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Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Randolph Hollingsworth

ASU - Service Learning USL210 - 5 views

servicelearning.asu.edu/...11

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Randolph Hollingsworth

Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views

servicelearning.asu.edu/...10

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
Martin Burrett

It's Just a Matter of Time - 57 views

ukedchat.com/...5

article time management ukedchat UKEd Magazine magazine

shared by Martin Burrett on 20 Apr 16 - No Cached
  • Martin Burrett on 20 Apr 16
     
    As teachers our time is unfortunately finite, but there are ways that we can use time in the classroom to have a positive impact on learning, progress, attitudes and mindset. In this article I hope you will find something that will really resonate. It is important that you carefully discriminate and find the new tips that work for you. After all, we don't have much time.
Martin Burrett

Schools key to successful integration of child refugees - 5 views

ukedchat.com/...schools-child-refugees

refugees schools integration inclusion

shared by Martin Burrett on 01 Feb 18 - No Cached
  • Martin Burrett on 01 Feb 18
     
    "Schools can provide the ideal environment to improve integration and reduce the difficulties faced by refugee children in Western asylum countries, according to a new study from psychologists at City, University of London. The research, which involved speaking to refugees who had arrived in England and Denmark as children, highlights that schools can provide safe and stable setting where refugee children can develop meaningful and constructive connections to peers, teachers and other professionals, as well as being a place in which discrimination, racism and stigmatisation can be actively countered."
Martin Burrett

School climate and diversity may affect students' delinquent behaviours - 8 views

ukedchat.com/...school-climate-and-diversity

behaviour diversity

shared by Martin Burrett on 16 Jan 18 - No Cached
  • Martin Burrett on 16 Jan 18
     
    "In a Journal of School Health study, race, sex, perceived peer inclusion, and teacher discrimination were predictors of students' delinquent behaviours."
Bruce Gurnick

A Model of Learning Objectives - 14 views

www.celt.iastate.edu/...RevisedBlooms1.html

bloomstaxonomy

shared by Bruce Gurnick on 30 Jan 12 - Cached
  • Bruce Gurnick on 29 Feb 12
     
    (clarifying, paraphrasing, representing, translating) (concluding, extrapolating, interpolating, predicting) (discriminating, distinguishing, focusing, selecting) (finding coherence, integrating, outlining, parsing, structuring) (coordinating, detecting, monitoring, testing)
Jennie Snyder

Creativity is rejected: Teachers and bosses don't value out-of-the-box thinking. - 47 views

www.slate.com/...e_out_of_the_box_thinking.html

creativity thinking innovation

shared by Jennie Snyder on 08 Dec 13 - No Cached
  • This is the thing about creativity that is rarely acknowledged: Most people don’t actually like it. Studies confirm what many creative people have suspected all along: People are biased against creative thinking, despite all of their insistence otherwise.
  • Staw says most people are risk-averse. He refers to them as satisfiers.
  • Satisfiers avoid stirring things up, even if it means forsaking the truth or rejecting a good idea.
  • ...8 more annotations...
  • Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid. People’s partiality toward certainty biases them against creative ideas and can interfere with their ability to even recognize creative ideas.
  • Unfortunately, the place where our first creative ideas go to die is the place that should be most open to them—school. Studies show that teachers overwhelmingly discriminate against creative students, favoring their satisfier classmates who more readily follow directions and do what they’re told.
  • It’s ironic that even as children are taught the accomplishments of the world’s most innovative minds, their own creativity is being squelched.
  • All of this negativity isn’t easy to digest, and social rejection can be painful in some of the same ways physical pain hurts. But there is a glimmer of hope in all of this rejection. A Cornell study makes the case that social rejection is not actually bad for the creative process—and can even facilitate it.
  • Truly creative ideas take a very long time to be accepted. The better the idea, the longer it might take.
  • Most people agree that what distinguishes those who become famously creative is their resilience. While creativity at times is very rewarding, it is not about happiness. Staw says a successful creative person is someone “who can survive conformity pressures and be impervious to social pressure.”
  • To live creatively is a choice.
  • You have to let go of satisfying people, often even yourself.
  • Jennie Snyder on 08 Dec 13
     
    We say we like creativity, but we really don't. Thoughtful post on the resistance to creative thinking.
Mary Glackin

The 5 Biases Pushing Women Out of STEM - HBR - 62 views

hbr.org/...ases-pushing-women-out-of-stem

STEM bias Gender Discrimination science feminism

shared by Mary Glackin on 01 Apr 15 - No Cached
  • Mary Glackin on 01 Apr 15
     
    Good review of studies on the actual causes of low numbers of women in American science - gender bias
Scott Garrigan

DAISY: Digital Accessible Information SYstem (DAISY) Consortium - 0 views

www.daisy.org

Assistive Technology AT ebook audio book DAISY standard accessibility reading publishing

shared by Scott Garrigan on 11 Jul 09 - Cached
  • 2009-06-30Amazon Kindle DX Pilot Program Discriminates Against the Blind
    • Scott Garrigan
      Scott Garrigan on 11 Jul 09
       
      Check out this link. It highlights the difference between a "text reader," which many applications provide, and a "book reader" that includes navigation by chapter and page number, the ability to skip parts, and a knowledge of the normal parts of a book (like table of contents, footnotes, sidebar, etc.)
  • DAISY Makes Reading Easier (YouTube Video)  transcript
  • Scott Garrigan on 11 Jul 09
     
    DAISY Consortium for an international standard in audio book publishing and reading.
Steve C

Not in Our Town - 20 views

preview.niot.org

niot facing history fhao discrimination

shared by Steve C on 25 Feb 10 - Cached
  • Steve C on 25 Feb 10
     
    Antidiscrimination action website
Maughn Gregory

For Children of Same-Sex Couples, a Student Aid Maze - NYTimes.com - 28 views

www.nytimes.com/...ouples-a-student-aid-maze.html

education gay gaymarriage discrimination children SiegelBernardTara

shared by Maughn Gregory on 15 Oct 11 - No Cached
  • Because these students cannot fully portray their family’s finances, the amount of aid they receive may not fairly reflect their needs.
  • officials from the Department of Education, which issues it, said that applicants with two married mothers or fathers must fill out the Fafsa as if the couple were divorced.
  • For Children of Same-Sex Couples, a Student Aid Maze
  • Maughn Gregory on 15 Oct 11
     
    " Because these students cannot fully portray their family's finances, the amount of aid they receive may not fairly reflect their needs."
Cynthia Sarver

CITE Journal - Language Arts - 94 views

www.citejournal.org/...article1.cfm

21stcenturyliteracy 307 teachered_21stcentury

shared by Cynthia Sarver on 31 Oct 11 - Cached
  • Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students
    • Cynthia Sarver
      Cynthia Sarver on 31 Oct 11
       
      What is being done??
  • They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.
  • Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.
  • ...11 more annotations...
  • Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.
  • learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals
  • It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.
  • nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.
  • allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others
  • Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.
  • educators must address plagiarism, ownership, and authorship in their classrooms.
  • strategies to assess the quality of information and writing on the Web
  • help students develop netiquette
  • Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.
  • Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
anonymous

Jonas Salk - Wikipedia, the free encyclopedia - 19 views

en.wikipedia.org/Jonas_Salk

shared by anonymous on 28 Oct 14 - Cached
  • it did not discriminate against Jews, . . .
    • anonymous
      anonymous on 28 Oct 14
       
      astonishing fact!
  • jobs he desired were closed to him due to Jewish quotas, which, according to Bookchin, "prevailed in so much of the medical research establishment."
Monica Williams-Mitchell

Education in the Age of Globalization » Blog Archive » Five Questions to Ask ... - 29 views

zhaolearning.com/...s-to-ask-about-the-common-core

shared by Monica Williams-Mitchell on 20 Jun 13 - No Cached
  • Daniel Pink observed, traditionally neglected talents, which he refers to as Right-brained directed skills, including design, story, symphony, empathy, play, and meaning, will become more valuable (Pink, 2006).
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      YES! We need to address these things. I don't see them as incompatible w CC, however.
  • international assessments such as PISA and TIMSS, which are mostly left-brained cognitive skills.
  • Common Core does not include an element to prepare the future generations to live in this globalized world and interact with people from different cultures.
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      But does that simple fact prevent us from addressing this? I think not.
  • ...2 more annotations...
  • Common Core, by forcing children to master the same curriculum, essentially discriminates against talents that are not consistent with their prescribed knowledge and skills.
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      Is this any different from the current situation? Is this author arguing that we should not have common standards, or that we should maintain our current status quo of a patchwork of test-driven standards?
  • A well organized, tightly controlled, and well-executed education system can transmit the prescribed content much more effectively than one that is less organized, loosely monitored, and less unified. In the meantime, the latter allows for exceptions with more room for individual exploration and experimentation
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      I think the problem lies in seeing this as an either-or question. Any system that relies solely on testing as the measure of success is short-sighted and archaic. Having no identified common ground puts at risk the learners who most need a firm starting point. To say that the current system allows "more room for individual exploration and experimentation" is naive at best and disingenuous at worst. Where in test-crazed American schools do you see this happening??
  • Don Doehla on 20 Jun 13
     
    A provocative article by Yong Zhao on CCSS and reflective questions we ought to as ourselves.
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
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