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I’ll go ahead and say that this print is one of the more famous art pieces in the world. It’s part of a series of 36 views of Mt. Fuji.
If you’re looking for ideas for student projects, a good starting point is having them recreate public-domain works in their own ways using whatever materials they choose.
For example: let’s say they wanted to use old software to create a 1-bit version (black and white) of this image. It might look something like this:
A very cool project from @hypertalking. He’s briefly recapped his process here and could inspire you or your students to get creative in unexpected ways.
Trust and vulnerability are two essential elements for a productive and effective learning environment. In schools, teachers, coaches, and administrators must establish trust with their students and colleagues to achieve academic success. Trust is a crucial element in creating a positive and safe learning environment. It can be defined as the firm belief in the reliability, truth, or ability of someone or something. When teachers trust their students, they provide them with the freedom to take risks and make mistakes without fear of judgment. Vulnerability, on the other hand, is the quality or state of being exposed to the possibility of being attacked or harmed, either physically or emotionally. When teachers are vulnerable with their students, they create a connection that can lead to more profound learning experiences.
Why Teachers Must Trust Students and Be Vulnerable
Establishing trust with students is critical in creating a positive and safe learning environment. When teachers trust their students, they provide them with the freedom to take risks and make mistakes without fear of judgment. Students who feel trusted are more likely to take academic risks, which can lead to deeper learning experiences. Trust also allows students to feel comfortable sharing their thoughts and feelings, which can help teachers better understand their students’ needs and respond accordingly.
A student who trusts their teacher is optimistic that the teacher will act in a certain way even though the student does not know whether the teacher will do so. If the student knew that this would occur, no trust would be necessary. The intriguing thing about trust is that it makes us rely on other people without knowing whether this reliance is warranted. We often find ourselves in situations in which trust is needed. This is also true for students at school. In many cases, students do not know whether what the teacher teaches is worth knowing. They simply trust that the teacher will select relevant content and appropriate learning methods for their lessons. Also, when it comes to testing their intellectual competences what they have learnt in class, students trust that the teacher will provide them with helpful and encouraging feedback, that the teacher will not make fun of their errors and that the teacher will recognise the effort and progress that the students have made.
Additionally, teachers who are vulnerable with their students create a connection that can lead to more profound learning experiences. By sharing their own experiences and struggles, teachers can help students understand that it is okay to make mistakes and that learning is a process.
Your students need to see you struggle. They need to know that it’s ok not to know everything. When I’m visiting classrooms, the number one idea I try to convey to students is that it’s perfectly fine not to get “it” right on the first try. There is a benefit to the productive struggle.
This can help students develop a growth mindset, where they believe that they can improve their abilities through hard work and dedication.
The Significance of Teachers Trusting Other Teachers
Trusting other teachers is crucial in building a strong professional community. In a school setting, teachers should be able to rely on each other for support, brainstorming, and collaboration. When teachers trust each other, they are more likely to share ideas and resources, and they can provide each other with constructive feedback. This collaboration can lead to improved teaching practices, increased student engagement, and, ultimately, better academic outcomes.
When teachers trust other teachers, they are more likely to seek out feedback and support. When the #observeme movement began, it was all about teachers being open and vulnerable with each other. It wasn’t some teachers believing that they had it all together and were experts.
They genuinely wanted feedback from their peers. You can’t get better professional learning than this. Peer-to-peer feedback is a huge boost to your teaching practice.
Whether teachers are working on instruction, developing curriculum, or discussing students, they value the opportunity to collaborate. In our school, the literacy coach held periodic workshops with teachers from all departments. These volunteer workshops focused on different techniques and were always full. Teachers saw the workshops as an opportunity to work with colleagues from other departments and to learn new strategies and protocols. In an atmosphere of trust, they were willing to take the risks that new learning requires. Once teachers experienced the value of this kind of collaboration, they began to use the new strategies in their own classrooms with their students.
Vulnerability can lead to a culture of continuous improvement, where teachers are constantly looking for ways to improve their practice. This can lead to better academic outcomes for students, as teachers constantly seek to improve their teaching practices.
The Importance of Coaches and Administrators Trusting Teachers and Being Vulnerable
Coaches and administrators play a vital role in creating a culture of trust and vulnerability within a school. When coaches and administrators trust their teachers, they give them the autonomy to make decisions that benefit their students. This can lead to a sense of empowerment among teachers, which can lead to better academic outcomes for students.
Additionally, when coaches and administrators are vulnerable with their teachers, they create a space where teachers can share their thoughts and feelings without fear of repercussions. I am the first person to admit I don’t have all my ish together at times. Especially when trying something new. I’m learning right alongside the teachers and students I work with most of the time. Communicating your own faults opens so many doors with others.
This communication can lead to improved teaching practices, increased teacher satisfaction, and, ultimately, better academic outcomes. When coaches and administrators are vulnerable, they demonstrate that it is okay to make mistakes and that learning is a process. This can lead to a culture of continuous improvement, where teachers are constantly seeking to improve their teaching practices.
Conclusion
In conclusion, trust and vulnerability are essential components of a productive and effective learning environment. Teachers must establish trust with their students and be vulnerable to create a safe and positive learning environment. Trusting other teachers is critical in building a strong professional community, while coaches and administrators must trust teachers and be vulnerable to create a culture of open communication and collaboration. By prioritizing trust and vulnerability in schools, we can create an environment where everyone can learn and grow together.
As educators, it is our responsibility to create a culture of trust and vulnerability in our schools. By doing so, we can create an environment where students feel safe to take academic risks, and teachers feel empowered to improve their teaching practices. When prioritizing trust and vulnerability, we can create an environment where everyone can learn and grow together.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
I continue to be blown away by the power of AI tools. At the same time, I completely understand many of the concerns about AI replacing working writers, artists, and other creators.
There is a way forward, and I think it lies in using AI as a support tool. The possibilities for students to use AI as a support to their work are many, but we must be judicious in its usage.
I had no idea that Wil Wheaton graced my home state with his presence back in March at the Southern Kentucky Book Fest. I can’t tell you how bummed I am that I missed seeing him speak.
Neverminding my failure to stay on top of cool things, Mr. Wheaton was nice enough to post a copy of his remarks on his site. I’m just a few years younger than Wil and not only empathize with his childhood experiences but can say I had my own version of them.
I also totally agree that “the library is a safe place” for everyone.
In order to survive, I disassociated for much of my childhood, but I clearly remember the books. That’s where I found comfort, companionship, inspiration and validation. It’s where the imagination that powers everything I do creatively in my life today was born. And it all started in that library, with that librarian. She was one of the first people I can remember asking me, “What do you like? What’s important to you? What do you want to know more about? How can I help you find it?”
That moment was so special and meaningful, not just then, but for years after. When I got older, I began to learn that so much of what had been presented to me as truth in school wasn’t just false, it was propaganda. I remember the first time I saw a banned books display at a bookstore in the mall when we were on location for Stand By Me. I wanted to read all of them, because I’d figured out that if They didn’t want me to, there must be something pretty great inside.
I read To Kill A Mockingbird, and began thinking about racism and injustice.
I read 1984 and Brave New World, and began thinking about autocrats, and what it meant to be truly free to choose our own destinies.
I read Johnny Got His Gun, and All Quiet on the Western Front, and saw firsthand the horrors of war.
One quality that AI may put to extremely positive use would be objectivity – a lack of personal biases or prejudices. Properly programmed, my financial advisor AI should not be advising me to invest in areas where the advisor would get the biggest fee, but where I would stand to make the biggest return at the lowest risk. Would my AI dentist or doctor only recommend those procedures and medications that have proven rate of effectiveness not the most kickback from pharmaceutical companies? Would an AI intelligence agent be more likely to uncover double-agents in the office?
Of course, the burning question in education is “Would AIs make better teachers than humans?”
I won’t spend my time here griping about the overuse of technology for standardized testing and other “necessary” tests. That fight is for another day.
Today, let’s talk about how frustrating it is to use many testing services. I’ve spent most of the past two weeks getting two grade levels into two different online testing systems.
One system required an SFTP upload of a CSV file. I kept getting errors even using the company’s template and data tool. After trying a few dozen times, I gave up and sent the file to the company. The next day, the data was uploaded and corrected. I still have no clue what was wrong.
The second company uses Clever to sync students and teachers. But not to log students in for the test. No, no, they require a lockdown browser for their exam. Conveniently, they autogenerate usernames and passwords for the students.
Did I mention these elements are 11 characters or so each? And the students using them are in kindergarten?
Yep. Smiles all around.
Mind you, I have a decent amount of experience with all the tools I used to make these data uploads happen. I would venture to say that the person at most schools responsible for this process is NOT as experienced. Just a hunch.
This week, while I’m on a bit of a break between doctoral classes, I’m taking some time to better organize my personal knowledge management system. It’s what I and others refer to as a “second brain.”
Why do I need this second brain? There are several answers to that question, but let’s start with this one: the human brain was not designed to be a storage container. It was designed to make connections between concepts and draw conclusions. In other words, our brains were made to think, not to be an all-powerful, Trivial Pursuit winning, treasure trove of information.
To be sure, I play a mean game of Trivial Pursuit, but not because I’m trying to learn random facts. That happens to me with no focus. It’s a sickness I and many others have that, at the end of the day, isn’t useful for much. Although my wife refuses to play against me in any trivia game…
For me to get the most out of what I read, watch, or listen to, I need a way to make notes and organize them. But perhaps most importantly, I need a way to connect those notes and ideas to create something new.
As lifelong learners, we constantly search for ways to optimize our learning experiences and retain valuable information. In the world of personal knowledge management, there are numerous techniques designed to help us do just that. One such method is the Zettelkasten method, a unique and powerful approach that has gained considerable traction in recent years. My first encounter with the Zettelkasten method—albeit a revised version—was learning how Ryan Holiday writes his books using index cards. A commonplace book also works as a sort of Zettelkasten but with a severe lack of organization.
Let’s dive into the core principles and benefits of the Zettelkasten method, and explore how you can use it to unlock your full learning potential.
What is the Zettelkasten Method?
The Zettelkasten method is a personal knowledge management system that German sociologist Niklas Luhmann created with the intention of improving how we process, store, and connect information. Luhmann used this method to produce an astonishing 70 books and over 400 articles throughout his career. The word “Zettelkasten” translates to “slip box” or “note box,” which refers to the physical or digital space where notes are stored and organized.
Core Principles of the Zettelkasten Method
Atomic Notes: Each note should focus on a single idea or concept, making it easier to digest and connect with other notes. This principle encourages clarity and brevity, preventing information overload.
Unique Identifiers: Assign a unique identifier to each note, typically a combination of numbers or letters. This allows you to quickly locate specific notes and create meaningful connections between them.
Linking Notes: Establish connections between related notes by linking them together using their unique identifiers. This forms a web of interconnected ideas, fostering creative thinking and deep understanding.
Continual Expansion: Continuously add new notes and connections to your Zettelkasten, allowing it to grow and evolve over time. This ongoing process promotes active learning and reflection.
Benefits of the Zettelkasten Method
Enhanced Knowledge Retention: By focusing on single ideas and forging connections between them, the Zettelkasten method encourages deeper understanding and long-term retention of information.
Improved Creativity: The process of linking related notes stimulates creative thinking and helps you discover novel connections between seemingly unrelated concepts.
Efficient Organization: The unique identifiers and linking system make it easy to navigate through your notes, reducing the time spent searching for information.
Personalized Learning: The Zettelkasten method adapts to your individual needs and interests, allowing you to develop a customized knowledge base that reflects your unique learning journey.
How to Get Started with the Zettelkasten Method
Choose a platform: Decide whether you prefer a physical or digital Zettelkasten. Physical options include index cards and notebooks, while digital platforms such as Evernote, Notion (my preferred platform, more to come on that topic soon), or specialized Zettelkasten software like Zettlr or Obsidian offers more advanced features.
Create your first note: Write a brief, focused note on a topic of interest. Remember to assign it a unique identifier.
Expand your Zettelkasten: As you continue to learn, add new notes to your collection, ensuring they follow the atomic note principle.
Link all related notes: Use the unique identifiers to create connections between relevant notes, promoting a deeper understanding of the subject matter.
Conclusion
Of course, this isn’t a complete look at the Zettelkasten method. The more you learn and implement the system yourself, the more you’ll develop your own “style” that works for you. The beauty of the system is its simplicity and adaptability.
The Zettelkasten method offers a powerful approach to personal knowledge management, fostering creativity, deep understanding, and efficient organization. By implementing this method in your learning journey, you can unlock your full potential and become a more effective, lifelong learner.
As educators, we are constantly bombarded with new ideas, insightful quotes, and pieces of information that can inspire and improve our teaching practices. The challenge is finding a way to capture and organize these gems so that they can be easily accessed and applied when needed. Enter the commonplace book, a time-honored tool for doing just that.
Saving the minutiae of everyday life isn’t a new thought. People have been doing it for thousands of years and continue to do it even today (Pinterest, anyone?).
“We should hunt out the helpful pieces of teaching and the spirited and noble-minded sayings which are capable of immediate practical application–not far far-fetched or archaic expressions or extravagant metaphors and figures of speech–and learn them so well that words become works.”
What is a Commonplace Book?
A commonplace book is a personal repository where individuals collect and organize quotes, ideas, anecdotes, and other pieces of knowledge they come across in their daily lives. It’s not just a diary or journal, it’s something you can refer to over and over again. It is a space for reflection, inspiration, and creativity.
Commonplace books take many shapes and forms, both physical and digital. Whether you keep a journal, binder, scrapbook, or even a Tumblr blog (yep, it’s still around!), the commonplace book can be an essential part of your life. Heck, even this blog is a form of commonplace book.
By keeping a commonplace book, educators can harness the power of the thoughts and ideas they encounter, making it an invaluable resource for personal growth and professional development.
Enhance Memory and Recall
Educators are lifelong learners who are constantly processing new information. Writing down ideas, quotes, and insights in a commonplace book allows us to engage with the material on a deeper level, enhancing memory and recall. This practice can be particularly beneficial for educators who want to remember important concepts and strategies they can use in their classrooms.
Foster Creativity and Innovation
Commonplace books are a breeding ground for creativity and innovation. As you collect and organize ideas, you naturally begin to make connections between seemingly unrelated concepts, sparking new insights and approaches. Educators can use these connections to develop innovative teaching strategies, create engaging lesson plans, or solve problems they face in their daily work.
Encourage Reflection and Personal Growth
By curating a collection of thoughts and ideas that resonate with us, we can create a personalized roadmap for reflection and growth. Educators can use their commonplace books to explore their own philosophies, values, and beliefs about teaching and learning. This practice can lead to greater self-awareness and help educators grow both personally and professionally.
Facilitate Collaboration and Networking
A well-maintained commonplace book can serve as a conversation starter and a networking tool. Educators can share their collections with colleagues, fostering collaboration and camaraderie. A shared passion for learning and growth can create strong professional bonds, leading to more productive and enjoyable working relationships.
Cultivate a Culture of Learning
By keeping a commonplace book, educators model a commitment to learning and growth for their students. This practice can help create a culture of curiosity and intellectual exploration within the classroom, fostering a love of learning in students that can last a lifetime.
Famous Keepers of Commonplace Books
Leonardo da Vinci: The renowned artist, scientist, and inventor kept a series of notebooks that can be considered his version of a commonplace book. He filled these notebooks with sketches, observations, ideas, and notes on various subjects, from anatomy and engineering to art and philosophy. These notebooks were instrumental in shaping da Vinci’s genius and groundbreaking work.
Isaac Newton: The famed mathematician and physicist maintained a commonplace book where he recorded his thoughts and ideas, including early notes on calculus and the laws of motion. Newton’s commonplace book was an essential tool in his intellectual development, allowing him to process and explore complex concepts that would later become the foundation of modern physics.
Thomas Jefferson: The third President of the United States and principal author of the Declaration of Independence kept a commonplace book for much of his life. Jefferson’s book contained literary passages, political thoughts, and philosophical ideas that influenced his beliefs and actions as a statesman.
John Locke: The influential philosopher and “Father of Liberalism” not only kept a commonplace book himself but also wrote a detailed guide on maintaining one. He believed that commonplace books were essential for organizing and retaining knowledge, and his own book featured a wide range of subjects, including politics, religion, and science.
Virginia Woolf: The renowned author and essayist used a commonplace book to record quotes, passages, and ideas from her reading. This practice allowed her to engage with the works of other writers more deeply and inspired her own writing. Woolf’s commonplace book was an essential tool for her creative process and intellectual growth.
How to Get Started with a Commonplace Book
Creating and maintaining a commonplace book is a simple yet powerful practice. Here are a few tips to help you get started:
Choose a format: Decide whether you prefer a physical notebook, a digital tool, or a combination of both. Choose a method that works best for you and your lifestyle.
Develop a system: Create a system for organizing your entries, such as by topic, date, or source. This will make it easier to locate and revisit specific ideas.
Make it a habit: Set aside time each day or week to review your notes, add new entries, and reflect on your collected ideas.
Share your insights: Don’t keep your commonplace book a secret. Share your favorite entries with colleagues, friends, or students, and encourage them to start their own.
In conclusion, a commonplace book is an invaluable tool for educators, offering numerous benefits that can enrich their professional lives. By capturing, organizing, and reflecting on the ideas and insights they encounter, educators can cultivate a more creative, innovative, and self-aware approach to their work. So why wait? Start your own commonplace book today!
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
Hey gang. It’s been a bit, but life has been… crazy. However, I’m rounding the bend on a number of projects and have breathing room again.
I did manage to find about an hour each week to watch the final season of Picard—by far the best season—and a quote from Captain Shaw in the final episode really struck me. His recorded review of his first officer, Seven of Nine, described how she was reckless and a rule breaker. But, very often, the rules she was breaking were probably already broken anyway.
My message to you, keep breaking the rules that are already broken. Trust me, there are plenty of them out there.
And now, for this week’s 10 Things…
10 Things Worth Sharing
Somehow, I’d never watched Steven Spielberg’s “Lincoln” until I had to do so for classwork. What a shame. Of course, Daniel Day-Lewis is superb, but so is just about everyone else in the film. If you want to catch a small glimpse into what it took to get the 13th Amendment passed, spend 2.5 hours with this film. Or read the book by Doris Kearns Goodwin that goes into much greater detail on Lincoln’s political brilliance.
In other classwork explorations, I’ve read Joseph Rost’s Leadership for the 21st Century. His idea of a “new school of leadership” has me thinking about how digital learning coaches like myself should apply this thinking to our jobs. Promising stuff I’ll talk about more soon.
The final meeting of my teacher fellowship happened this past Tuesday, and we began planning the professional development event we’re hosting for our district in June. As my fellows struggled to come up with session ideas they believed were “good enough,” I reminded them that what may be obvious to you is amazing to others.
Career and competency-based education programs continue to grow here in the United States. My own district is remodeling our old elementary school into a new CTE center with multiple pathways for students to explore, many of which may lead them directly into a career right after graduation. College isn’t the path for everyone, and I’m excited to see that apprenticeships are on the rise here in the US.
Personal news: I’ve pretty much abandoned Twitter. I still check in with the folks I want to hear from, mostly professional connections. I’m moving to Mastodon for many social interactions. Also, I’ll be adding ActivityPub to my blog to better syndicate content. Come hang out with the cool kids 😉
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
![Title: "Az 1848-49-iki magyar szabadságharcz története [With illustrations.]"
Author(s): Gracza, György [person]
British Library shelfmark: "Digital Store 9315.h.13"
Page: 272 (scanned page number - not necessarily the actual page number in the publication)
Place of publication: Budapest
Date of publication: 1894
Type of resource: Monograph
Language(s): Hungarian
Physical description: 2 köt (4°)](https://mikepaul.com/wp-content/uploads/2023/05/11131183716_1e9f05dde9_b.jpg)
