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his is one of the keys to judging student learning of the future because if individuals, like Daniel Pink, are correct and the future belongs to pattern-seekers, it is imperative that students are capable of seeing these connections across all disciplines.

This is one of the keys to judging student learning of the future because if individuals, like Daniel Pink, are correct and the future belongs to pattern-seekers, it is imperative that students are capable of seeing these connections across all disciplines.

Beyond these activities it is important that students ask themselves the following questions: What are the foundational elements of this topic? What caused people to begin exploring this topic? How has this topic been altered over the course of time? How will this topic change over the course of the next fifty years? What other ideas from the outside can be integrated into this topic in the future to make it better? Using the answers to the questions above, what qualities can I take from this topic to prompt deeper thinking about other areas of life that interest me? Instead of collecting the “assessment”, what would happen if you collected student answers to these questions instead?

Being a Teacher 2.0 is all about being interested, wanting and believing in that what you do is something that is positive, both for you and your students.

Participants from around the world share their cultures every week. Sharing information about your country and culture is an excellent way to improve your English speaking and writing, improve your public presentation skills, and learn how to use technology and most importantly about your own culture and cultures around the world. The moderators will help you create your PowerPoint slides, edit your English, and guide you on how to give public speaking workshops for free. For ongoing information, join the Storytelling & Cultures group. Watch all the past videos of the live online sessions on WiZiQ:

A special advisory group is expected to propose a new blueprint by February, based on such input as a tough-talking missive from the Toronto District School Board that called the curriculum "a series of overly robust subject-based documents which are disconnected, overwhelming and full of content reflective of 20th century knowledge. "The curriculum does not engage students within their own realities, nor does it integrate the skills society hopes to see in a 21st-century learner," said the recent submission by a group of principals, teachers, superintendents and trustees.

Karen Grose, the board's system superintendent, said it no longer makes sense to try to cram piles of facts into young minds.

Our kids live in a world where they are immersed in content through things like Twitter and Google, so we don't want them memorizing facts they can access easily, but we want them to think about how to apply that knowledge, and how it affects how they live as citizens and workers," said Grose

It is unfortunate that in the 21st century many schools have deemed adolescent socialization among each other or with their teachers as inappropriate. This is the pervasive outlook despite the fact that educators are fully aware that 1) A healthy part of adolescent development includes socialization and 2) Research from those like the National School Board Association indicate that most students use social media to discuss educational topics and other studies (like this one from the CCSE) indicate students who are using social media to discuss schoolwork perform better.

Instead of dismissing social media as distracting or destructive, schools should embrace it as an essential part of the curriculum. Not only does this limit the potential for students to abuse the technology, but it opens a new set of valuable educational tools.