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David McCandless is a journalist who creates various graphs that he calls the "landscape of information." The information he collects is complex and rich, and it is reportorial news. David is not a designer; instead, he is a man of words. He thinks it is possible to understand the news better when journalists present information visually and within a context. In the talk, he explains how to make information meaningful, especially when data is visual. The graphs that McCandless creates use elements of the visual language (color, shape, composition). If we read these infographics without his explanation and text and place them in an art museum on the wall, we could quickly think of them in terms of a work of an abstract, postmodern piece of art. The big difference between representing information visually and creating art is in the context and purpose of the creator. While art expresses the artist's abstract, emotional, and thoughtful ideas and uses a unique language that characterizes the artists' work, data infographics simplify massive data. Thus, this illustration allows comparison and understanding of complex phenomena easily and quickly. For example, the "billion-dollar" graph presented in the video's opening shows the large sums of money invested in various purposes in the world. Notice some indicators of the correct ways to represent data: Preserves the relationship between the pieces of data, Use simple rules to allow further additional data, continuation, and clarity. Present consistency in all visual cues (such as shape and colors). Keep these rules to make appealing clear massage others can understand easily. In a billion-dollar graph (box-type graph), you saw how easy it was to understand the ratio between Africa's expected debt to Western countries and the amounts the world spends for various purposes. The visual context made understanding easier. We said to ourselves - WOW, this new rectangle is enormous! It's as big as all the sums we've already seen. It's a lot of money! One needs to be familiar with the symbolic system of the box graph to understand what each square and what each color represents. At the beginning of the lecture, we have become accustomed to seeing that each rectangle plotted on a graph represents sums of money. (Lots of money = larger rectangle), and that comparing rectangles will allow us to compare different amounts of money- we build meaning from the graph quite quickly because we practiced it before in a demo McCandless presented us. Why is it booming? Why is it easy for us to understand now? It is natural to our brain. Our brain processes data from text and images naturally. The presenter tells us what the giant rectangle represents, and we receive that information through text enters the auditory channel. The image of the graph comes to us through the channel of sight. The brain has an information processing center called working memory (also called short-term memory), which allows us to process the new information and connect it to prior knowledge. We construct meaning at the center of this processing (yes, it has to do with constructive learning). (Prior knowledge is required to process information from this graph - knowing the names of the colors and the terms that the presenter says, understanding what a diagram is, and more). This working memory can only contain 5-7 new items at a time. Furthermore, this information disappears after 20 seconds (!!!!) if it does not repeat or is linked to prior knowledge stored in long-term memory. (Long-term memory holds our expertise and can be retrieved as needed when needed). Okay. Too little space in working memory is a problem. Let's say I want to teach my students the content of the graph shown in the video. And I speak to the class for a quarter of an hour and repeat myself. Anyone still awake manages to remember 2-3 numbers from what I said and is not sure he remembers what it means. What did I do? I used the audio channel only to convey information to my students. (This kind of communication did not help them build knowledge). And also - I loaded one track. So I delivered a lot of content without practicing, rehearsing, and using the visual cognitive processing medium (another channel). We know that working memory has two processing centers - a word processing center and an image processing center. In this case - only one processing center was activated - word processing - and at too high a load. If I decided to teach this subject in the same class and want to improve my teaching- (1) I would also bring a picture/graph or (2) create a graph on the board with colored markers while talking. Every sentence I say changes the representation presented visually to my students while building the graph in front of the learners' eyes. What did I do? I activated the learners' working memory in both image processing and word processing and created stimulation of two senses at once. (Words can be processed in the brain in two channels - auditory and visual. But, the human brain only processes images in the visual channel). The learner heard the words and saw the picture/diagram at the same time. He linked them quickly and managed to understand meaning from them. If he does not know a word - the visual representation assists him. And if he does not understand the relationship between sums - the pictorial diagram helps him understand the relationship very quickly, etc. Producing meaning from text and image is more efficient, more accessible, and promotes learning. Unfortunately, not every picture will do the job! Based on your teaching experience, how would the learners achieve better results in a test that tests memory recall? (1. Visual 2. text) Studies have shown that learning with text and image (=multimedia) promotes learning more than alone text. In my opinion, Intelligent use of representations in any teaching situation can include inventing new graphics as presented in the video. Use videos, photographs, animations, diagrams and comics, concept maps, and mind maps carefully. Try to elaborate on the context and fully explain the symbol systems to gain better learning outcomes. These actions hold promise to promote learners' ability to understand a lot of information quickly and easily and even get excited about your lesson! A problem can arise if students did not understand the representation. Some diagrams are difficult to interpret. That requires some mediation from a teacher/expert. Take a second to observe how to deliver complex diagrams in the video above. Most of the graphs presented need an explanation. Notice- How does the facilitator explain them? Do they become apparent after his explanation? Not all of us interpret pictures in the same way, there is always the danger that you will bring an image to class to illustrate one thing, and in fact, the students will understand something completely different from it, and you will not even know about it. (For example, children can interpret a graph as a picture). Next time you enter a classroom, watch how your students learn: 1. Examine how focused/interested they are when presented with a graph or a photograph. 2. Notice which of these make your students understand better- Presenting then with a ready-made representation and explaining the symbols system or drawing the diagram on the board? 3. Does a discourse makes them more involved? And before we end this post. I invite you to explore artist Rotem Agmon's site. She organizes a lot of information about her daily life beautifully and creatively. You can easily see what she has in the drawers, where each item came from, and in which room it is. Good luck, 21st-century teachers.

As education systems return moderately to a routine and extensive parts of our lives After overcoming the greatest crisis of recent decades - the Corona plague, We educators are required to recalculate a new route, as this post will address in short. I would like to address two concepts - Slow education- emerging from the global slow movement. Humanistic education - sees the child and the adult as partners interacting in the educational processes. The fast-paced era. We all live in a fast age, eat fast food (also healthy-fast), receive services at the click of a button in the app (hungry? order now!). We also change professions more frequently. Some of our friends lose their jobs to artificial intelligence. Our children, our friends, and co-workers might complain of general boredom and a search for thrills. For example, birthdays of young children have become fancy party productions, and this has, in turn, become a "wedding" in which only the bride is present. The culture is full of examples also of dissatisfaction with appearance and fear of aging (manifested in a beauty industry that sells illusions - eyeglass removal surgeries, Botox for girls 30). And the list is getting longer. It is not surprising that some see the fast-paced age as a risk and seek to stop, observe and slow down. How much to slow down? A good question! In this Ted lecture, Karl Honora talks about his insights from the Covid 19 period. He speaks positively about the slow activities and paradoxes inherent in slowing down in our fast-paced time. He talks about the concept of time in visual images. While in some cultures, time is round, western society represents time as a straight line. Another character he mentioned: Western culture requires everyone to be busy at all times and be efficient. This atmosphere must have an impact on us as human beings in all aspects of our lives. For example, when referring to the learning process as a straight line - we use the terms "sufficient" "material" in our schools. And what is the relationship between "knowledge" and "time"? Should the education system squeeze as much knowledge as possible in a unit of time? In my opinion - no. I call for considering a different approach today. I want to link Karl Honora's lecture to the word "meaning" in education. Following the Covid 19 crisis, many teachers around me are rethinking concepts such as happiness, satisfaction, and self-fulfillment. In addition, many of them reconsider the path of human society—specifically, the development of Israeli society as a collection of communities living within our country. When I talk about meaning, I am referring to the social-human aspects of our lives. Many activities contribute to our happiness. Most of them are social activities. Therefore, as education systems respond to the slow movement, it is essential, in my opinion, to engage in the search for happiness as the value inherent in human action and self-awareness via dialogue. I paraphrase the work of Martin Buber. I see massive support for this perspective in OECD 2030 education. Well-Being is one of the most central concepts in the OECD's compass for education. Education systems must address students and all education system employees' happiness and self-satisfaction. In addition, the OECD organization adds the concept of Agency (the ability to set a goal, reflect and act responsibly to achieve it) which aims to give all women in the system the ability to be initiators and proactive instead of being activated by the system. In the following video, you will be impressed by this leading concept. If you accept the concept presented above for learning today here with us, it is also essential to address this question- What is the role of educators in this age? For example, the compass adapted to the Israeli education system focuses on imparting knowledge, skills, and values. What do we know about human knowledge? True - it develops rapidly, exponentially. I came across a lecture by mathematician Sam Arbesman on the change that human knowledge is undergoing and the obsolescence of human knowledge. The lecturer begins with a description from the film "Men in Black" and a quote from Tommy Lee Jones after Will Smith encountered an alien for the first time. Jones told him - "1,500 years ago, everyone knew our planet was the center of the universe, 500 years ago everyone knew our planet was flat, and 15 minutes ago you knew we were alone in the universe." This fascinating lecture informs us that knowledge depends on measurement abilities and the progress of scientific research. Unfortunately, the skills to study and measure using technology are so sophisticated over the years that seemingly solid knowledge quickly becomes out of date. The lecture contains several familiar examples. In such an age, it is essential to understand that knowledge will change. And our students are the ones who will develop the research that will help it change (Who else?). so, The answer to the question - Is it necessary to deliver knowledge? is clear Deliver but not necessarily in the way done in the past! It is better to teach students how to critique and evaluate knowledge, understand how scientists came to this knowledge (also referring to the humanities, arts, and philosophy) and challenge understanding in the future using scientific tools. So far, we will conclude- The value of happiness and a sense of satisfaction and ability are essential. It is also vital to engage in knowledge in a critical and adapted way. If so, we must ask- Should the education system teach students to slow down or accelerate? On the one hand, to effectively process new knowledge, it is necessary to let the mind meditate and allow respite and even sleep. But, on the other hand, these promote qualitative cognitive processing of the information learned according to the latest cognitive research. See more in a previous article I wrote. Here is the paradox of slowing down that that neglects the quality of life and aim to process information effectively :) Is it possible to avoid this paradox? I claim we can. We must perceive education as the overall relationships between adults and children within specific social frameworks. It begins at home, continues at kindergarten and schools. And in general, you might be interested to know- How to slow down the learning session? And why slow down? I found the answers to these questions from Dr. Orit parnaphas. I recommend reading her article "Learning Slowly" on the excellent slowdown website written by Amit Neufeld. In the article, Orit presents several ideas for educators who want to slow down, observe together with the learners and motivate together deep learning, which emerges from them, which allows the resonance of thoughts, construction of routines that will enable, will be and research that stems from the learner's reality. For example, you can practice project-based learning. The slowdown in education is gaining momentum, leading team members - Dr. Orit parnaphas, Mika Daphne (Foundation for Educational Initiatives), and Dr. Anat Shapira Lavie. The Foundation for Educational Initiatives sponsors this movement, and there is also a new website for those interested - www.slow-education.com. What do you think? Is eye-level education possible in the 21st century? Will it incorporate the ideas of a slow learning session? And will it include a preoccupation with the nature of knowledge or the nature of interpersonal relationships? Sign up for the site forum now and join me for a thought-provoking discussion. Good luck, 21st-century teachers.

The video about the Ein Hayam school in Haifa, Israel tells several stories at the same time - A story of a successful educational initiative of integrating the game into learning - on which there is a lively academic discussion A story of a theory that "wore skin and tendons" in Israeli reality A story of values that came to fruition A Story of Academic Success - Student Achievements Rise A story about integrating more or less similar students ("the other is me") with great success ... Additionally, this is a story about the joint work of teachers, students, and the community to build learning spaces, courtyards, and other social learning facilities. I have seen many different schools over the years In many cities and towns. What is so special about this school? Beyond the pedagogical approach that comes out of the game, We found that: There is a deep involvement of students in learning Students are partners in building learning processes as well as learning spaces. Yes, it is possible. but, Can anyone do it? I searched for relevant research on student involvement. In August 2008, Ayala Tzur submitted a Doctoral dissertation named: "My ideal school: Suggestions from Students and Principals of a Democratic and Traditional School Planning School " You can read it here as a file - open to the public in pdf format with the approval of Dr. Ayala Tzur*. *Attention- Any improper use of her work, without complying with the usual rules of ethics - is an offense. An article appeared on this study in 2009- A study conducted in Israel details how students see the future school, And found differences between Democratic school students and regular school students. This time I am interested in looking for and presenting one model (many kinds) that will allow access in a practical way To students and involve them in planning their immediate environment. In her doctoral dissertation, Dr. Ayala Tzur, Supervised by Prof. Rivka Izikovich (University of Haifa) and the architect Dr. Aryeh Peled Used a research tool that allowed students to design the learning environment. He developed the "Location Task" based on the principles of Eco-Analysis. Students learned the tool and described using it, on a sheet of paper, The ideal environment for them to learn. They referred to the space in which they operate in terms of "human body image." Such a diagnostic tool and discourse can completely change the way our classes look like today. Dr. Ayala Tzur criticizes the trend of not sharing with students - Tzafi Saar writes, "This method, which puts the students 'perceptions at the center of the investigation, can help the education system, which is not always attentive to the student's unique voice. She notes, for example, that the two principals' suggestions completely ignored the need for students to stay in places designated for gathering and social interaction, emphasizing how important it is to hear the voice of students. "The time has passed for the perception that young people are a population whose job it is to accept patterns of behavior dictated from above," states Tzur. "Today's young people strive to influence their environment, and the dialogue with them contributes both to the planning of the place and to the development of creative thinking and problem-solving skills." Ayala Tzur's critique expresses her criticism over the top-down approach "A population whose job it is to have patterns of behavior dictated from above," She offers these alternatives: "dialogue" "Developing creative thinking." "Problem-solving skill" And of course - from this arises the preference for the opposite approach - from bottom to top - In her view - students are the ones who should be full partners in creating their learning environments. Well, That sounds very nice and ideal. Why is this not happening? (And here comes our list of excuses right away; however, the problem is that some correspond with the reality today) 1. Teachers lack the knowledge to lead such a move 2. The learning environment is perceived as "walls of contents, or another way to deliver content to students to memorize and repeat. 3. Top-down perception is common in our schools. It is almost impossible to resist. Primarily because its' very comfortable (just like those old slippers that I refuse to throw away) 4. Sometimes, teachers/principals are measured by the content on the walls (the content is their responsibility) 5. There is sometimes a belief that "the walls teach" from an approach in which knowledge is external to the knower In the discussion, I invite here- I would very much like to read your opinion, You can raise additional inhibiting factors, ask questions that advance our understanding of the change needed. Any change starts with a small step. In the age of pedagogical flexibility - this can be a fantastic start to the school year. As usual, I would love to get comments on these ideas here on the blog. Good luck, 21st-century teachers.

Meditation slows down brain contraction if a person practices daily. Is it scientific support for a slowdown in education? And how do you connect mindfulness, visual literacy, and learning space? In this recording, Dr. Nava Levitt Ben-Nun lectures at Bar-Ilan on the transition from learning "by third party" to learning "in-person": bringing the inner world of the learner into the academic space in the approaches of Contemplative Pedagogy. The lecture by Dr. Nava Ben Levit Ben-Nun presents these new ideas at the Wonder of Wisdom Conference: Brain, Learning, and Creativity - Insights from the World of Research and Applications in Academic Teaching from the Center for Teaching Advancement and the Vice Rector's Office. The conference took place on May 13, 2019, at Bar Ilan University. It's exciting to meet this issue- Contemplative Pedagogy after a year of plague and being at home. For extensive reading on please see - Columbia University. In the year I worked remotely, I opened the morning with half an hour of yoga. I keep exercise daily ever since. I met Dr. Ben-Nun more than a decade ago when I invited her to a lecture for educational environment design instructors at the Psaga Centers. She told us about an experience she had in one of the schools in south Tel Aviv. She instructed teachers to practice mindfulness exercises that strengthen sensory channels and increases concentration. These routines have an impact on joy, resulting in the whole school a more pleasant atmosphere. What does Contemplative Pedagogy do? (From a lecture by Dr. Nava Ben-Nun) Fosters awareness Focuses attention Allows reflection and introspection Reduces judgment Develops the ability to avoid attachments to templates when to no avail Encourages to hold uncertainty, complexity, and contradictions Helps deal with information overload and tasks Research has shown some effects of Contemplative Pedagogy on the brain. Research has shown some effects of Contemplative Pedagogy on the brain. Okay, I'm convinced -Contemplative Pedagogy complies for me! What should I do next? There are many ways to practice this pedagogy- Yoga Dance Tai Chi Taikido, Chi Kung Circles of listening and dialogues Singing and playing Activism and volunteering Listening to the words of others Storytelling - You can also create a video, animation, comics Meditation A trip in a maze Visualization Private/sacred place design Improvisation The University of Columbia website uses the image of the practice tree For the application of: "The Center for Contemplative Mind in Society". The University of Columbia website uses the image of the practice tree for the application of Contemplative Pedagogy. The creators of this tree ask us to fill in our own words around a drawing of a tree using it as a mind map. All the activities we would like to use as we promote our version of Contemplative Pedagogy. Here is a file that you can download from the University of Columbia website. Would you please take a moment and try to think- to what extent can I apply one or several practices in my daily life? (If you do not set a personal example - it will not work) Then reflect on the practices suitable for your students in school or kindergarten. Preparation: At the beginning of the experience, create an accepting, warm, welcoming environment (your way). Do not be afraid to tell them about your goals—the "behind the scenes" reasons for trying new things. Beginning: From the moment you start, do not back down when some students are reluctant; convey confidence. Observation: Try to keep track of behavioral changes, expect various drawbacks. Make an effort to understand how you feel during the experience. Would you mind encouraging students to observe and give them as much feedback and support as they need? Continuation: Drift others with you, create islands of Contemplative Pedagogy and become mentors in the educational institution where you work. Share insights with parents and other relevant partners. Find support for parents, counselors, and more. On my site, you will find many ideas for implementing Contemplative Pedagogy. For example, a learning space that encourages movement develops photographic literacy, learns with a mind map, and slows education. For meditation practice, I used Headspace APP. Sign up for the site forum now and join me for a thought-provoking discussion. Good luck, 21st-century teachers.

How to plan for innovative teaching after returning from home and the months of distance learning? How can teaching stay relevant and sweep our students, at any age, into a profound process of growing knowledge, experience, and personal empowerment? How to draw learning in attractive colors that are tempting to "taste"? Since I started my career studying design at Bezalel, I draw inspiration from the field of branding, advertising, and marketing (which are often not linked to teaching, but why not actually?). This post will take students' perspectives in digital media to discuss motivation in educational settings. The term "learning that sticks" or "Sticky Learning" imply a learning situation of interest that captures students' attention and motivates them to deepen their understanding regardless of the effort needed. Such motivated learning can lead to the assimilated learning experience that causes a loss of sense of time and place. Did it happen to you? It has happened to me more than once. I must say that such learning is an empowering, challenging, sometimes frustrating experience, but if you keep going on a journey - "you reach wonderful places" (Dr. Suss). I was seeking more, trying to recreate the experience, sharpening my senses, and searching for that moment again. So how can teachers apply Sticky Learning and motivate their students instead of sticking to the traditional methods? The practical experience I gained using sticky learning took place with my teammates- A group of mentors mediating the "Digital Literacy" skills to the teachers in Israel. Our latest product - hybrid "ice cream" models that have demonstrated optimal hybrid lessons in a digital learning environment - We mediated tools to easily plan a lesson that combines distance learning and face-to-face classroom meetings. We used the metaphor of ice cream "flavors" to represent the different learning settings that compose hybrid learning. Every model had two flavors. We published them at the beginning of the covid-19 epidemics earlier this year. If you are an Israeli teacher, you have probably met them over the past year more than once. Following that line, I offer to deliver the idea of Sticky Learning to elevate students' motivation. We will start by agreeing that the learning process is an active process driven by the student. I consider instruction a mentoring process. I focus on learner's characteristics, skills, and preferences while helping them achieve measurable goals in the learning process. When I write "the goals of the learner" - maybe this is a new thing- I am referring to a concept that the OECD has been promoting in recent years called agency. (Agency = the learner acts, shapes reality, and makes decisions independently, instead of being activated and shaped by the decisions of others). This person is highly motivated and leading the learning process. We became used to meet media-rich information, fast-paced interactions with our colleagues via a multi-social network (Instagram, ticketing, network games, and YouTube), flooded with information in quantities that the human brain cannot grasp. Digital devices aggressively attack our senses 24/7. There are many ways a person can react to this stimuli attack. As for myself- I put my cell phone to silent mode (I have no idea what sounds my cell phone makes). Practicing yoga in the morning became another way to get control over my day. I also react by exploring new ideas in contemporary education. I invite you to read about these new ideas in my previous post that discussed slowing versus accelerating education. There are several approaches to get "stickiness" in the field of advertising and marketing. We may not be able to adapt them all to the field of education, but I would recommend adopting some of them in your school context. 1. Tell a short, visual, and clear story* *You can also tell a story through an escape room ... A good lesson plan can mediate content and assignments via storytelling (real or imagined). For example - Teacher Taylor Dwight taught about viruses through a cartoon detective story. I found it inspiring to watch how this mediation engaged his 'Generation Z' students. It is also possible to build a learning space that is all built on a story. Such a space was invented outside schools by people for the entertainment industry. Many learning spaces include images from stories. But for the most part, they do not constitute a single narrative sequence within which the learner can assimilate. In contrast, the learning spaces common in students' leisure time and are called "escape rooms" are generation Z learning spaces. Participants are assimilated and experience something that makes them invest a special effort in learning. Recently, research connected narrative spaces and motivation. These learning spaces reduced extensively the need to address "discipline" and constitute "sticky learning." Do not believe me? Read this article here- Teaching within a Story: Understanding storification of pedagogy Many schools now have escape rooms. Sometimes students build the escape rooms for the students in the corresponding class as part of a learning task. And there are also Digital Escape Rooms. These have become very popular in long-distance learning this year. 2. Play together (Fun games). In my undergraduate studies at Bezalel, we participated in a course called - Games. The task was to design a game (What else?). Many of us designers are in a constant play mode when we create. Playing games preserves creative ability. And who doesn't want to promote creativity today? For more information - read the post I wrote about promoting creativity during classroom instruction. Children play together, and within this play mode, teachers can incorporate many learning objectives. The benefit of learning in a play mode has been known for many years. In addition, this form is undoubtedly promoting sticky learning (and motivation to invest more effort in a task). A big challenge for us teachers is to design games and play mode environments. But, in the digital age - it's a much easier matter. To meet teachers' need for a good example, my team and I delivered a hybrid model of a digital escape room based on a digital form. We called it the "ice cream model" for escape games using advertising methods that captured teachers' attention. The model includes ready-made digital escape games and guidelines for making escape games with digital tools suitable for all ages. So teachers can mediate these games in their classrooms. This instruction type meets Z generation students' expectations of a learning setting (playful and collaborative). These digital games are suitable to mediate simple skills and developing more complex abilities, which require a lot of effort, practice, and knowledge development. Lessons can be framed in a playful (sticky) learning setting and promote game goals and learning objectives. Such a digital environment is, for example - "classcraft" - watch the video to get an idea of ​​this environment in learning that attracts older students' (junior high) participation, motivation, and interest. 3. Use more visual content The commercials are very visual- They communicate meaning using visual language. Both the billboards and the videos flood us with graphical images while surfing the net, watching TV, and even at intersections while standing at a traffic light. Another thing they do - they repeat - over and over and over again. Visual information is perceived very effectively in the human brain. Connecting the visual information with a melody is even more successful in grabbing our attention, being processed (in the short memory), and moving to storage in the long-term memory. Learning through videos and visual information has been proven in many studies to be very effective and has also been an excellent way to motivate our students. Most of my site focuses on visual mediation. You and you are welcome to dig in it as you wish. Researchers found that students of all ages also process information and remain on the task if it asks them to produce a visual product that represents their learning. So- GO VISUAL The digital tools and vast databases available to educators today make it much simpler and more accessible. So how do we ignite the fire of entrepreneurship and agency in our students? Is it applicable? Every day? In every school setting? Well, I think storytelling, playing games, and visualization make it possible to apply Sticky Learning. Given that our pedagogy respects the learner, their uniqueness, and the processes of learning, Allows him to pave their unique path and constantly encourages progress. I invite you to subscribe to the site forum now and join me for a thought-provoking discussion. Good luck, 21st-century teachers.

The use of technology in schooling solved a personalization challenge in educational settings. But... is it working? What educators think of 'personalization' prior to solving the problem using technology? Take a minute to reflect on your daily habits. Pick anything from drinking your coffee, going to work, casual telephone conversations to friends and more. Everything we do stems from our perceptions. It works the same way in teaching. Now reflect specifically on one (or more) occasion which indicates a change of habit due to new information on human cognition, neurobiology, or knowledge of 'science of learning'. Do not read on unless you stop and reflect. It is important. Personalization is appraised by those who think that every student is special and learn in a unique way. Following that, teachers must build a different learning plan to meet their students' needs. Being 'only humans' teachers fail to do so and need assistance. Technology-based teaching can overcome the gap and make it happen. Like a 'magic teacher wand'. Technology holds promise to allow adaptivity, self-paced learning and collaboration among learners. Various digital learning systems are available around the world today. They offer various learning contents, high quality LMS systems (Moodle and more), and collaborative project opportunities. Those systems may have self-paced course structure or follow massive online courses (MOOCs) which enables enrolled students to collaborate and enjoy peer support. Digital learning systems best suit learners with high learning skills, digital literacy, and self-regulation habits. Those students usually keep 'on track' and know how to get help if needed. Most of the learners today still do not have the competencies to learn via digital platforms, however due to covid-19 digital learning have accelerated. Why learning with digital support systems is not easily adopted by teachers and students? According to recent cognitive science research, three different networks involve is learning: Affective network- Feelings towards learning (motivation, and growth mindset) Recognition network- Perception of new knowledge and experience and its cognitive processing Strategic network – Self -regulating, managing suitable learning strategies, and learning environments (including materials, teachers, and colleagues). These three networks work synchronically in every successful learning situation. UDL – Universal Design for Learning is an approach that gives practical ideas for educators to build learning environments that help students excel and succesfuly combin the three networks in classroom settings. The questions that can be asked - is it possible to create such learning environments? Who makes them? How can educators be persuaded to use them? How will students receive them and what will be the response of parents and the community? As I mentioned at the beginning of the post, awareness of our perceptions on the one hand, and on the other hand a willingness to learn what science has to say about the human mind - will lead us to reflective observation and behavioral change. I believe that learning environments that lean on cognitive science research can be created by existing means - physical and digital. I would like to bring here an example of studies on the brain that underlie the concept of UDL and appear in detail in the new book published by the University of California Universal Design for Learning- Theory and Practice. By Anne Meyer, David H. Rose, and David Gordon. The book presents a new study on neurobiology published in the Nature and use an fMRI device * capable of measuring neuronal activity in the brain while a subject performs different actions. The researchers sought to learn about the cognitive benefits of learning on the autistic spectrum disorder (ASD) examined in certain assignments compared to a control group of non-autistic individuals examined in those assignments. * The device enables the detection of brain activity in different areas of the brain - the device indicates activity in the area by coloring it. When the researchers studied the diversity of autistic participants' brains, they were suprized to learn about activation of a brain area specialized in processing visual information in a task that non autistic subjects did not require when performing the task. Further more, the autistic subjects were successful in the task far beyond other people. That is, if the prevailing assumption was that a person with ASD scores lower in certain learning tasks compared to non-ASD individuals. Now new studies are beginning to challenge that assumption. If we apply the UDL approach, it turns out that even in cases wherethere are large differences between learners, it is very difficult for us to predict success in the task, since each brain uses its resources differently, sometimes unexpectedly, to solve problems. This is what they call diversity. Holding a conservative view on your students, not recognizing their unique brains, will make you miss the opportunity to promote their learning. Alternatively, practicing the perception of diversity can change your teaching. So what? What does diversity mean to teachers? And how will it help change education? We can change the way we look at the human minds, both as learners and as teachers. The differences between people are not only expressed physically, but in the understanding that the three cognitive networks of each of us have evolved as a result of specific experience and learning. This development and plasticity, which occurrs every second of our lives, is unique. It strengthens certain bonds in different ways. Not only that, but, many studies show us that these systems are constantly evolving and are never static. To sum up - every brain is unique and flexible. Each interaction of the brain with a stimuly involvs the integration of the three different cognitive networks. This alters the brain after each interaction! Always, at any age. And if we use the metaphor ... science about cognitive networks suggests that we perceive the different minds of learners as we perceive their fingerprints, moreover - it suggests that we must treat this "fingerprint" as something that changes all the time, is not fixed. Read more on UDL A human brain is as special as a fingerprint. But unlike a fingerprint - it keeps changing. There are some practical tips to help learners change their brain based on cognitive science. Learning how to learn is a very popular course by Barbara Oakley (available on the Corsera platform). This course incorages learner to inentionally focus their attention on learning in order to be able to change the connections in their brain (and learn something new). Oakley teaches the enrolling students that a good night's sleep after learning allows the brain to transmit the new information and organize it in long-term memory (it is very important to let the brain rest). During the learning day Oakley suggests engaging in exercise or creating short breaks between learning segments in which the learner concentrates in order to organize the information in long-memory. In addition - Oakley suggests to base learning on practice and question solving as well as memorization. Memorization - allows the brain to work better in problem solving because it directs the short memory to dealing with the problem instead of wasting energy on identifying its components. If we take the important knowledge that Barbara Oakley gives us about learning and build learning environments based on it, we will convince teachers to apply the research-based approaches in everyday teaching and encourage parents and students to be our partners - can we succeed? Maybe that's not enough? What else should we know? If we are already dealing with our misconceptions, I want to address another prevailing perception that affects education in the most basic and profound way - I mean the "average learner". We invest enormous resources and build entire education systems around the world while grasping "average learner" perception - but the average learner does not exist in reality. Todd Rose's Ted talk presents a lovely story about the absence of an average learner. He argues that there is no such thing as an "average pilot" either. Check research- nothing. Does not exist. Don't you believe me? Enter and watch- Long post, thanks to those came this far! I hope I have already convinced you that we have been deceived (yes, me too) by the education system. We educators hold the following two misconceptions- Misconception 1: Technology can enable us to implement personalization - education tailored to each and every one My critique - this approach binds the system to a perception of top-down no less than the traditional approach. In fact, it's like duplicating one teacher times the number of students and calling it - innovation. In practice, these environments are closed and dictate every detail in learning and assessment. What is lacking in the application of personalization through technology: students' partnership and their initiative to learn (one should start treating learning as a natural thing that one should try not to interfere with, instead of something I need to get someone else to do against their will). The second thing that is missing is a deep understanding that learning is a slow, error-ridden process that takes place within social contexts and has meaning for its participants (regardless of any curriculum). Misconception 2: We design the learning environments for the "average learner" - and in this way - all learners will be able to realize their full potential. My critique- we miss all learners this way. Both the struggeling ones and the outstanding ones and everyone else. In Reggio Emilia's approach, listening to the child's thousand languages ​​is the center of educational endeavor. Listening. How simple. The UDL approach also presents a solution. In this approach, the learning environment is very diverse and addresses the three cognitive systems of the learner that I mentioned at the beginning of the post - the emotional, perceptual and strategic, and also learner at the 'margins' - the struggeling and outstanding. Their argument is that such an approach - to the margins - allows all learners to actually implement the most appropriate strategies for them in every learning situation. Think of a learning enviroment as serving delicacies at a "buffet" instead of designing a personalized dish for each diner served by a waiter. These two conceptions - 'personalization through technology' and 'the average learner' (only) - have no grip on reality nor has research evidence. For example - in Sacramento - personalization for students who have difficulty occurs through face-to-face learning with teachers in small groups - HUB labs. These perceptions need to take on a new face, especially now, during the greatest crisis the education systems have ever had. We must break free from them and look for a better way. Well, ask me - what is the solution? I came across three interesting solutions. Two of them very recently, I will expand on them in the following posts here on the blog. The first is the slow education The second - the universal design approach The third is research-based principles for learning with multimedia If you have any more ideas, I would really love to learn! Good luck 21st century teachers Feel free to write me here the solutions you found and put into practice today

I want to share the stages of a workshop I conducted at a Center for Teachers' professional development with my colleague Sigal Naamani. The participants were 20 principals and heads of education departments from Nigeria, India, Croatia, and more, who came to learn about Israeli schools and teachers. The 'Ofri Center' in the Ministry of Foreign Affairs organized this learning exposition. The purpose of the workshop was to advance pedagogy insights on the use of visual representation for learning and communication. If you are curious - scroll to the bottom of the page - to watch a video capturing some insights following this workshop. Mentors can implement visual literacy workshops in teacher PD courses to influence k-12 classrooms. All it takes is three sets of graphic representation cards. 1. Photocards (here we used photos of people expressing different emotions) 2. Cards of illustrations on the same subjects of the photographs 3. Cards of various signs The workshop is composed of several stages At each stage, I will describe the instruction I gave, then attach a video. Of the teachers and principals who attended the workshop perform the task. Guidance -Step One: We scattered the cards on the floor. We asked the participants to split into pairs and choose one photo. A pair must hold two opposite visual messages. After a short time, couples were having photographs of opposite meanings. Participants were required to avoid talking to each other. The purpose of the activity was to promote opportunity and find ways to communicate non-verbally based solely on visual messages. and then We divided the participants into groups of 4 participants. We asked them to select only one pair of cards and discuss couples building two different stories on the same two cards. The purpose of the activity was to learn from experience and reach this understanding: The interpretation of photographs is highly subjective. From any two photographs, one can construct a completely different story. The stories -step one: (See two videos of different stories about the same pair of photos) Guidance - Step Two: We scattered illustration cards on the floor and asked participants to work in pairs and adjust the photo card to an illustration card. Most participants could not read the text in Hebrew. Accordingly, the task allowed them to ignore the interpretation of the text altogether. The aim was to reflect and discuss the different interpretations participants gave to the photos and illustrations*. Insights were as follows- Illustration, like photography, allows for different and subjective interpretations. However, compared with photography, illustration reduces information. Therefore, an informed choice of illustration for learning should be carefully designed and include detailed learning task instructions. The paired cards - Step Two: * During card matching, there were several photographs and illustrations that had no match despite all attempts. The conclusion was that the photographs or illustrations have multiple interpretations by the participants. Guidance - Step three: We scattered illustration cards showing different road signs on the floor, and we asked the participants to build overall multimedia representation ** The photo + illustration + road sign or an abstract symbol appears on a blank card. ** Multimedia representation = two or more representations that use a different symbolic language combined in one representation. For example - text and photography, road signs and illustration, map + text + photography, and more. Background to this task- Constructing or drawing a representation is one of the essential visual literacy skills. A sign is a very abstract symbolic representation (more symbolic than an illustration), And - it has a specific meaning worldwide. Its interpretation is uniform even if the cultures are different. Drawing such an abstract symbol is an easy task to perform, and anyone can accomplish it (no drawing or illustration knowledge is required). The cognitive challenge is to design a symbol that matches the desired message. Multimedia illustraions - Step three: Some multimedia displays include ready-made signs And some are schematic representations that participants drew themselves. The test: Was the multimedia message designed clear enough for everyone who reads it? In this group - the participants come from entirely different cultures and countries. Designing a clear multimedia display for this group requires the designer to convey information to multicultural readers. Through the practical experience of the participants- designing a multimedia message and asking to give an interpretation - Has the message been understood as intended? Feedback from their peers is vital for building insights and learning. Some of the participants think that the exercise is appropriate for their classrooms- watch this video: Final step: Summary of the workshop Instruction: I asked the participants to provide a personal mind map to reflect their learning. (Learning also included a visit to an Israeli school in the city of Bat Yam and a workshop on ten fundamental principles to design constructive learning environments). The summary task - a mind map describing what participants learned- watch this video: I thank the group of participants and my friend Sigal Naamani for a successful workshop. I enjoyed the workshop and learned. Good luck, 21st-century teachers!

How Does a Mind Map Incorporated Into PD Training Affect the Students in Your Classroom? As part of my doctorate, I researched the impact of learning different representations by the teachers who participated in a particular training course on their students' learning. I want to focus on the impact of learning on mind map representations. Several teachers who participated in the advanced training I researched used representation in their class, I told the story of applying this professional knowledge in an article that you can read here. There are three things I want to point out as affecting the transfer from teachers' training to the classroom- Participation. Teachers that participate in activities such as representing information with a mind map and make an effort to relate this to teaching. Understanding students' thinking. Teachers that understand how students can benefit from learning with mind maps will practice mind mapping in their classrooms. Confidence. Teachers with experience with mind mapping are more likely to help students with mind mapping tasks and support their students as they process new information using mind map tasks. We concluded that teachers' learning could affect student learning. But this is not an automatic thing. Teachers should strive for this change out of themselves, out of a deep understanding of their evolving professionalism and desire to be significant figures in students' lives. The mind map does allow for deep learning, collaboration, and student reflection. The various methods for school teaching application - available here at the "Mind Map." Sign up for the site forum now and join me for a thought-provoking discussion. Good luck, 21st-century teachers.