by Terry Heick
It is not thinking after the idea you should bother, but instead the result of the concept.
#edtech. Values ​​based on the content intended. PLCs. Video spread. The use of data. The authority to research our behavior. Teaching remote teaching. The difference. Classroom sources in class.
None of these ideas are good or bad inside of them. They are just ideas. They are neutral-inert separately. We only charge when we take in themselves – think about us using our unique schema, thinking about normal situations for us, or to consider well to avoid disagreements.
At the bottom of them, we have smoothly smoothed their side edges of easy use. Who wants to feel like you have a perfect understanding of something? At this time, however, the vision has lost its original formation. Missshapen’s difference – the same difference between real dog and one twisting brown and white balloons.
From the thought or assumption of something we understand about our goals is not a small change. And comes with loss. By adding a vision, we attach emotions to them – hope, optimistic, disagreement. Or ignore.
For example, I love the idea of ​​desirable learning, so I attach my good feelings to the floor, where I am writing its work or disaster for educational misunderstanding. I close it, but ‘it’ is a person, in this case) is simply a mind. IT context + is different. This is a chemical.
Think about it as a pattern: Plan->Compilation to complete->Result.
The only vision is useful only as a matter of vision or art. As physical exercise or psychiatrist exercise. As a matter of playing the dialogue or a beautiful bench race for a good race.
Compilation is a matter of structure and engineering (designer and developers to be two teachers’ minds).
Ideas, consolidation, and consequences of everything, but everything is also back: a person touches another, the vision that affects the compilation, a mixing that affects a new light. Maybe at that time, instead of a solution Plan–->Compilation to complete->ResultWe can think instead of something like a triangle:
Plan
Compilation to complete Result
Changing Our Thinking
And instead of “good thing plan? “, We may ask some questions:
What’s going on? What are its parts? What does it look like?
What are you doing?
How does this work?
What does it cost ‘? The result? Change?
How does teachers support – how do teaching the creative and understanding of human and accurate action instead of policy, process, and survival?
What are the consequences – and not small results in pursuit of one purpose, but rather macro results in something in its traditional place?
In education, this can be changed like:
What is the most important content in the small list of read content?
How has the repaired education program worked as children want to become people who know good work, compassion for people around them, and citizenship and citizenship?
See What Should School Do?
Education has been restored to the policy etangle and how did Jargon affect the capacity of families and communities to be sent in their own learning?
How did teachers respond when they were called ‘research’? Does that encourage them to pour textbooks from poor pedagogies to bring only the “proven” way in their classroom? Or send them to Google to seek ‘Teaching strategies based on research‘Where they find 6-8 repeated examples thrown for the following studies for the following lessons.
Let’s spread our vision. Let’s move like we will eventually design the teaching and learning process where all the learner will be able to do with all the lessons of their government. What is the result of this program? Of this Mastery? What do we think about their standards and the Mastery? That they will build a serious thought-being of those who are amazing?
And this program – what do we think about it and its consequences? What is ‘done’ in children? When they graduated from the hypothetical machine, they will feel a strong sense of knowledge, wisdom, place, and family heritage? Of critical thinking, work, and love? If not, okay?
Does that target result do we want? If not, what? We should know, of course?
Ideas as consequences
Small classroom is correct, yes? 1: 1? Maker’s Education? 3D printer to the library? Yes, as ideas. So what do they do? What are their results? The idea remains neutral.
‘A good idea’ marketing based on wells and looks. How is it done, and clearly, what is its results? Technology. PD based on work. Snark on Twitter. This strategy to distinguish groups you planning to use tomorrow.
And noticed the metric or evidence you want. This is a new strategy to ask questions about 65% of the learners but may have trembled learners to fight the question for themselves. The same for PD-directed by the PD teachers, 3 minutes change, or labeling the school ‘good’ or bad. ‘Saying something’ is a good way ‘can only be accepted if we move directly to the discussion, and then work.
“Its results?” The complex question deserves our thinking and very sharp intelligence. But the more important person should have our love in a joint, “what does it do to our children as they want to be mentally, to grow mentally, wisely, and wisdom and love?”
We may strike our cords down on the river than us to see that we – and – we move on.
Founder and Director of Taught
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