## Invent to Learn ### Invent to Learn  #### Metadata * Author: [[Martinez, Sylvia Libow;Stager, Gary S.]] * Full Title: Invent to Learn * Category: #books #### Highlights * The words written nearly a century ago by the great American educator, Angelo Patri, could not be truer today. (Patri, 1917) For generations, children enjoyed classrooms rich in the objects of childhood as well as opportunities to use such materials in formal and informal ways. Play and experimentation were prized as the work of childhood. (Location 108) * Note: This is wgat * (Piaget, 1976) (Location 116) * frequenting (Location 127) * imbued (Location 139) * such divisions are artificial. (Location 141) * finest scientists are often accomplished musicians. (Location 142) * reinvigorate (Location 147) * era, the same people who wrote poetry also built bridges. (Robinson, 2011) (Location 153) * Schools would be well served by nurturing polymaths. (Location 154) * children are celebrated as heroes, leaders, and innovators. (Location 157) * obliterates (Location 159) * unencumbered (Location 162) * incarcerated (Location 229) * Emîle, (Location 284) * book that celebrated the natural abilities of the child and the importance of allowing children to develop freely in nature. (Location 285) * portend (Location 291) * Friedrich Froebel (Location 293) * Knowledge does not result from receipt of information transmitted by someone else without the learner undergoing an internal process of sense making. (Location 308) * polymaths. (Location 310) * not to present students with pre-organized vocabulary and concepts, but (Location 323) * The real cause of failure in formal education is therefore essentially the fact that one begins with language instead of beginning with real and material action. (Location 326) * Gilbert touted the Erector as a "real engineering" toy and created the "Gilbert Institute of Erector Engineering." A boy could "win degrees, honors, a handsome diploma, valuable prizes and a salary through free membership" in the Institute. Diplomas for First Degree, Second Degree and Third Degree Engineers were awarded with a gold "E.M.E" fraternity pin for the third degree Master Engineer. Gilbert even (Location 369) * All of these toys could be used to construct fanciful models of things, but not the things themselves. (Location 374) * that could be used to "hack" the large computer or their toy trains. (Location 387) * Anything is easy if you can assimilate it to your collection of models. If you can't, anything can be painfully difficult. (Location 418) * Twenty Things to Do with a Computer, Seymour Papert and Logo co-creator Cynthia (Location 454) * 1972 paper, Teaching Children to be Mathematicians vs. Teaching About Mathematics, (Location 465) * Mindstorms, The Children's Machine, and The Connected Family. (Location 486) * 1:1 computing (Location 491) * Summerhill and The British Infant School movement (Location 501) * combine subjects, (Location 504) * theory of multiple intelligences (Location 506) * Classroom projects that welcome various problem-solving strategies provide fertile ground for the expression of multiple intelligences. (Gardner, 1983) (Shearer, 2009) (Location 508) * investing heavily in the education of its very youngest citizens. (Location 510) * placed the child at the center of the learning process. The (Location 512) * highly sensitive to local culture and community, (Location 513) * environment is "the third teacher," (Location 514) * In the classrooms, atelier (studio), and community of Reggio Emilia you will find the tiniest toddlers using real tools in pursuit of authentic problem solving. (Location 515) * Carlina Rinaldi, the president of Reggio (Location 519) * represent the world's most mature model of sustained constructionism and progressive education. (Location 526) * Silicon Valley's Homebrew Computer Club, (Location 532) * book, Fab: The Coming Revolution on Your Desktop – from Personal Computers to Personal Fabrication, (Location 550) * users would make the tools they need to solve their own problems. (Location 551) * first to blur "…the distinction between toys and tools for invention, culminating in the integration of play and work (Location 553) * When art, science, engineering, computer science, and crafting meet whimsy, a new era of personal empowerment emerges. (Location 558) * surprised to learn that students with "skills best suited for arts and crafts" were able to create complete functioning systems. (Location 560) * Personal ownership of an idea can lead learners to exceed all expectations. (Location 562) * K–12 maker classrooms. (Location 564) * learning process was driven by the demand for, rather than supply of, knowledge. (Location 568) * they would learn them from their peers and then in turn pass them on. (Location 570) * leave behind extensive tutorial material that they assembled as they worked. (Location 571) * "just-in-time" educational model, (Location 573) * and fab labs may be created in developing communities. (Location 579) * Others dismissed it as "only for some children." (Location 592) * Boulder began to publish articles and papers (Location 598) * FabLab@Schools project. As (Location 603) * intergenerational learning. (Location 613) * Think of Make as a combination of Popular Mechanics meets computer science and fabrication. (Location 621) * Reading and "remixing" another person's computer program is a sophisticated form of literacy students need today. (Location 633) * blasé attitude described by Alan Kay's adage that, "Technology is anything that wasn't there when you were born." (Location 636) * Made by Hand: Searching for Meaning in a Throwaway World, (Location 644) * "Sylvia's Super Awesome Maker Show" (Location 647) * by an elementary school student who (Location 648) * if only through a screen. (Location 652) * the culture. At the same time, too many schools are stifling (Location 653) * Sugru (Location 661) * new materials lets children build actual things, not just models of things. (Location 663) * "Does the computer program the child or the child program the computer?" (Location 668) * personal fabrication, programming, and physical computing shift the emphasis from passive consumption to active creation and invention. (Location 669) * Making lets you take control of your life, be more active, and be responsible for your own learning. (Location 673) * They will be assessed together, showing that students not only "know" science concepts; but also that they can use their understanding (Location 683) * not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows. (Location 692) * in Marvin Minsky's Society of the Mind (Location 693) * Learning is often socially constructed. (Location 700) * even flawed creations, (Location 729) * when you do something yourself, the thing that changes most profoundly is you. (Location 737) * Computer as Material: Messing About with Time, (Location 743) * "Messing About in Science," (Location 745) * The Computer in School: Tutor, Tool, Tutee (Taylor, 1980). (Location 754) * tinkering, is where the learning happens. (Location 761) * more relevant experience. (Location 777) * Play is something you do at recess, not in class where students need to "settle down" and "be serious." (Location 800) * In reality, it benefits the teacher-as-manager and the administrators in the system. (Location 804) * In the practice of design, the purpose is not to represent what is out there (or model how things are) but to imagine what is not (or envision how things could be) and to bring into existence what is imagined. Creators are fabricators of possibilities embodied: They both make and make-up things!  (Ackermann, 2007) (Location 880) * Unfortunately, we think of engineering as being something very serious that one studies in college. In fact, engineering is something that is perfectly compatible with young children. When we encourage children to build with sand, blocks, paint, and glue, we are simply asking them to take what they know about science and apply it to the real world. In the truest sense, children are natural engineers and we can create classrooms that celebrate this fact. Engineering is concrete. Engineers make things that work in the real world, within constraints of time, budget, and materials. Constraints make life interesting, and dealing with constraints creates opportunities for ingenuity and creativity. Engineers (Location 882) * The just-released Next Generation Science Standards state that each citizen should learn engineering practices that include "defining problems in terms of criteria and constraints, generating and evaluating multiple solutions, building and testing prototypes, and optimizing – which have not been explicitly included in science standards until now." (Location 891) * Tinkering is the way that real science happens in all its messy glory. (Location 922) * students came to view such powerful ideas with the ennui (Location 987) * We do not believe it is critical to superficially separate problem solving, inquiry, and creating artifacts into different types of learning. (Location 1207) # Invent to Learn  ## Metadata - Author: [[Martinez, Sylvia Libow;Stager, Gary S.]] - Full Title: Invent to Learn - Category: #books ## Highlights - The words written nearly a century ago by the great American educator, Angelo Patri, could not be truer today. (Patri, 1917) For generations, children enjoyed classrooms rich in the objects of childhood as well as opportunities to use such materials in formal and informal ways. Play and experimentation were prized as the work of childhood. (Location 108) - Note: This is wgat - (Piaget, 1976) (Location 116) - frequenting (Location 127) - imbued (Location 139) - such divisions are artificial. (Location 141) - finest scientists are often accomplished musicians. (Location 142) - reinvigorate (Location 147) - era, the same people who wrote poetry also built bridges. (Robinson, 2011) (Location 153) - Schools would be well served by nurturing polymaths. (Location 154) - children are celebrated as heroes, leaders, and innovators. (Location 157) - obliterates (Location 159) - unencumbered (Location 162) - incarcerated (Location 229) - Emîle, (Location 284) - book that celebrated the natural abilities of the child and the importance of allowing children to develop freely in nature. (Location 285) - portend (Location 291) - Friedrich Froebel (Location 293) - Knowledge does not result from receipt of information transmitted by someone else without the learner undergoing an internal process of sense making. (Location 308) - polymaths. (Location 310) - not to present students with pre-organized vocabulary and concepts, but (Location 323) - The real cause of failure in formal education is therefore essentially the fact that one begins with language instead of beginning with real and material action. (Location 326) - Gilbert touted the Erector as a “real engineering” toy and created the “Gilbert Institute of Erector Engineering.” A boy could “win degrees, honors, a handsome diploma, valuable prizes and a salary through free membership” in the Institute. Diplomas for First Degree, Second Degree and Third Degree Engineers were awarded with a gold “E.M.E” fraternity pin for the third degree Master Engineer. Gilbert even (Location 369) - All of these toys could be used to construct fanciful models of things, but not the things themselves. (Location 374) - that could be used to “hack” the large computer or their toy trains. (Location 387) - Anything is easy if you can assimilate it to your collection of models. If you can’t, anything can be painfully difficult. (Location 418) - Twenty Things to Do with a Computer, Seymour Papert and Logo co-creator Cynthia (Location 454) - 1972 paper, Teaching Children to be Mathematicians vs. Teaching About Mathematics, (Location 465) - Mindstorms, The Children’s Machine, and The Connected Family. (Location 486) - 1:1 computing (Location 491) - Summerhill and The British Infant School movement (Location 501) - combine subjects, (Location 504) - theory of multiple intelligences (Location 506) - Classroom projects that welcome various problem-solving strategies provide fertile ground for the expression of multiple intelligences. (Gardner, 1983) (Shearer, 2009) (Location 508) - investing heavily in the education of its very youngest citizens. (Location 510) - placed the child at the center of the learning process. The (Location 512) - highly sensitive to local culture and community, (Location 513) - environment is “the third teacher,” (Location 514) - In the classrooms, atelier (studio), and community of Reggio Emilia you will find the tiniest toddlers using real tools in pursuit of authentic problem solving. (Location 515) - Carlina Rinaldi, the president of Reggio (Location 519) - represent the world’s most mature model of sustained constructionism and progressive education. (Location 526) - Silicon Valley’s Homebrew Computer Club, (Location 532) - book, Fab: The Coming Revolution on Your Desktop – from Personal Computers to Personal Fabrication, (Location 550) - users would make the tools they need to solve their own problems. (Location 551) - first to blur “…the distinction between toys and tools for invention, culminating in the integration of play and work (Location 553) - When art, science, engineering, computer science, and crafting meet whimsy, a new era of personal empowerment emerges. (Location 558) - surprised to learn that students with “skills best suited for arts and crafts” were able to create complete functioning systems. (Location 560) - Personal ownership of an idea can lead learners to exceed all expectations. (Location 562) - K–12 maker classrooms. (Location 564) - learning process was driven by the demand for, rather than supply of, knowledge. (Location 568) - they would learn them from their peers and then in turn pass them on. (Location 570) - leave behind extensive tutorial material that they assembled as they worked. (Location 571) - “just-in-time” educational model, (Location 573) - and fab labs may be created in developing communities. (Location 579) - Others dismissed it as “only for some children.” (Location 592) - Boulder began to publish articles and papers (Location 598) - FabLab@Schools project. As (Location 603) - intergenerational learning. (Location 613) - Think of Make as a combination of Popular Mechanics meets computer science and fabrication. (Location 621) - Reading and “remixing” another person’s computer program is a sophisticated form of literacy students need today. (Location 633) - blasé attitude described by Alan Kay’s adage that, “Technology is anything that wasn’t there when you were born.” (Location 636) - Made by Hand: Searching for Meaning in a Throwaway World, (Location 644) - “Sylvia’s Super Awesome Maker Show” (Location 647) - by an elementary school student who (Location 648) - if only through a screen. (Location 652) - the culture. At the same time, too many schools are stifling (Location 653) - Sugru (Location 661) - new materials lets children build actual things, not just models of things. (Location 663) - “Does the computer program the child or the child program the computer?” (Location 668) - personal fabrication, programming, and physical computing shift the emphasis from passive consumption to active creation and invention. (Location 669) - Making lets you take control of your life, be more active, and be responsible for your own learning. (Location 673) - They will be assessed together, showing that students not only “know” science concepts; but also that they can use their understanding (Location 683) - not simply on acquiring new skills, but on acquiring new administrative ways to use what one already knows. (Location 692) - in Marvin Minsky’s Society of the Mind (Location 693) - Learning is often socially constructed. (Location 700) - even flawed creations, (Location 729) - when you do something yourself, the thing that changes most profoundly is you. (Location 737) - Computer as Material: Messing About with Time, (Location 743) - “Messing About in Science,” (Location 745) - The Computer in School: Tutor, Tool, Tutee (Taylor, 1980). (Location 754) - tinkering, is where the learning happens. (Location 761) - more relevant experience. (Location 777) - Play is something you do at recess, not in class where students need to “settle down” and “be serious.” (Location 800) - In reality, it benefits the teacher-as-manager and the administrators in the system. (Location 804) - In the practice of design, the purpose is not to represent what is out there (or model how things are) but to imagine what is not (or envision how things could be) and to bring into existence what is imagined. Creators are fabricators of possibilities embodied: They both make and make-up things!  (Ackermann, 2007) (Location 880) - Unfortunately, we think of engineering as being something very serious that one studies in college. In fact, engineering is something that is perfectly compatible with young children. When we encourage children to build with sand, blocks, paint, and glue, we are simply asking them to take what they know about science and apply it to the real world. In the truest sense, children are natural engineers and we can create classrooms that celebrate this fact. Engineering is concrete. Engineers make things that work in the real world, within constraints of time, budget, and materials. Constraints make life interesting, and dealing with constraints creates opportunities for ingenuity and creativity. Engineers (Location 882) - The just-released Next Generation Science Standards state that each citizen should learn engineering practices that include “defining problems in terms of criteria and constraints, generating and evaluating multiple solutions, building and testing prototypes, and optimizing – which have not been explicitly included in science standards until now.” (Location 891) - Tinkering is the way that real science happens in all its messy glory. (Location 922) - students came to view such powerful ideas with the ennui (Location 987) - We do not believe it is critical to superficially separate problem solving, inquiry, and creating artifacts into different types of learning. (Location 1207)