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How a Kenmore photo lab is surviving the digital revolution

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Athenex Inc. has received a $100 million investment from a New York City-basedhedge fundthat will support theBuffalo drug developmentcompany's operations and growth. The investment by Perceptive Advisors is a combination of $50 million in equity and $50 million in debt. "We are impressed by Athenex’srobust clinical stage product pipeline and its unique business mod…

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This brief experiment in definitional tinkering may not have produced a new definition of tinkering, but it has certainly given me some new ideas. And the experiment doesn’t seem over: I’m particularly mindful of today’s fresh interpretation of tinkering that underscores the value of collaboration and learning from others. So how would you define tinkering?

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8 thoughts on “Tinkering Towards a Definition of Tinkering”

says:
March 1, 2013 at 11:13 pm

Nice joint you have here! I think you pulled out a great deal of what amounts to tinkering. I might add: thinking with fingers and stuff communication with materials

Also very worth emphasizing is the iterative nature of tinkering and how it builds a sense of a material’s or system’s capabilities and potential. In my experience early tinkering seems to be about the starting goods/ ingredients… just poking a probing and considering and watching removed from any agenda/design problem. While late stage tinkering is when I start folding in other, external things I know like: What glues might work on this material or Where I can work in clothespins – (one of my go to ingredients) How could I store it Where else (new) might it come in handy etc..

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says:
March 5, 2013 at 5:42 am

Thanks for the comment! I love the phrase, tinkering with fingers and stuff. And I totally agree about the iterative nature of tinkering. I like your thoughts about early and late stage tinkering. It does seem like there’s an importnat difference there. Your comment also makes me think about what a capacious concept tinkering is, in terms of the range of drivers of the behavior. For example, as you point out, you can tinker in a sense aimlessly with a pile of provocative materials. But you can also tinker with a very clear goal in mind, such as when you’re tinkering with something in order to fix it or make it work better.

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says:
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“THINKING with fingers and stuff.” I should have said “concrete thinking with fingers and stuff” I’m glad i came back… I have a larger point to make so I’ll start another comment.

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says:
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I thought that Nassim Taleb in his Google Talk ( http://www.youtube.com/watch?v=S3REdLZ8Xis ) provided a pretty relevant definition of Tinkering (in the context of his theory of anti fragility) – I thought this was relevant not only for creativity, but also for new paradigm of learning- more bottom up, more experiential.

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked toapply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

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