Group items tagged

Web2.0 > 对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”，而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念，同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的 > Blog > 、 > wiki > 、 > Podcast > 等，更有像 > Facebook > 等这样的社会 > 化网络服务平台，其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想，因为他们不光对那些有条件上网的人有意义，其实对每个人都有意义。在不具备 > 连接到互联网条件的时候，在这些理念的指导下也可以做出有意义的事情，而这种理念现在在许多地方和场合是被忽略的。 >

我的许多交际圈子是通过互联网展开的，但这可绝不同于许多人想象中的“网友”。经常会是这样：我们有着共同的爱好，又都写Blog，这 种信任就很容易建立起来了。

Web2.0 > > 对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”，而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念，同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的 > > Blog > 、 > wiki > 、 > Podcast > > 等，更有像 > > Facebook > > 等这样的社会 > > 化网络服务平台，其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想，因为他们不光对那些有条件上网的人有意义，其实对每个人都有意义。在不具备 > > 连接到互联网条件的时候，在这些理念的指导下也可以做出有意义的事情，而这种理念现在在许多地方和场合是被忽略的。 > >

周五论坛

其实在周五论坛中，可以看到益学会的一些影子，包括我们的“协调员”制。

大多数时候，我们并不是要讨论出某个确切的结果或者立竿见影的结论，重 点就是你在讨论的过程中你学会了聆听别人，回应别人，尊重别人；

对我来说，它们都是开放、共享的组织，他们都注重每一位参与者的成长与价值。在这 里面，没有权威，没有一种对立的关系。

>在周五论坛中我们特意设计的是“圆桌”气氛，而在益学会中则是不分年龄和地域的沟通。益学会的影响力要比周五论坛大 很多，但我们所做的终极目的是一样的：学会学习，做一个有用的人！

“We’ve been having this curriculum war for years.”

Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,

“[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”

Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.

Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.

Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.

“Teachers will rise to the challenge given the kind of supports they need.”

“If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.

Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.

The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”

Meanwhile the critics go about squawking while promoting their own panaceas

he majority of kids just go right on tuning out, dropping out, or just getting by

I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.

As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.

Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.

The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.

President Barack Obama on Tuesday admitted he made a mistake in handling the nomination of Tom Daschle as his health and human services secretary, saying Daschle's tax problems sent a message that the politically powerful are treated differently from average people.