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anonymous

Defining College and Career Readiness: Take Action Now | ASCCC - 0 views

  • he Educational Policy Improvement Center (EPIC) in Oregon, in a formal study asked higher education faculty what skills and knowledge they believe contribute to preparing students to succeed in college. Conley’s definition of college and career readiness is very basic: The level of preparation a student needs to succeed – without remediation – in credit-bearing general education courses or a two-year certificate program.1 The State of Colorado has also adopted this definition for college readiness.2 Such a definition might satisfy some community college and university faculty, but it is not comprehensive enough to really describe the preparation students need for the world of work or college level studies. There are productive behaviors that faculty expect in students and that employers expect in employees as well. EPIC went further to define college and career readiness by expanding the definition into one that is more comprehensive. The expansion includes more of the habits, skills, and attitudes that faculty and employers know are essential to success. It includes four areas:Key Content Knowledge (writing, simple research, core/GE subject area knowledge) Key Cognitive Strategies (inquisitiveness, reasoning, intellectual openness, precision and accuracy) Key Learning Skills and Techniques (self-control, note taking, time management) Key Transition Knowledge and Skills (understanding college or work as a system, interpersonal and social skills, culture of college)
  • nother resource for higher education faculty to consider is the work done by Arthur L. Costa regarding habits of mind for effective participation in the workplace and beyond. Costa’s recommended habits of mind are popular today and can be used for college students and employees alike. The 16 Habits of mind5 Persisting Communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Metacognition Taking responsible risks Striving for greater accuracy and precision Finding humor Questioning and problem posing Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning
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    leadership academy
Bradford Saron

Education in the Age of Globalization » Blog Archive » My new book: World Cla... - 0 views

  • This book is the result of my attempts to answer these questions with data and evidence from a variety of sources. Essentially, I reached the following conclusions: The current education reform efforts that attempt to provide a common, homogenous, and standardized educational experience, e.g., the Common Core Standards Initiative in the U.S., are not only futile but also harmful to preparing our children for the future. Massive changes brought about by population growth, technology, and globalization not only demand but also create opportunities for “mass entrepreneurship” and thus require everyone to be globally minded, creative, and entrepreneurial. Entrepreneurship is no longer limited to starting or owning a business, but is expanded to social entrepreneurship, policy entrepreneurship, and intrapreneurship. Traditional schooling aims to prepare employees rather than creative entrepreneurs. As a result the more successful traditional schooling is (often measured by test scores in a few subjects), the more it stifles creativity and the entrepreneurial spirit. To cultivate creative and entrepreneurial talents is much more than adding an entrepreneurship course or program to the curriculum. It requires a paradigm shift—from employee-oriented education to entrepreneur-oriented education, from prescribing children’s education to supporting their learning, and from reducing human diversity to a few employable skills to enhancing individual talents. The elements of entrepreneur-oriented education have been proposed and practiced by various education leaders and institutions for a long time but they have largely remained on the fringe. What we need to do is to move them to the mainstream for all children.
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    @YongZhaoUO and his new book. Note the conclusions. 
Vince Breunig

Op ed: Education challenge for next 50 years is the achievement gap | Opinion | The Sea... - 1 views

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    For schools to prepare all children for success in life and the workforce, severe disparities in family income, coupled with inadequate education funding and low expectations can no longer be widely accepted causes of inequity in student opportunity. Lastly, we must all give a damn. The "pull yourself up by your own bootstraps" mentality only works if everyone can afford boots. Everyone can contribute a little of their time and resources toward ending inequity in opportunity and expectations.
Bradford Saron

Preparing Your School for an iPad Implementation - iPads in Education - 2 views

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    Thoughtful and pretty complete. Anyone have any additions? 
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    That is a great list. We focused on the infrastructure and app management before we bought our cart of IPads, but didn't think much about the in class use. Our plan was to buy them, get them in the hands of the power users (kids and staff), and then work on the classroom use.
Bradford Saron

Now You See It // The Blog of Author Cathy N. Davidson » What's the Problem t... - 2 views

  • nd here is the issue that I pose in Now You See It, the one that keeps me up at night:   how do you prepare kids for an increasingly indefinite, rapidly changing job world, in an era of high-speed technological change and global competitiveness, where what is required for success is (I’m quoting the first set of problems the bubble test is not intended to address) is:  “intellectual dexterity, higher order thinking, associational thinking, problem solving, collaborative thinking, complex analysis, the ability to apply learning to other problems, complexity and causality that do not have one right answer”
  •   What would be amazing is if we could solve the problems of variability and efficiency with a peer-driven system that actually motivates and rewards real learning.  What would be equally amazing is if we could find a system that solves variability and efficiency and, at the same time, supports learning communities (for informal learning), teachers (in the classroom), and workforce trainers (in the workplace) who strive for complex, ongoing, lifelong, connected collaborative learning.  
  • The bubble test solves the problem of variability and efficiency.   The profound problem of education that remains, once the issue of variability and efficiency is solved.  If we find a better solution to variability and efficiency than the bubble test, we can then concentrate on the real learning objective of school:  how best to prepare our kids to thrive in the life that they will lead once they are no longer in school. 
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    Thoughtful post about assessment. 
Bradford Saron

A technology broadside against school leadership preparation programs | Dangerously Irr... - 0 views

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    Rarely do I tweet and diigo an article so quickly, but he is (as always) spot on with this. 
Bradford Saron

McREL Blog: One-to-one initiatives require a "core vision" - 0 views

  • Calling on and sharing research and best practices will be crucial to district’s messaging. If tablets are the chosen devices, a district must be prepared to provide technologies for students to create, multi-task, store and produce robust results/activities in addition to what they will do on the limited functionality tablets…and they need to honestly share this need and solutions to provide additional device support. There is a much bigger picture and quality impact on education with authentic one-to-one implementations. It has to be about core vision, beliefs and strategies that complement what’s needed for learning and producing in the 21st century. It is not as simple as buying a cool tool. We can all have cool tools and have the same old, same old education system resulting in the same old, same old results.
  •  What do administrators, teachers, parents/guardians, etc., need to know and do differently in this changed state?
  • o transform teaching and learning to a student centered, personalized instructional setting, there are key components—project plan elements—that have to be addressed to be successful.  Leaders need to know, understand and guide the ‘change’ process. A 360 degree professional learning program must be embedded for all stakeholders. Teachers who will need to change their practices from adult-centered, static systems to student driven, experiential operations require time, guidance and learning communities to ensure the shift of practice. And overarching policies must direct the practices.
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    Thoughful overview of 1:1 considerations. 
Bradford Saron

Why Schools Must Move Beyond One-to-One Computing | November Learning - 4 views

  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement. Unless clear goals across the curriculum—such as the use of math to solve real problems—are articulated at the outset, one-to-one computing becomes “spray and pray.”
  • Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
  • The more important questions revolve around the design of the culture of teaching and learning. For example, how much responsibility of learning can we shift to our students (see Who Owns the Learning by Alan November)? How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world? How can we engage parents in new ways? (See @livefromroom5 on Twitter.) How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
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  • it’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
  • it’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
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    A must read for anyone critically thinking about tech integration. 
anonymous

Social Media For Administrators (Blog Posts) | Connected Principals - 2 views

  • There can no longer be an “opt out” clause when dealing with technology in our schools, especially from our administrators. We need to prepare our kids to live in this world now and in the future. Change may feel hard, but it is part of learning.  We expect it from our kids, we need to expect it from ourselves.
Bradford Saron

Will · The "Dirty Work of Education" - 0 views

  • Let’s be honest, by and large, we’re still preparing new teachers to be curriculum delivery specialists, not participants in and facilitators of deep student inquiry in the classroom.
  • I’d love to get rid of the factory side of education, not just do it better, but that’s a far off reality given the current climate.
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    Will Richardson on the "art" part of learning and teaching. He will be presenting this year at the WASB Annual Convention. 
Bradford Saron

Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 0 views

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    New from @willrich45 
Bradford Saron

Executive Summary | U.S. Department of Education - 1 views

  • 1.1 States should continue to revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21st-century expertise and the power of technology to improve learning.
    • Bradford Saron
       
      Sounds like a Technology Plan, doesn't it. 
  • 3.2 Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, preservice preparation and in-service education institutions, and professional organizations.
    • Bradford Saron
       
      This is exactly what we are doing right now. 
  • 4.1 Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school
    • Bradford Saron
       
      Both in school and at home. 
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  • 4.2 Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school
    • Bradford Saron
       
      1:1 just got national endorsement. 
  • 5.2 Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies
    • Bradford Saron
       
      Leveraging technology to improve learning. 
  • Convening education stakeholders, in person and online, to share content, insights, and expertise and to collaborate on key elements of this plan. Ideas and best practices that emerge from these convenings will be shared throughout our education system
    • Bradford Saron
       
      My hand is digitally raised right now. 
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    iI found this interesting. Wisconsin could benefit from some of this thinking.
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    Great job, Miles!
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    As you know Brad, I am all over this. One thing I have been thinking about: in the past some reformers have tried to bring a more experiential feel to public education. I am thinking of John Dewey, progressive reformers in Waukegan, IL and Gary, IN in the 1930s, open classrooms in the 1960s and earl 1970s. Each time these reforms failed to take hold and scale up. I think it would be smart to look at these efforts and think about what's different today, what's the same, and how do we avoid the same fate.
Bradford Saron

Education, Employment and the Great Recession in Metropolitan America - Brookings Insti... - 1 views

  • During the Great Recession, employment dropped much less steeply among college-educated workers than other workers. 
    • Bradford Saron
       
      I wonder what's the subtext of this finding? We all know that non-metropolitan  areas are more exposed to economic turndowns and recessions. 
  • highly educated populations
  • Sun Belt
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  • manufacturing belt
    • Bradford Saron
       
      Translation, agriculture or labor association industries
  • Education appeared to act as a pretty good insurance policy for workers during the Great Recession. 
    • Bradford Saron
       
      I'm trying to think of an appropriate way to respond to this. What about, "Duh."
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    I know rural Wisconsin holds a special place in your heart and I appreciate that. AND we need to think about how Milwaukee is going to handle the challenges coming down the pike. One thing in common for urban Milwaukee and the rural areas of the state: K-12 education that prepares kids for post-secondary education.
Bradford Saron

Using Technology to Support Real Learning - 0 views

  • pedagogical practices and the curriculum may need to change in order to prepare students to participate meaningfully in the knowledge-based and globally interconnected world of the 21st century.
  • focus less on teaching and more on learning
  • transformative strategies include teaching less and encouraging students to learn by undertaking projects, doing away with textbooks, and replacing the entire curriculum (math, science, social studies and language arts) for a particular grade wtih a set of technology-based activities designed to ensure the same learning outcomes.
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  • Knowledge is a process, not a product and it is not produced in the minds of individuals but in the interactions between people
  • We need less emphasis on content and assessment and more on real learning and the creation of genuinely new knowledge
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    Scott McLeod notes that this article is a "must read."
Bradford Saron

Cultivating a Learning Environment: Six Suggestions : 2¢ Worth - 2 views

  • We are preparing our children for a future of frightening uncertainty, but astounding opportunity, and to prosper within that future, our children must become skilled, resourceful, and habitual learners — not just lifelong learners but adopting a learning lifestyle.
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    Observant, witty, and predictive in nature, Warlick is always worth the read. 
Bradford Saron

Digital Literacies for Writing in Social Media | DMLcentral - 1 views

  • The best way to understand the expectations of a particular medium is to participate in that medium and identify its genre expectations as they emerge.
  • Students need to think of their online data along the dimensions of: * accessibility* searchability* persistence
  • teaching our students about the kairos of digital media, its accessibility and persistence, and the extent to which it is public and private will prepare them not only for the writing situations that they find themselves in now, but also those they will face in the future.
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  •  Digital communication eliminates this physical incompatibility between media: when all media are digital, all media are subject to the affordances of digital communication, most notably effortless copying and sharing.
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    Deeper thinking about communication in a digital age. 
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