Sacred Heart Greenwich Middle School Parent Blog

In support of our efforts to support student innovation and create STEM opportunities, the Middle School recently purchased a “MakerBot” 3D printer. Watch the following videos for more information:

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Using SMART Boards with Laptop Computers

Study: Devices Add More Value When Used With Interactive Whiteboards
8/22/2012 3:57 PM RssIcon

 

A study involving more than 300 educators from around the world reveals that using both interactive whiteboards and personal devices such as tablets or PCs in the classroom provides more value than using either on its own because it enhances the ability to shift easily between whole-class, small group and individual learning.

The survey also found that instructional technology works most effectively when it is combined with teacher training, high-quality digital content and implementation best practices. The study was conducted by Filigree Consulting, an independent consulting firm specializing in technology research, on behalf of SMART Technologies Inc.

According to the study results, 70 percent of the educators who had a high-level of collaborative learning adoption combined with best practices reported receiving above average returns on their technology investment, including gains in student achievement. By contrast, nearly half of the educators who had implemented instructional technology without a developed strategy reported below average returns.

The results of the study have been published in a white paper entitled Instructional Technology and Collaborative Learning Best Practices: Global Report and Recommendations.

A tool based on the study allows educators to assess their instructional technology. For more information, and to take the assessment survey, visit smarttech.com/educationassessment.

‘How to Turn Your Classroom into an Idea Factory”

How to Turn Your Classroom into an Idea Factory

August 20, 2012 | 7:00 AM | By

 

Brightworks School

Students building a cafe at Brightworks School in San Francisco.

By Suzie Boss
The following suggestions for turning K-12 classrooms into innovation spaces come from Bringing Innovation to School: Empowering Students to Thrive in a Changing World, published in July by Solution Tree.

How can we prepare today’s students to become tomorrow’s innovators? It’s an urgent challenge, repeated by President Obama, corporate CEOs, and global education experts like Yong Zhao and Tony Wagner. Virtually every discussion of 21st-century learning puts innovation and its close cousin, creativity, atop the list of skills students must have for the future.

If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.

How do we fill the gap between saying we must encourage innovation and teaching students how to actually generate and execute original ideas? The answers are emerging from classrooms across the country where pioneering teachers are making innovation a priority. Their strategies vary widely, from tinkering workshops and design studios to digital gaming and global challenges. By emphasizing problem solving and creativity in the core curriculum, these advance scouts are demonstrating that innovation is both powerful and teachable.

Across disparate fields, from engineering and technology to the social and environmental sectors, innovators use a common problem-solving process. They frame problems carefully, looking at issues from all sides to find opportunity gaps. They may generate many possible solutions before focusing their efforts. They refine solutions through iterative cycles, learning from failure along with success. When they hit on worthy ideas, innovators network with others and share results widely.

In the classroom, this same process corresponds neatly with the stages of project-based learning. In PBL, students investigate intriguing questions that lead them to learn important academic content. They apply their learning to create something new, demonstrate their understanding, or teach others about the issue they have explored. By emphasizing key thinking skills throughout the PBL process, teachers can guide students to operate the same way that innovators do in all kinds of settings.

Here are eight tips to borrow from classrooms where teachers are reinventing yesterday’s schools as tomorrow’s idea factories.

1. WELCOME AUTHENTIC QUESTIONS.

Good projects start with good questions. Listen closely to students to find out what makes them curious. Instead of presenting them with ready-made assignments, invite student feedback when you are designing projects. Make sure your driving questions for projects involve real-world issues that students care about investigating.

2. ENCOURAGE EFFECTIVE TEAMWORK.

Projects offer an ideal context to develop students’ collaboration skills, but make sure teamwork doesn’t feel contrived. If projects are too big for any one student to manage alone, team members will have a real reason to rely on each other’s contributions. Teach students how to break a big project into manageable pieces and bring out the best ideas from everyone on the team. Offer them examples of innovations (from the Mars rover to the iPad) that wouldn’t have been possible without team efforts.

3. BE READY TO GO BIG.

Innovators have a tendency to think big. They know how to use social networking tools to make a worthy idea go viral. Encourage students to share their projects with audiences beyond the classroom, using digital tools like YouTube or online publishing sites. Help them build networks to exchange ideas with peers and learn from experts around the globe.

4. BUILD EMPATHY.

Innovation doesn’t happen in a vacuum. Innovators who have empathy can step outside their own perspective and see issues from multiple viewpoints. Approaching a problem this way leads to better solutions. Teach students strategies for making field observations, conducting focus groups or user interviews, or gathering stories that offer insights into others’ perspectives.

5. UNCOVER PASSION.

Passion is what keeps innovators motivated to persist despite long odds and flawed first efforts. Find out what drives students’ interests during out-of-school time, and look for opportunities to connect these pursuits with school projects. Ask students: When you feel most creative, what are you doing? What tools or technologies are you using? Their answers should set the stage for more engaging projects.

6. AMPLIFY WORTHY IDEAS.

In today’s flat world, where access to information is ubiquitous, innovation can happen anywhere. Opportunities to support good ideas are also getting flattened. Philanthropy and venture funding, once reserved for the wealthy, have been crowdsourced with online platforms like Kiva (www.kiva.org) and Kickstarter (www.kickstarter.com). To participate fully in the culture of innovation, students need to be able to do more than generate their own ideas. They also need to know how to critically evaluate others’ brainstorms and decide which ones are worth supporting. Develop classroom protocols for students to critically evaluate each other’s ideas. They may decide to throw their collective energy behind one promising idea or pull components from multiple teams into a final project.

7. KNOW WHEN TO SAY NO.

Being a critical thinker also means being able to spot ideas that aren’t ready for prime time. Bold new ideas may have bugs that need to be worked out. An approach that appears to be a game-changer may be too expensive for the benefits it affords or may have unanticipated consequences. Give students opportunities to look for potential pitfalls and know when to say no.

8. ENCOURAGE BREAKTHROUGHS.

Will students come up with breakthrough ideas in every project? Probably not, but you can encourage them to stretch their thinking by setting ambitious goals. What would students be able to do or demonstrate if they were truly operating as innovators? Provide them with real-world examples by sharing stories of innovators from many fields, including social innovators who tackle wicked problems like poverty or illiteracy. Share the back stories of breakthroughs to show how much effort went into each inspired idea. Let students know they can’t expect to reach breakthrough solutions to every problem they tackle. Finding out what doesn’t work can be a useful outcome, too. Genuine innovation is indeed rare—but worth recognizing and celebrating when it happens.

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Sacred Heart Greenwich Middle School Parent Blog

Here’s an interesting article on how robots are replacing humans in many factories around the world.  The article serves as an important reminder for the importance of our girls to learn programing and robotics.  Stay tuned to the Au Courant for information on our after school robotics team and our new seventh grade robotics unit.

The New York Times

August 18, 2012

 

Skilled Work, Without the Worker

By JOHN MARKOFF

DRACHTEN, the Netherlands — At the Philips Electronics factory on the coast of China, hundreds of workers use their hands and specialized tools to assemble electric shavers. That is the old way.

At a sister factory here in the Dutch countryside, 128 robot arms do the same work with yoga-like flexibility. Video cameras guide them through feats well beyond the capability of the most dexterous human.

One robot arm endlessly forms three perfect bends in two connector wires and slips them into holes almost too…

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Sacred Heart Greenwich Middle School Parent Blog

An interesting opinion article from the New York Times on August 4, 2012
 
By MADELINE LEVINE

PHRASES like “tiger mom” and “helicopter parent” have made their way into everyday language. But does overparenting hurt, or help?

While parents who are clearly and embarrassingly inappropriate come in for ridicule, many of us find ourselves drawn to the idea that with just a bit more parental elbow grease, we might turn out children with great talents and assured futures. Is there really anything wrong with a kind of “overparenting lite”?

Parental involvement has a long and rich history of being studied. Decades of studies, many of them by Diana Baumrind, a clinical and developmental psychologist at the University of California, Berkeley, have found that the optimal parent is one who is involved and responsive, who sets high expectations but respects her child’s autonomy. These “authoritative parents” appear to hit the sweet spot…

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