Career Ladder - Helping Inner City Youth Through School to Careers by Daniel F. Bassill
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Tutor Mentor Institute, LLC - 0 views
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I am reading Henry Jenkins, et al's latest book, Participatory Culture. Everything I see here fits what I have read so far. And also asks the question: how do we get youth to participate in this particular culture--the one that moves them through poverty and into careers. I will have to make this one of the core questions as I read Participatory Culture.
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"What Will it Take to Assure that all Youth Born or Living in High Poverty are Starting Jobs and Careers by Age 25?"
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the ideas exchanged by participants, and the relationships created, are as important as the learning that takes place.
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Last night the hangout focused on a platform called Youth Voices, where youth from around the country are connecting and sharing ideas and reflections.
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I found one under the topic of "How Can We Reduce Costs and Still Get the Care We Need?"
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A valuable tool. Here is a quick response: https://farm1.staticflickr.com/741/23114808664_5298e18c36_b.jpg
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They could be learning many new skills and habits (see article about passionate employee).
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This has always been an issue in education--where is the best leverage for improving learning? where the best place to use any resource to get the most value? Is this too narrow a way of looking at the problem? too bottom line? Seems to value "cost" efficiency over all other values? So...do we need to be putting our magic into tutors/mentors and teachers or into learner/employees?
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This process could engage youth in thousands of locations, focusing on many complex problems, not just health care or poverty.
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I have always been for the idea that learners need to be more responsible for their own learning. They should begin to be responsible for the problems they generate in their own lives and the ones they see generated around them. It is the distribution of these problems and the relative inequity of this distribution that is most troubling. Those who have the greatest opportunity to face the most difficulty problems are also those who are given the least resources to deal with them. How fair is it to ask children to deal with the large issues of safety, health care, and poverty around them?
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What's 'Value Added' About Tech Tools in the Classroom? | DMLcentral - 0 views
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More than any other aspect of digital texts, this sense of malleability is what I find most exciting as an educator because it helps us expand the definition of what constitutes writing and it reminds us that writing, just like all forms of creation, is a social practice in conversation with others in the world around us.
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Make Cycle #3: Level Up Your Game Design! - CLMOOC 2015 - 0 views
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Games align with the spirit of the CLMOOC
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answering these questions: What are the rules of the game? What are the actions (or verbs) you are allowed to take in the game? Is there a “win” state? If so, how do you achieve it?
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You can start with a drawing, create a flip book, and move to video. You can also take household items and turn them into playing pieces, transforming your kitchen table (or house!) into a game board!
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love to see how you level up or progress through your game. What actions can you take to move forward?
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invite you to think about how you can also use your new game design skills to translate, analyze and change a complex issue.
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hope that you will be inspired to explore a new medium, and create new understanding about what it means to analyze (and change!) a system.