It’s about diving in head first, a DIY approach, looking at things from different angles. This is what the world’s greatest minds do naturally. It’s from this method that we gain higher order knowledge and understanding. Continue reading “DIY Mindset in Learning”
Many research verifies the relevance of empowerment to education. When students are empowered, they learn more, and they learn better. So how do we help those tentative, cautious learners who are lack confidence in themselves and, above all else, want learning to be pleasant and painless? Continue reading “How Do You Create Empowered Learners?”
Do we want teachers to be empowered or engaged? I would like to work in a school culture in which teachers feel empowered to learn and try new things. This builds leadership capacity and intrapreneurship. Should teachers be engaged? Absolutely, but after they feel empowered. I don’t think this would be different for students. Continue reading “Empowerment Comes Before Engagement”
Content and standardised testing should no longer be at the heart of education. In the information age the teacher his main job should be to help students develop key skills necessary for when they leave education. To be a successful lifelong learner there are 8 things to be good at: Continue reading “Play + Passion = Purpose”
How can we best prepare students for a world that will require more of them? The most important resource in education reform is the learner’s mind. We need to re-ignite the hunger for learning that many students lose along the way. Explicit and embedded work on learning mindsets and learning strategies & habits puts students in the driver seat of learning. It gives them direction to chart their paths to succes and happiness. Lets take you through it. Continue reading “Deep Learning Mindsets & Strategies”
Most teachers make an effort to get to know their students, and regularly distribute surveys at the start of each year are part of it to speed up that process. But is this a fair view to people? Our students bring so much more to the table. Continue reading “Different Kind of Student Data”
We know that sports and play kids are getting is good for their health. Or at least provides them with an attitude and exercises that are fun and have the oppertunity to involve them in a more active lifestyle. But that’s not the only motivation for encouraging children to participate in (organized) sports and play.
I will be proud if I give my students the power to consider what kind of society they want to be part of, teaches them to use their abilities to create the change they want to see, and gives them the skills to act on their dreams. This is an ambitious mission and so needed in todays and tomorrows society. I will use my time and energy to make a difference. With this post I celebrate my one year anniversary. It’s exactly one year ago that I started trenducation. I’m thankful for all the followers and readers. You motivate me to continue writing. Thank you very much for reading, dialogue and of course sharing. Continue reading “Encourage the Growth of Talent”
Education is all about empower other people and supporting people to change their behavior. Getting kids to pay attention in class, getting teens to understand they need to look at their future and getting students to share their talents to move the world. At the center of all this persuasion is selling: educators are sellers of ideas. Continue reading “Empowerment is Ruled Out by the Educational System “
For me it is always time to explore the future of learning. It requires that I take time to reflect. That I understand more explicitly which values and priorities underpin and connects all of the opportunities surrounding me. Continue reading “Be Your Own Change Agent”
Steeds meer mensen zien het belang van sporten en bewegen. Erik Scherder is een bekende pleitbezorger van deze boodschap. Het belang van bewegen voor de ontwikkeling van kinderen wordt steeds duidelijker. Ze leren niet alleen sociale vaardigheden en een actieve gezonde leefstijl. Naast het perspectief van gezondheid krijgt juist het effect van bewegen op de ontwikkeling van het brein steeds meer aandacht. Cognitieve functies en bewegen verlopen volgens grotendeels dezelfde processen in onze hersenen, waardoor kinderen die meer bewegen, zich ook cognitief beter ontwikkelen. Hierdoor lijkt impliciet en actief leren een logische weg. Continue reading “Impliciet Actief Leren in de Sport”
At heart, education is all about empowerment of people. It is widely understood that learning is a product of passion and not test taking. Society would have to embrace a more difficult educational model. Schools would become facilitators of passion instead of directors of course material. Their efforts would be unmeasurable by current standards, since individual passion can’t be standardized. The only measurement of any importance would be happiness, achievements, and sense of fulfillment of graduates over time. But, our educational system ruled out empowerment, like Marty Neumeier describes. Instead of teaching us to create, it’s taught us to copy, memorize, obey and keep score. Pretty much the same qualities we look for in machines. Continue reading “From Learning Factory to Learning Garden “
I think the model of Bloom is wrong. I know this statement sounds absurd in todays education. The unsuspecting side effect of Bloom is happening. So, I think this is something we should rethink, especially since it is so widely taught to teachers and in teacher education. I acknowledge that the taxonomy accurately classifies various types of cognitive thinking skills. It certainly identifies the different levels of complexity. But its organizing framework is wrong. Here’s why. Continue reading “The Misconception of Bloom’s Taxonomy”
Jules Verne Project – a learning experience needed! In my search for more powerful learning grounded in theory and research I came across constructionism. Constructionism is reflected in the learning experience. Within the learning experience learning is an active process, in which people actively construct knowledge and skills from their experience in the world. People don’t get ideas: they make them! Continue reading “Empowered Learning in the Makers Movement “
People of all ages need time to learn through play in education. Time spent on play in education becomes less when you grow up in education and life. The erosion of play, creativity and joy in education and lives has devastating effects. Researchers have documented a rise in mental health problems – such as anxiety and depression – among youngsters. This was directly related with the decline in children’s opportunities to play. While play has an important role in fostering social-emotional and cognitive skills. Play also is very important to cultivate creativity and imagination. Continue reading “Intellectual Playfulness and the Power of Feiro”
The ‘global village’ of tommorow does not accept classical structures. Development of human capital asks for creativity and differentiation. To facilitate this process is the biggest challenge for education. Education needs a breakthrough! Continue reading “Attitude affects outcome”
De ‘global village’ van morgen maakt korte metten met klassieke structuren. Ontplooiing van menselijk kapitaal staat voorop en dat vraagt om creativiteit en differentiatie. Het is de uitdaging van het onderwijs om dat in de breedste zin te faciliteren. Het onderwijs heeft een doorbraak nodig! Continue reading “Toekomstbestendig Leren”
Het beroepsonderwijs is constant in ontwikkeling. Zowel de ontwikkeling van MOOCs (massive open online course), nieuwe vormen van leren, financiële druk en standaardisatie beïnvloeden het onderwijs landschap. Hogescholen en hun leiders bedenken elke keer weer strategieën om de nieuwste en veranderde beleidsdoelen en prestatie indicatoren te behalen. Midden in al deze veranderingen staat de student. En juist dit besef roept steeds meer vragen op: Wat moeten studenten leren? Op welke wijze maken we studenten betrokken bij hun opleiding? Wat vinden studenten belangrijke waarden in het leven? Hoe kunnen we als onderwijs het beste studenten aantrekken? Hoe houden we onze rendementen hoog? Continue reading “Trends in het beroepsonderwijs”
‘Wij leveren u elke kleur auto, zolang deze maar zwart is’, zei Henry Ford bij de introductie van de T Ford (1903). In ons huidige onderwijs lijken we daar niet ver vanaf te zitten. ‘Wij leveren onderwijs op maat, zolang het leerplan, de toetsing en het diploma gestandaardiseerd en uniform is (2015)’. Hierdoor is de organisatie van het onderwijs, met zijn gedetailleerde functiegerichte eindtermen, kunstmatig hierarchische niveaus en de verdeling van leerstof over leerjaren, een ouderwetse, starre lijn/staforganisatie, waarin eenheidspakketten worden aangeboden. De didactiek van het mondelinge lesgeven bepaalt al meer dan 200 jaar de behavioristische benadering van leren. Opvattingen uit het industriële tijdperk maken onderwijs tot het aanbieden van gestandaardiseerde en voorgeprogrammeerde les- en toetsmaterialen voor een select groepje mensen op een bepaalde tijd en plaats. De gemiddelde docent opereert nog vanuit het delen van teksten en deze voorzien van eigen commentaar en niet vanuit de ontwikkelingsbehoeften en ontwikkelingskenmerken van de leerlingen. Continue reading “Onderwijs: wij leveren u elke kleur auto zolang deze maar zwart is.”
Innovatie is steeds meer een container begrip aan het worden. Te pas en te onpas wordt het gebruikt om……. tja om wat eigenlijk? Innovatie wekt in ieder geval de indruk dat je er toe doet en dat het hot and happening is wat je doet.
Hoe ontwikkel je innovatief gedrag bij studenten? Continue reading “Werken vanuit je kracht.”
