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	<title>Lesson Upgrades &#187; Symphony</title>
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	<link>http://lessonupgrades.com</link>
	<description>Education for the 21st Century</description>
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		<title>Seth&#8217;s Blog: Whatever happened to labor?</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/seths-blog-whatever-happened-to-labor/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/seths-blog-whatever-happened-to-labor/#comments</comments>
		<pubDate>Mon, 06 Sep 2010 15:36:34 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1229</guid>
		<description><![CDATA[We say we want insightful and brilliant teachers, but then we insist they do their labor precisely according to a manual invented by a committee&#8230; via Seth&#8217;s Blog: Whatever happened to labor?. So as I am sitting back and enjoying Labor Day, I ran into Seth Godin&#8217;s comments about modern labor, and of course, this excerpt about teachers. Seth Godin always has insightful, succinct observations about society, and I recommend that everyone subscribe to his blog if you do not already do so.  It is one of the most popular in the blogosphere and for good reason. And in this season of teacher-bashing it is nice to see someone appreciate the creative and challenging labor of teachers specifically.  Who hasn&#8217;t felt as if creativity is punished while blind obedience is rewarded in their professional life?   After all, as the famous Japanese proverb states:  &#8220;The nail that sticks out gets hammered down.&#8221; Have you ever felt like this: You must implement the latest pedagogical techniques in order to raise your test scores.  Don&#8217;t ask questions about its efficacy, just do it and turn in the paperwork.  Trust us, your test scores will rise.  Never mind your individual student needs.  We will [...]]]></description>
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		<title>Using iTunes U to Develop Symphony Without an iPad</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/using-itunes-u-to-develop-symphony-without-an-ipad/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/using-itunes-u-to-develop-symphony-without-an-ipad/#comments</comments>
		<pubDate>Thu, 26 Aug 2010 11:09:48 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[brain compatible learning]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1192</guid>
		<description><![CDATA[Apple&#8217;s iPad has taken the world by storm, and it seems that educators everywhere are fascinated by the device. At Julia Green Elementary school in Nashville, Apple&#8217;s iPad will be utilized in all of their kindergarten classrooms.  Students will be able to use the technology to surf the web, access iTunes U, and create their own content.  Educators at Julia Green say that this type of technology is essential in preparing students for the global economy. In A Whole New Mind, Dan Pink cites the aptitude of symphony as the ability to look at vast amounts of information and to find meaningful patterns.  As I read about iPads in the classroom, the aptitude of symphony came to mind. With the deluge of information that comes across the screen of an iPad, how can we prepare students to process that information and make sense of it all? The obvious answer is to let our students use an iPad.  Principal Eileen Willis of Julia Green calls this the process of developing &#8220;global mindedness&#8221; and &#8220;preparing children to be in this world&#8221;. But what about the rest of us who do not have the resources to provide an iPad for our students to [...]]]></description>
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		<item>
		<title>Pro-BlackBerry Obama: iPads, iPods Are &#8216;Distraction&#8217; &#8211; ABC News</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/pro-blackberry-obama-ipads-ipods-are-distraction-abc-news/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/pro-blackberry-obama-ipads-ipods-are-distraction-abc-news/#comments</comments>
		<pubDate>Tue, 11 May 2010 01:43:34 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1085</guid>
		<description><![CDATA[This headline was confusing to me, so I had to look a bit further.  But after reading through the context of President Obama&#8217;s comments about technology as a &#8220;distraction&#8221;, his meaning became more clear. I think the gist of the President&#8217;s concerns are found as he discusses the role that constant information has taken in our society.  President Obama stated that information has become more of a &#8220;form of entertainment&#8221; rather than a &#8220;tool of empowerment&#8221;. And as a teacher I have to agree.  I have read some articles that question the validity of texting as a communication tool for example.  Instead, texting could be seen as a form of instantly gratifying entertainment.  After all, do we really need to drop everything we are doing just so we can see the response from our last text? This is where Dan Pink&#8217;s aptitude of Symphony comes into play.  In A Whole New Mind, Dan Pink states that the future belongs to those people that can take seemingly disconnected information and create meaning from it. This is where teachers and education come in.  As the President stated in his commencement address, &#8220;Education&#8230; can fortify you, as it did earlier generations, to meet [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Marzano&#8217;s Instructional Strategies and Dan Pink</title>
		<link>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/</link>
		<comments>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/#comments</comments>
		<pubDate>Sat, 24 Apr 2010 10:55:07 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=976</guid>
		<description><![CDATA[This is a great site for resources on Robert Marzano&#8217;s instructional strategies. If you are familiar with Marzano, then you will find this site particularly interesting as it connects instructional technology resources with each of his strategies.  If you are not familiar with Marzano, each strategy is briefly defined so that you can implement the technology while knowing which instructional strategy you are using. I also sorted out a few of Marzano&#8217;s strategies and applied them to Dan Pink&#8217;s aptitudes from A Whole New Mind.  Here are a few of the obvious connections that I made after reviewing the strategies on the Marzano website: #3 Complex Cognitive Tasks (Symphony) #4 Cooperative Learning (Empathy) #8 Graphic Organizers, #12 Non-linguistic Representations (Design) #11 Interactive Games, #12 Kinesthetic Activities (Play) #19 Summarizing (Story/Design) I&#8217;m sure there are any number of parallels that can be drawn between Marzano and Dan Pink&#8217;s aptitudes, but I thought these were the easiest to implement. So if your district is asking you to utilize the Marzano startegies, don&#8217;t worry.  You can still develop your students&#8217; right-brain aptitudes at the same time! Marzano&#8217;s Instructional Strategies.]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Futurity.org – Digital sink or swim for college undergrads</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/futurity-org-%e2%80%93-digital-sink-or-swim-for-college-undergrads/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/futurity-org-%e2%80%93-digital-sink-or-swim-for-college-undergrads/#comments</comments>
		<pubDate>Sat, 17 Apr 2010 10:04:18 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1004</guid>
		<description><![CDATA[This article has an interesting take on the &#8220;digital divide&#8221; and how it applies to college freshmen. The study looks at 500 college freshmen from California and surveyed their technical computer skills.  The findings looked at high school and home computer skills and found that many students may have used technology for academic purposes, but their actual ability to apply it to their daily lives was lacking.  Since you need computer skills to register, turn in assignments, and communicate with professors in college, students who cannot apply technology are at a definite disadvantage. That is when I began to think of the aptitude of symphony from Dan Pink&#8217;s A Whole New Mind.  Instead of going to the lab as an insular event, removed from daily activity, why not make it a part of the larger picture?  Use the technology to solve real-world problems. This article made me think, and I hope it does the same for you.  What can we do to prepare our students better for their post-high school options? Futurity.org – Digital sink or swim for college undergrads.]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Futurity.org – Web access alone won’t bridge digital divide</title>
		<link>http://lessonupgrades.com/daniel-pink/design/futurity-org-%e2%80%93-web-access-alone-won%e2%80%99t-bridge-digital-divide/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/futurity-org-%e2%80%93-web-access-alone-won%e2%80%99t-bridge-digital-divide/#comments</comments>
		<pubDate>Mon, 12 Apr 2010 11:25:34 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=987</guid>
		<description><![CDATA[This is something that most of us would assume, but here is the data to back it up. Just providing access to the internet will not necessarily benefit students.  They must know how to use it. The study surveyed freshmen from the University of Illinois to test their &#8220;internet know-how&#8221;.  Students from lower socio-economic backgrounds had considerably less skill in using the internet than those students that were &#8220;better off&#8221; economically. I know that as a teacher I get frustrated with the capabilities of my students to use technology in an effective, research-based manner.  After all, they can use their I-Phones and I-Pods well enough. But that only makes them efficient consumers of technology, not effective users.  So even though I assume that all of my students are digitally savvy does not make it so. This is where Dan Pink&#8217;s right-brain aptitudes from A Whole New Mind become a necessity.  Students may be able to access the information, but can they find the relevant patterns?  Symphony.  Do they know how to look at a web page and understand the organization?  Design.  What about the slanted viewpoints of a blogger?  Empathy. So I&#8217;m always glad to read articles like this one.  [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Futurity.org – Brain map reveals biology of intelligence</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/futurity-org-%e2%80%93-brain-map-reveals-biology-of-intelligence/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/futurity-org-%e2%80%93-brain-map-reveals-biology-of-intelligence/#comments</comments>
		<pubDate>Sat, 10 Apr 2010 11:03:07 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[brain compatible learning]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=981</guid>
		<description><![CDATA[I found this article on brain research, and thought of A Whole New Mind. The general background of this research was to explore the correlation between IQ tests and brain usage.  Specifically, which brain regions affect our intelligence? The tentative conclusion: Intelligence is determined by a wide range of areas and the brain&#8217;s ability to effectively integrate them. As Dr. Adolphs stated: &#8220;&#8230;general intelligence depends on the brain’s ability to integrate—to pull together—several different kinds of processing, such as working memory.” Integration of brain regions.  Isn&#8217;t that Dan Pink&#8217;s point of developing our right-brain aptitudes? By developing design, story, symphony and others, we are pushing our students to integrate multiple brain-based skills.  Combining those aptitudes with left-brained activities should help them to integrate their full mind. Maybe I am reading too much into the study, but take a minute to read it yourself.  I think it will affect your approach to teaching. via Futurity.org – Brain map reveals biology of intelligence.]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Bloom&#8217;s Taxonomy and Dan Pink</title>
		<link>http://lessonupgrades.com/general/blooms-taxonomy-and-dan-pink/</link>
		<comments>http://lessonupgrades.com/general/blooms-taxonomy-and-dan-pink/#comments</comments>
		<pubDate>Thu, 08 Apr 2010 10:37:00 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=950</guid>
		<description><![CDATA[I was asked once by a colleague to relate Dan Pink&#8217;s Right-Brain aptitudes to Bloom&#8217;s taxonomy.  To be honest I have always preferred to apply Bloom&#8217;s Taxonomy through the verbs that are usually associated with his work.  My colleague and I threw out as many verbs as we could remember, and I wrote them on a whiteboard, categorizing them within the six AWNM aptitudes. Our list was very basic, but we launched a great discussion about higher level thinking skills and Daniel Pink&#8217;s Right-Brain skills. I would like to offer a version of that discussion here.  I took some time to recreate my previous conversation and wrote down a number of verbs from Bloom&#8217;s Taxonomy.  There were many verbs that could fit within multiple aptitudes, and my categorization is just one person&#8217;s opinion. (The Chart) But as I struggled to find the &#8220;perfect&#8221; category for each of Bloom&#8217;s verbs, I reflected on a statement by Dan Pink that I read in an interview with him.  To summarize, Dan Pink stated that it is essential to develop all of the aptitudes in an effort to stimulate the full creativity offered by our &#8220;Right-Brain&#8221; skills.  Furthermore, the six aptitudes are interconnected and [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>High school puts its eggs in a high-tech basket &#8211; chicagotribune.com</title>
		<link>http://lessonupgrades.com/daniel-pink/design/high-school-puts-its-eggs-in-a-high-tech-basket-chicagotribune-com/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/high-school-puts-its-eggs-in-a-high-tech-basket-chicagotribune-com/#comments</comments>
		<pubDate>Wed, 31 Mar 2010 10:22:28 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=927</guid>
		<description><![CDATA[It looks like this Chicago school is going to implement quite a few of Dan Pink&#8217;s right-brain aptitudes, even though they did not call them by name. The article highlights a school that is implementing a new curriculum supported by Partnership for 21st Century Skills.  They will move to a collaborative, inquiry-based learning model with real world applications.  Empathy, design, symphony, and meaning.  And that&#8217;s just from A Whole New Mind. But let&#8217;s add some elements from Dan&#8217;s new book, Drive.  As the article highlights the move from teacher-led instruction to student-based projects, it seems they are allowing autonomy to flourish.  And by focusing on real-world applications, purpose becomes apparent.  I will assume that students will also experience mastery as they continue to focus on their individual interests. As you read through the article, it is interesting to see the full-scale implementation of 21st Century Skills, and of course the ideas of Dan Pink.  But I continued to reflect on how I could adopt some of these practices into my traditional classroom.  Could I provide students more autonomy?  Am I keeping their sense of purpose alive?  What about meaning and empathy? There are any number of small upgrades that can [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Google Launches Web Store for Cloud-Based Apps &#124;  Wired.com</title>
		<link>http://lessonupgrades.com/daniel-pink/symphony/google-launches-web-store-for-cloud-based-apps-wired-com/</link>
		<comments>http://lessonupgrades.com/daniel-pink/symphony/google-launches-web-store-for-cloud-based-apps-wired-com/#comments</comments>
		<pubDate>Thu, 11 Mar 2010 12:57:55 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=844</guid>
		<description><![CDATA[I&#8217;ve been hearing about this launch by Google, and it looks pretty darn cool. I am a big Google Apps fan, and I use it extensively in my international studies program.  If you want to develop a collaborative environment, I really think it&#8217;s the best.  Plus, you can get an enhanced education version for free! From what I can see, Google is expanding its collaborative technology focus by allowing other developers to create specialty applications to enhance Google Apps. It is definitely worth a read.  If you want to develop Dan Pink&#8217;s empathy aptitude, you really should let your students collaborate and Google Apps is a great way to do that. Just a word about making these applications available in the cloud.  Basically your students can access these applications anywhere at anytime.  So why not help them develop symphony in the process?  Although there are only 50 applications available at the moment, I am sure that hundreds will be following. Just think about it: You can offer your students cutting edge technology with no cost at all.  They just need to access the internet.  The possibilities are boundless. Google Launches Web Store for Cloud-Based Apps &#124; Webmonkey &#124; Wired.com.]]></description>
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		<slash:comments>1</slash:comments>
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