We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers.

    The world is more complex and volatile today than at any other time in our history. The tools of our modern existence are getting faster, cheaper, and smaller at an exponential rate, transforming every aspect of society, from business to culture and from the public sphere to our most private moments. The people who succeed will be the ones who learn to think differently. In Whiplash, Joi Ito and Jeff Howe distill that logic into nine organizing principles for navigating and surviving this tumultuous period: Emergence over AuthorityPull over PushCompasses over MapsRisk over SafetyDisobedience over CompliancePractice over TheoryDiversity over AbilityResilience over StrengthSystems over Objects Filled with incredible case studies and cutting-edge research and philosophies from the MIT Media Lab and beyond, Whiplash will help you adapt and succeed in this unpredictable world.

    

    -Lucy Calkins, Writing Pathways Lucy Calkins' groundbreaking performance assessments offer instructional tools to support continuous assessment, timely feedback, and clear goals tied to learning progressions that have been aligned with world-class standards. Originally published as part of the bestselling Units of Study in Opinion/Argument, Information, and Narrative Writing, grades K-8, Writing Pathways is ideal for writing workshop, but suitable for any writing instruction context or curriculum.This practical guide includes:Learning progressions for opinion/argument, information, and narrative writing, which map the specific benchmarks students will master for every grade levelOn-demand writing prompts that support schoolwide performance assessmentStudent checklists to help students set goals and integrate crucial self-assessment into their workRubrics to support individual teachers and professional learning communities as they evaluate mastery and plan instruction within and across grade levelsStudent writing samples that illustrate different ways students have exemplified standards and highlight essential features of each writing genreAnnotated exemplar pieces of writing on the same topic for every grade level that highlight the traits you can expect to see at each level of the learning progressions. Who needs Writing Pathways?Educators who are not yet ready to implement the full Units of Study curriculum can use Writing Pathways to get started with Lucy Calkins' proven approach to writing assessment and instruction. Coaches and administrators who are supporting implementation of Lucy Calkins' Units of Study will find Writing Pathways to be an ideal resource to guide their work. Who doesn't need Writing Pathways?The content in this stand-alone edition is the same as in the previous editions found in Lucy Calkins' Units of Study (K-5 and 6-8 are combined in this new edition). Teachers who have the Units of Study do not need this new edition. For more information, visit UnitsofStudy.com.

    Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?We want students to take responsibility for their learning, yet we use language that implies teacher ownership.We want to build positive relationships with students, yet we use sarcasm when we get frustrated.We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.What teachers say to students--when they praise or discipline, give directions or ask questions, and introduce concepts or share stories--affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.

    Bored and Brilliant builds on that experiment to show us how to rethink our gadget use to live better and smarter in this new digital ecosystem. Manoush explains the connection between boredom and original thinking, exploring how we can harness boredom’s hidden benefits to become our most productive and creative selves without totally abandoning our gadgets in the process.Grounding the book in the neuroscience and cognitive psychology of “mind wandering”—what our brains do when we’re doing nothing at all—Manoush includes practical steps you can take to ease the nonstop busyness and enhance your ability to dream, wonder, and gain clarity in your work and life. The outcome is mind-blowing. Unplug and read on.

    Join 150+ makers as they share the stories behind their beautiful and bold work—and use the special conductive ink on the cover to do some tinkering yourself!Brought to you by the Exploratorium’s Tinkering Studio.

    The average young person in the UK will spend 10,000 hours gaming by the age of twenty-one. What's causing this mass exodus? According to world-renowned game designer Jane McGonigal the answer is simple: videogames are fulfilling genuine human needs. Drawing on positive psychology, cognitive science and sociology, Reality is Broken shows how game designers have hit on core truths about what makes us happy, and utilized these discoveries to astonishing effect in virtual environments. But why, McGonigal asks, should we use the power of games for escapist entertainment alone? In this groundbreaking exploration of the power and future of gaming, she reveals how gamers have become expert problem solvers and collaborators, and shows how we can use the lessons of game design to socially positive ends, be it in our own lives, our communities or our businesses. Written for gamers and non-gamers alike, Reality is Broken sends a clear and provocative message: the future will belong to those who can understand, design and play games.

    If students are to thrive in their academic and 21st century careers, then independent and creative thinking hold the highest currency. The authors explain in detail how to add these new components of literacy:Solution Fluency Information Fluency Creativity Fluency Collaboration Fluency Students must master a completely different set of skills to succeed in a culture of technology-driven automation, abundance, and access to global labor markets. The authors present an effective framework for integrating comprehensive literacy or fluency into the traditional curriculum.

    Christensen says outstanding companies can do everything right and still lose their market leadership -- or worse, disappear completely. And he not only proves what he says, he tells others how to avoid a similar fate.Focusing on "disruptive technology" -- the Honda Super Cub, Intel's 8088 processor, or the hydraulic excavator, for example -- Christensen shows why most companies miss "the next great wave." Whether in electronics or retailing, a successful company with established products will get pushed aside unless managers know when to abandon traditional business practices. Using the lessons of successes and failures from leading companies, "The Innovator's Dilemma" presents a set of rules for capitalizing on the phenomenon of disruptive innovation.

    Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively--and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens.Drawing on experiences from more than thirty years at MIT's Media Lab, Resnick discusses new technologies and strategies for engaging young people in creative learning experiences. He tells stories of how children are programming their own games, stories, and inventions (for example, a diary security system, created by a twelve-year-old girl), and collaborating through remixing, crowdsourcing, and large-scale group projects (such as a Halloween-themed game called Night at Dreary Castle, produced by more than twenty kids scattered around the world). By providing young people with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit, we can help them prepare for a world where creative thinking is more important than ever before.

    A Whole New Mind takes readers to a daring new place, and a provocative and necessary new way of thinking about a future that's already here.

    Now, in Leading with Focus, he shows administrators, principals, and other education leaders how to apply his model to the work of running schools and districts. In this companion to his previous book, Schmoker offers* An overview of the case for simple, focused school and district leadership--demonstrating its power for vastly improving the work of teachers and leaders.* Examples of real schools and districts that have embraced focused leadership--and the incredible results for student learning.* A practical, flexible, and easy-to-follow implementation guide for ensuring focused leadership in schools and districts.All students deserve to learn in schools where educators eschew distractions and superfluous activities to concentrate on what's most important. To that end, this book is an essential resource for leaders ready to streamline their practice and focus their efforts on radically improving student learning.

    Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!"

    Students are encouraged to just cover the curriculum and the power of purpose and meaningful contribution are absent. Furthermore this old way of doing things doesn't credit students' natural curiosity to direct their own learning. In Who Owns the Learning?, author Alan November uses his Digital Learning Farm education model to show teachers how technology allows students to take ownership of their learning, create their own learning tools, and participate in work that has meaning to them and others. In this model, every student is a teacher and a global publisher.In chapter one, readers will learn what a Digital Learning Farm is and how it can optimize learning. Chapters two through five each focus on a specific job for students in the digital learning farm and provide examples of students working through them. November also offers a story about how the job is being utilized in classrooms, techniques for educators to leverage the work in their classrooms, and questions for discussion in each chapter. Finally, November offers an example of students owning their learning through technology in chapter six. This book is a guide to teachers who want to move teaching and learning into the 21st century incorporating technology and opportunities for students to direct their own learning into instruction.