Liked Contextual Computing, Workflow Thinking, and the Future of Text (Ryan Boren)

To flow forward into this future of text where hyperlinks enable workflow thinking, contextual computing, and cultures of knowledge connection, we need intrinsic addressability in all of our tools. We need ubiquitous bidirectional linking of the sort Hook provides.

Bookmarked 8 Quick Checks for Understanding by Jay McTighe (George Lucas Educational Foundation)

Formative assessment is a proven technique for improving student learning, and the strategies shared here by Jay McTighe work both in the classroom and remotely.

Jay McTighe provides a list of eight formative assessment techniques that can be used for quick pulse checks:

  • Ask students to display a designated hand signal to indicate
  • Present students with a few binary-choice statements
  • Have students create a visual or symbolic representation
  • Present students with a common misconception or a frequent procedural error
  • Have students regularly summarize what they are learning
  • Ask students to find or create new and novel examples to illustrate a newly learned concept
  • Ask students to teach a new concept or skill to someone else
  • Invite students to develop an analogy or metaphor to illustrate a newly learned concept or skill

I feel the right technique often depends on the context and situation, online included. For example, I remember using misconceptions in mathematics and  response systems for exit tickets.

“Ian O’Byrne” in Digital Resilience – Digitally Literate ()

Bookmarked Learning Strategies by Sign in – Google Accounts (W. Ian O'Byrne)

Learning strategies refer to methods that students use to learn. A learning strategy is an individual’s way of organizing and using a particular set of skills in order to learn content or accomplish other tasks more effectively and efficiently in academic and nonacademic settings.

Ian O’Byrne discusses the concept of learning strategies. This includes diving into different categories and how to teach strategies. It has me thinking about the reference to strategies in the Modern Learning Canvas. It is also helpful in considering something like visible thinking routines and how they work within the classroom.
RSVPed Attending Assessment of Critical and Creative Thinking

In this session a range of strategies for assessing Critical and Creative Thinking will be explored. Different assessment methods will be introduced within the context of planning for assessment. Examples of student work and associated tasks from Levels 5 and 6 will be used to illustrate the discussion, however this session is suitable for all teachers from F-10.

This VCAA webinar unpacks the Critical and Creative Thinking curriculum and how to go about assessment. The curriculum is broken into three strands:

  • Questions and Possibilities
  • Reasoning
  • Meta-cognition

Some examples of activities include:

Lotus Diagram

The Lotus Diagram is a structured concept mapping activity which provides a means of assessing questioning and reasoning. What was interesting about the example provided was that there may not be an explicit way of completing the task, this ambiguity is where the reasoning comes in.

Compass Points

The Visible Thinking routine, Compass Points, is a way of not only coming up with ideas, but also to step back and help make preconceptions more visible. In regards to assessment, what matters with such as task is how a students may use a particular tool to foster their learning.


Showing your thinking in Mathematics provides a means of making your logic and reasoning visible. As a process, this could involve focusing on processes or digging into particular errors.

If students are not being challneged, then they are just practicing what they know

This reminds me of Back-to-Front Mathematics.

Tiered Success Criteria

Sometimes the biggest challenge is getting all students to push themselves further. One method for doing this is using the SOLO Taxonomy to create tiered success criterias to help students managing their own learning and thinking.

My take-away from this session is that from an assessment perspective, a stimulus can provide many different opportunities for assessment. What matters is the lens that you use. I was also reminded of the work of the ATC21s team and the work done to develop assessment methods for collaboration. So often it felt that the process was a subplot to the product of learning.

The VCAA have collected together a number of samples to demonstrate what is possible.

Liked The Science and Poetry of Messy thinking by Derek Jones (

So here’s the List of Fun Things to Try with Conceptual Metaphors:

  1. Start with conceptions, not solutions or tech. Instead of saying ‘I need a Virtual Design Studio’, ask yourself what the studio space should feel like (using conceptions). What is the ‘quality without name’ you’re looking for (just because you can’t name this it doesn’t mean you can’t describe it)? Have a look at the dimensions listed here for ideas and use these to brief, specify and discuss requirements with others. You do not have to fall into the trap of using reductive tech language to ask for what you need for your students.
  2. Use conceptual metaphors, not tech names. Someone else mentioned this at the CHEAD event, but to call a lecture a ‘Webinar’ is to deliberately draw attention to the technical medium. We don’t call seminars ‘f2f-inars’ … (OK, clunky example…). If an event is a tutorial then it’s OK to call it a tutorial regardless of where and how it’s arranged – it’s the human value that’s more useful to communicate than the medium or mode.
  3. Make some key things more complex, not less. If you need a particular atmosphere or feeling (a ‘quality without name’) in your studio or class then state that clearly. Be confident about your uncertainty – describe this as boundaries of knowledge rather than just ignorance (you’re technically an agnotologist). But don’t hide it either – be open about how we use uncertainty with colleagues and especially students (give them something solid if they need it).
  4. Be critical and reflective when you do this. I haven’t touched on the dark side of this type of cognition (it can be very dark indeed) so make use of the other major tool in our design toolkits – our ability to evaluate the process at the same time as engaging in that process. Using some simple, critical frames to help you critique from other perspectives.
Bookmarked LF10 – Permissionless Identities (Little Futures)

For both full timers and independents, career growth in a permissionless world is increasingly going to be a modular and iterative process vs the step-change enabled by the old world of gatekeepers.

So don’t wait for permission. If you’re unsure about the future of your career – don’t look for answers, don’t look for validation or labels – look for experiments, new networks and narrative air-cover. And remember that this networked permissionless world has enabled the opportunity to simply write your way into a new way of thinking and being

Big futures are permissioned. Little futures are permissionless.

Tom Critchlow discusses blogging and thinking out loud as a form of narrative institutions.

One way to create narrative stability is through creating “narrative institutions” – these are projects, websites, businesses, side projects, hobbies or activities that you can lean on for stability. While formal things like career, job description or professional label are in flux we can rely on our narrative institution to provide stability.

I wonder how this relates to Nassim Nicholas Taleb’s discussion of anti-fragility?

Bookmarked Why Even the Worst Bloggers Are Making Us Smarter | WIRED (WIRED)

We write the equivalent of 520 million books every day on social media and email. The fact that so many of us are writing — sharing our ideas, good and bad — has changed the way we think. Just as we now live in public, so do we think in public.

In an extract from Smarter Than You Think, Clive Thompson explores being connected, as well as the impact and influence this has on our thinking.


Just as we now live in public, so do we think in public. And that is accelerating the creation of new ideas and the advancement of global knowledge.

Having an audience can clarify thinking. It’s easy to win an argument inside your head. But when you face a real audience, you have to be truly convincing.

Children who didn’t explain their thinking performed worst. The ones who recorded their explanations did better

Once thinking is public, connections take over

The things we think about are deeply influenced by the state of the art around us: the conversations taking place among educated folk, the shared information, tools, and technologies at hand


Replied to Nobody Cares … Maybe (

When I think about WHY I started blogging it was certainly not for the likes, kudos and comments. It was for one simple reason and that being – to share my experiences in teaching, learning and leading. Pretty simple hey.

I was left thinking by both your post Corrie, as well as Doug’s.

There are two pieces that I often come back to on this topic. The first is from J Hillis Miller who argued that we are always already writing:

As we read we compose, without thinking about it, a kind of running commentary or marginal jotting that adds more words to the words on the page. There is always already writing as the accompaniment to reading.

The challenge is getting those thoughts out.

The second is Clive Thompson’s discussion of the power of public:

Having an audience can clarify thinking. It’s easy to win an argument inside your head. But when you face a real audience, you have to be truly convincing.

Although nobody may care, it is the possibility that they might which probably matters.

In regards to your writing, what I have always appreciated about your posts over time is your effort to bring things together. Personally, I am less worried about the technical side of writing and more interested in the voice and perspective offered. But then, maybe I am just a bad writer too. Who knows, who cares 🙂

Bookmarked The Inhumanities; Or, the war on the humanities & why our humanity is at stake (

IS IT A COINCIDENCE that at a time of protest around the world—a cry for systemic reform, an outcry against the failures of imagination and the decimation of the spirit, against the smallness of mind and meanness of heart, against the exploitation of the earth and of each other, upon which the colonial project and global commerce have depended—is it a coincidence that at just this time the Australian government, a more reactionary and ideologically driven regime than any we have known, has decided to dismantle the humanities?

Mark Tredinnick responds the challenge being made to the traditional liberal arts education in Australia.

The humanities teach us how to think. How to Be. And how to do it for oneself. They teach one how to write and speak. For oneself, on behalf of interests greater than one’s own. They school us in ethics, in care, in imagination. They ask us to ask ourselves to do better with our living. And how to ask for better. For instance, from those in power. The humanities help us to know what, beside profit and security, counts. For any and every human life.

He argues that rather than job-focused degrees we need to be people-focused.

We don’t need job-focused degrees (heavy on data and light on wisdom). What we need more than ever is students who learn how to live and who know how to help others live meaningful and meaning-making lives. We need minds capable of apprehending merit and beauty and of fashioning justice and joy; we need hearts that know how to care for the wreck of the world and the wreck of other lives that the prevailing economic and political models have made; we need minds skilled at the craft of conserving what’s left, and keeping it habitable for human—and all sorts of other beings.

We in fact need the humanities as an anti-thesis of being too economically focused.

We need music because we have factories; we need poetry because we have politics; we need the humanities because we have economies, and because there is always the risk that one might enter dangerous times like this, and governments like this.

Liked Why ‘worthless’ humanities degrees may set you up for life (

But few courses of study are quite as heavy on reading, writing, speaking and critical thinking as the liberal arts, in particular the humanities – whether that’s by debating other students in a seminar, writing a thesis paper or analysing poetry.

Liked How “Peanuts” Created a Space for Thinking (The New Yorker)

Charles Schulz’s beloved comic strip invited readers to contemplate the big picture on a small scale.

This essay is drawn from the anthology “The Peanuts Papers: Writers and Cartoonists on Charlie Brown, Snoopy & the Gang, and the Meaning of Life,” edited by Andrew Blauner.
Liked Helen DeWitt (

Writing can be a way of thinking. Sometimes it seems as though a voice comes into the head and one writes down what it says — that would count as thinking, it seems to me, only if any conscious mental activity counts as thinking.

You’ll probably see, from my answer above, that I don’t think thinking is always done in language. Tufte’s work surely shows a wide range of non-linguistic thought that makes use of the page.

Bookmarked “Real-World” Math Is Everywhere or It’s Nowhere by By Dan Meyer (dy/dan)

Amare is looking at these 16 parabolas. Her partner Geoff has chosen one and she has to figure out which one by asking yes-or-no questions. There are lots of details here. She’s trying to foc…

Dan Meyer on differentiating between ‘real’ models versus ‘non-real’ models in Mathematics. The problem with this is that from a process point of view it is all real learning.
Bookmarked Establishing a Culture of Thinking (It's About Learning)

Some simple ways to begin practicing documentation include:

  • Sharing a short video clip of documentation at the start of class or a meeting by displaying a brief clip and then asking students their thoughts about it.
  • Taking a photo of an especially powerful learning moment to revisit with students by using the classroom walls to display the documentation.
  • Jotting down a provocative or insightful quote from a student to share with the class via speech bubbles on the walls.
  • Cameron Paterson provides a useful introduction to Ron Ritchhart’s Cultures of Thinking and the notion of documentation. Along with Silvia Tolisano and Diane Kashin, I have written about Project Zero and the routines of thinking before. I was also left thinking about the power of documentation during a recent session with Amy Burvall, where we critiqued our creative thinking. However, Cameron’s post also left me wondering about the place of thinking and documentation outside of the classroom?
    Bookmarked Social Media Has Hijacked Our Brainstorm and Threatens Global Democracy (Motherboard)

    The ‘social media revolution’ gave us Donald Trump and Brexit—and is making politics impossible.

    David Golumbia discusses the changes to democracy associated with social media.

    least reasonable parts of our minds, on which a democratic public sphere depends. It speaks instead to the emotional, reactive, quick-fix parts of us, that are satisfied by images and clicks that look pleasing, that feed our egos, and that make us think we are heroic. But too often these feelings come at the expense of the deep thinking, planning, and interaction that democratic politics are built from. This doesn’t mean reasoned debate can’t happen online; of course it can and does. It means that there is a strong tendency—what media and technology researchers call an “affordance”—away from dispassionate debate and toward strong emotions.

    He argues that we have lost the ability to think slowly, therefore making us more susceptible to irrational decisions.

    In 2007 and again in 2008, Kahneman gave a class in “Thinking, About Thinking” to a powerful group of executives from companies like Google, Twitter, Facebook, Wikipedia Microsoft, and Amazon (he also gave another talk about “Thinking, Fast and Slow” at Google in 2011). Kahneman is well known for bringing public awareness to the distinction between so-called “System 1” and “System 2” thinking. System 2 is good old fashioned, actual, “slow” thinking, it’s “effortful, infrequent, logical, calculating, conscious.” System 2 is the kind of rational cogitation we like to imagine we do all the time. System 1 is “fast” thinking, fight or flight, “automatic, frequent, emotional, stereotypic, subconscious.” Facebook and Twitter are built on System 1, as is most social media. That’s why so many tech executives were at those master classes. And that’s what they learned there: How to craft media that talks to System 1 and bypasses System 2.

    Golumbia describes this as a ‘revolution’

    Those who celebrated the Facebook revolution and the Twitter revolution were celebrating the replacement of (relatively) calm reflection with the politics of reactivity and passion. This domination of System 2 by System 1 thinking is the real social media “revolution.” The question that remains is whether democracies have both the will, and the means to bring considered thought back to politics, or, whether digital technology has made politics impossible.

    Bookmarked Thoughts as nest eggs (

    By simply writing down a thought, you encourage more thoughts to come. When you have enough thoughts pushed together in the same space — a collage of thoughts, juxtaposed — they often lead to something totally new. This is the magic of writing.

    Austin Kleon continues his reading of Thoreau, this time sharing a quote discussing the idea of writing as a way of rescuing thought. He extends with the idea of the ‘nest egg’, an idea that produces new (and original) ideas.
    Listened CM 095: Olivia Cabane and Judah Pollack on Breakthrough Thinking by Gayle Allen from Curious Minds Podcast

    Breakthroughs can take our work to new and exciting places, yet they rarely happen as often as we’d like. Are there ways to prompt these kinds of moments, so we can create them more often? Olivia Fox Cabane and Judah Pollack tell us how in their book, The Net and the Butterfly: The Art and Practice of Breakthrough Thinking.

    There are four four types of breakthroughs: Eureka, Metaphor, Intuitive and Paradigm. Just as we build up resistance at a gym, Olivia Cabane and Judah Pollack talk about taking time to extend our neuroplasticity by breaking with our usual practices and embrace all the parts of the self. Three *super-tools* the authors talk about to support this include gratitude, altruism and meditation. In some ways this touches upon Doug Belshaw’s idea of [serendipity surface](