Who is Steve Kinney?
Steve Kinney (born June 13, 1984) is an educator and writer from Brooklyn, NY. He currently works for the New York City Department of Education as a special education teacher in a collaborative team teaching classroom setting. Steve is a member of the New York City Teaching Fellows as well as the Council for Exceptional Children.
Kinney was born in Englewood, NJ and raised in Hoboken, NJ. He attended Rutgers University and graduated cum laude from Rutgers University with a major in sociology. While at Rutgers, Kinney wrote an honors thesis on how mass media shapes the way we socially construct natural disasters and how those perceptions impact the way we prepare for them.
Kinney began working at the New York City Department of Education and pursuing a graduate degree in special education at Hunter College in 2006. During this time, he became interested in the social construction of knowledge and intelligence as well as the way we approach education in the twenty-first century.
In 2007, Kinney launched his blog (http://www.stevekinney.net) where here frequently posts ideas and drafts of his writing for public consideration. Kinney's ideas as well as his writing style are greatly influenced by contemporary nonfiction writers such as Malcolm Gladwell, Nassim Nicholas Taleb, Seth Godin, Chip and Dan Heath, and James Surowiecki.
In the classroom, Kinney is infatuated with "reinventing education using technology." He is a strong advocate of infusing the principles of New Marketing and Web 2.0 into the classroom.
Kinney was born in Englewood, NJ and raised in Hoboken, NJ. He attended Rutgers University and graduated cum laude from Rutgers University with a major in sociology. While at Rutgers, Kinney wrote an honors thesis on how mass media shapes the way we socially construct natural disasters and how those perceptions impact the way we prepare for them.
Kinney began working at the New York City Department of Education and pursuing a graduate degree in special education at Hunter College in 2006. During this time, he became interested in the social construction of knowledge and intelligence as well as the way we approach education in the twenty-first century.
In 2007, Kinney launched his blog (http://www.stevekinney.net) where here frequently posts ideas and drafts of his writing for public consideration. Kinney's ideas as well as his writing style are greatly influenced by contemporary nonfiction writers such as Malcolm Gladwell, Nassim Nicholas Taleb, Seth Godin, Chip and Dan Heath, and James Surowiecki.
In the classroom, Kinney is infatuated with "reinventing education using technology." He is a strong advocate of infusing the principles of New Marketing and Web 2.0 into the classroom.
New Table of Contents
Steve's Musings
Selections from Steve's blog
Fetching RSS feed... please stand byThe Ingenuity Age
Education is broken. It's not so much broken as it is obsolete. New thinking and new approaches will fix it. Our current paradigm is a relic of the Industrial Age and the Industrial Age is over. It's time to take a moment to step back and rethink the way the we are going to approach education for the Ingenuity Age. This kind of thinking is the answer.
The $64,000 Question
There is one question that annoys teachers more than any other. This question gets beneath the skin of the most seasoned professional. This question can turn a sunny-eyed educator into a bona fide grouch.
That is the precise reason it is such a good question. More importantly, it is a question that we, as educators, should be asking ourselves a lot more often
Why do we have to do this?
This question raises two serious issues. The first is that it is obvious that no one in their right mind would engage in this activity voluntarily. The task is so odious that it is no longer sufficient to say, "I'm doing this because I have to get it done." That line of reasoning is no longer enough; we have to go one step farther - to question why anyone with any compassion for the human condition would make another person complete this task.
The second is that, theoretically, this question should have been asked long before it was ever presented to 30 of the most calumniatory minds in education. When planning a lesson, ask yourself this question at every significant juncture to make sure you're on the right track.
Next time you see a pair of eyes glaze over, ask yourself: Why do we have to do this?
That is the precise reason it is such a good question. More importantly, it is a question that we, as educators, should be asking ourselves a lot more often
Why do we have to do this?
This question raises two serious issues. The first is that it is obvious that no one in their right mind would engage in this activity voluntarily. The task is so odious that it is no longer sufficient to say, "I'm doing this because I have to get it done." That line of reasoning is no longer enough; we have to go one step farther - to question why anyone with any compassion for the human condition would make another person complete this task.
The second is that, theoretically, this question should have been asked long before it was ever presented to 30 of the most calumniatory minds in education. When planning a lesson, ask yourself this question at every significant juncture to make sure you're on the right track.
Next time you see a pair of eyes glaze over, ask yourself: Why do we have to do this?
Lev Vygotsky: The Granddaddy of Inclusion
Inclusion has reached its tipping point. Many of New York City's public schools are making the move from self-contained classrooms to collaborative team teaching classrooms. Scholars, however, argue over the inclusion's effectiveness. The article will define inclusive education; review some of the most common arguments for and against inclusion; and tie in the work of Lev Vygotsky to add more depth to the debate. (Read more)
Steve Kinney Tee Shirts
All of the proceeds (which I expect there will be none) go to the Acumen Fund
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by stevekinney
I am currently employed by the New York City Department of Education. I work as a special education teacher in a middle school on the Upper West Sid... (more)
