novice, or in your article between the expert and the follower, was the source of knowledge sharing. It seemed only logical. The master had been there before, and could share that understanding with the beginner. However, the result of the study was quite different. It appears that rather than a master/novice relationship being the primary source of the learning, it was actually the relationship between the novices and the not-so-new novices in the apprenticeship. As each member of the apprenticeship moved closer to expert performance, it was the social processing, or as Brown and Duguid call it, “The Social Life of Information”, that promoted primary learning not another lecture from the mentor. I learned there were three elements to this rich learning space. 1) A common topic of interest that drove the gathering (much like the choice of a “teacher” in your article, 2) a gathering place for learning, exchange and the production of common learning artifacts, and 3) and sense of identity that was shared as each underwent this learning process. Social media, is a gathering place. The question is, are they talking about your teaching? If not, why not?

]]> Comment on Making the Case for Twitter by Kurtis Hewson http://www.thinkinginmind.com/2011/11/making-the-case-for-twitter/#comment-5133 Kurtis Hewson Wed, 01 Feb 2012 19:27:33 +0000 http://www.thinkinginmind.com/?p=609#comment-5133 Great post and I couldn't agree more! I LOVE using Twitter as a participant in a session - it helps me to connect with others in the room and in most situations I find it has added to the presentation. At the last conference I was at, during a keynote presentation, people were tweeting links to resources being referenced in the presentation, videos the presenter was using, further questions for each other to consider. I have always felt way more engaged as a learner when using and interacting via a backchannel and it becomes a great "refer-back" resource following the presentation. As a presenter, I have used a backchannel (both Twitter and Todaysmeet) for a number of past sessions and I find that a large majority of people are not using it...yet. I think that points to the implementation dip element, as people come to view it as a valuable part of learning in a professional session. I did find that displaying the Twitter feed was a way to engage those in that "other" conversation, even if they didn't have the technology. I think this is also a powerful way to demonstrate to those not engaging through a backchannel the value that it has for those utilizing it. Again, I think the more we use and promote the backchannels (particularly Twitter), we are going to see its effectiveness grow. Thanks for sharing and starting a great conversation Neil! Hope the move has been a good one! Great post and I couldn’t agree more! I LOVE using Twitter as a participant in a session – it helps me to connect with others in the room and in most situations I find it has added to the presentation. At the last conference I was at, during a keynote presentation, people were tweeting links to resources being referenced in the presentation, videos the presenter was using, further questions for each other to consider. I have always felt way more engaged as a learner when using and interacting via a backchannel and it becomes a great “refer-back” resource following the presentation.

As a presenter, I have used a backchannel (both Twitter and Todaysmeet) for a number of past sessions and I find that a large majority of people are not using it…yet. I think that points to the implementation dip element, as people come to view it as a valuable part of learning in a professional session. I did find that displaying the Twitter feed was a way to engage those in that “other” conversation, even if they didn’t have the technology. I think this is also a powerful way to demonstrate to those not engaging through a backchannel the value that it has for those utilizing it. Again, I think the more we use and promote the backchannels (particularly Twitter), we are going to see its effectiveness grow.

Thanks for sharing and starting a great conversation Neil! Hope the move has been a good one!

]]> Comment on About the Author by Anne McCullough http://www.thinkinginmind.com/about/#comment-5132 Anne McCullough Wed, 01 Feb 2012 17:57:13 +0000 http://www.thinkinginmind.com/?page_id=2#comment-5132 I enjoyed a workshop you gave at the AAC convention a couple of years ago. I am now living on Vancouver Island and am working with teachers to help them develop assessment for learning strategies in their classrooms. Because Canadian history is a big part on curriculum, I was wondering if you have some info (project outlines, checklists, rubrics....)that you would be willing for me to share with teachers about the cigar box project. Many thanks! I enjoyed a workshop you gave at the AAC convention a couple of years ago. I am now living on Vancouver Island and am working with teachers to help them develop assessment for learning strategies in their classrooms. Because Canadian history is a big part on curriculum, I was wondering if you have some info (project outlines, checklists, rubrics….)that you would be willing for me to share with teachers about the cigar box project. Many thanks!

]]> Comment on Creating Authentic Learning by Reflections on Planning Authentic Teaching & Learning in Geography Class « The Learning 2.0 School http://www.thinkinginmind.com/2011/09/creating-authentic-learning/#comment-5126 Reflections on Planning Authentic Teaching & Learning in Geography Class « The Learning 2.0 School Sun, 29 Jan 2012 20:25:16 +0000 http://www.thinkinginmind.com/?p=546#comment-5126 [...] Then I came across a post in one of my favorite blogs, Thinking Mind, published by Neil Stephenson (PD Coordinator, Calgary Science School).  In a post on Student Centered Learning,  Neil talks about his experience when planning an inquiry unit on the Italian Renaissance with two grade 8 Humanities teachers.  He commented, “In our planning sessions, almost all the time was spent developing and clarifying the central question (and sub questions) of the inquiry. ”   I was relieved to learn that this planning is essential to creating authentic learning.   Neil further explains the importance of inquiry and authentic learning in his post Creating Authentic Learning. [...] [...] Then I came across a post in one of my favorite blogs, Thinking Mind, published by Neil Stephenson (PD Coordinator, Calgary Science School).  In a post on Student Centered Learning,  Neil talks about his experience when planning an inquiry unit on the Italian Renaissance with two grade 8 Humanities teachers.  He commented, “In our planning sessions, almost all the time was spent developing and clarifying the central question (and sub questions) of the inquiry. ”   I was relieved to learn that this planning is essential to creating authentic learning.   Neil further explains the importance of inquiry and authentic learning in his post Creating Authentic Learning. [...]

]]> Comment on Questioning "Student Centered Learning" by Reflections on Planning Authentic Teaching & Learning in Geography « The Learning 2.0 School http://www.thinkinginmind.com/2009/11/questioning-student-centered-learning/#comment-5125 Reflections on Planning Authentic Teaching & Learning in Geography « The Learning 2.0 School Sun, 29 Jan 2012 20:16:07 +0000 http://www.thinkinginmind.com/?p=86#comment-5125 [...] Mind, published by Neil Stephenson (PD Coordinator, Calgary Science School).  In a post on Student Centered Learning,  Neil talks about his experience when planning an inquiry unit on the Italian Renaissance with [...] [...] Mind, published by Neil Stephenson (PD Coordinator, Calgary Science School).  In a post on Student Centered Learning,  Neil talks about his experience when planning an inquiry unit on the Italian Renaissance with [...]

]]> Comment on About the Author by Greg Long http://www.thinkinginmind.com/about/#comment-5103 Greg Long Mon, 09 Jan 2012 20:42:20 +0000 http://www.thinkinginmind.com/?page_id=2#comment-5103 Hi Neil, I am putting together a course at the University that is supposed to mirror what Dr. Jacobsen has done in the past, and believe me, hers are big shoes to fill. I noticed that you were a guest speaker in her previous class, and wanted to know if you would consent to speaking to my class this year? You support and expertise would be much appreciated. Thank you for your consideration in this matter. Take care, Greg Hi Neil,
I am putting together a course at the University that is supposed to mirror what Dr. Jacobsen has done in the past, and believe me, hers are big shoes to fill. I noticed that you were a guest speaker in her previous class, and wanted to know if you would consent to speaking to my class this year?
You support and expertise would be much appreciated. Thank you for your consideration in this matter. Take care, Greg

]]> Comment on Student Voice in Assessment by Illustrative Examples of Inquiry Rubric | Thinking In Mind http://www.thinkinginmind.com/2009/02/student-voice-in-assessment/#comment-5042 Illustrative Examples of Inquiry Rubric | Thinking In Mind Mon, 19 Dec 2011 20:02:04 +0000 http://www.thinkinginmind.com/?p=14#comment-5042 [...] Capturing Student Voice [...] [...] Capturing Student Voice [...]

]]> Comment on A Compelling Image of Rigour by Creating Authentic Learning | Thinking In Mind http://www.thinkinginmind.com/2010/10/a-compelling-image-of-rigour/#comment-5041 Creating Authentic Learning | Thinking In Mind Mon, 19 Dec 2011 19:58:51 +0000 http://www.thinkinginmind.com/?p=369#comment-5041 [...] that work with conceptual frameworks, ways of thinking, or modes of inquiry central to the topic.  As Larry Rosenstock, CEO from High Tech High Charter Schools explains, “I want kids behaving like an actress, scientist, documentary filmmaker, like a journalist. [...] [...] that work with conceptual frameworks, ways of thinking, or modes of inquiry central to the topic.  As Larry Rosenstock, CEO from High Tech High Charter Schools explains, “I want kids behaving like an actress, scientist, documentary filmmaker, like a journalist. [...]

]]> Comment on A Compelling Image of Rigour by Play as Professional Development | Thinking In Mind http://www.thinkinginmind.com/2010/10/a-compelling-image-of-rigour/#comment-5040 Play as Professional Development | Thinking In Mind Mon, 19 Dec 2011 19:57:46 +0000 http://www.thinkinginmind.com/?p=369#comment-5040 [...] a place where students are taking on the ways of thinking and behaving of different disciplines. I often turn to this High Tech High video – “I want my kids behaving like a scientist, behaving like an actress, behaving like a [...] [...] a place where students are taking on the ways of thinking and behaving of different disciplines. I often turn to this High Tech High video – “I want my kids behaving like a scientist, behaving like an actress, behaving like a [...]

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