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Sigrid Murphy

Five U.S. innovations that helped Finland's schools improve but that American reformers... - 64 views

pasisahlberg.com/-american-reformers-now-ignore

Finland

shared by Sigrid Murphy on 27 Aug 14 - No Cached
    • anonymous
      anonymous on 27 Aug 14
       
      Interesting Top Five
    • anonymous
      anonymous on 27 Aug 14
       
      Answer explanation is almost as important as mathematic problem solving.  If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation.  Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
    • anonymous
      anonymous on 27 Aug 14
       
      Why don't we consider relating almost every lesson to everyday life?  Seems like an obvious thing to do to me!
  • ...16 more annotations...
    • anonymous
      anonymous on 27 Aug 14
       
      Wow!  I think the concept of doing less of something in order to make time for experimentation is a fabulous idea!  Do you mean there are different aspects of student assessment and testing beyond a bubble sheet?  :)
  • Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States
    • anonymous
      anonymous on 27 Aug 14
       
      Finland's successful practices are something they learned here in the U.S.  So, why aren't our teachers here in the U.S. employing those same practices successfully?
  • Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders.
  • in an ideal classroom, pupils speak more than the teacher
    • anonymous
      anonymous on 27 Aug 14
       
      Hooray!
  • the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.
  • cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system
  • Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.
  • After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that schools must find ways how to cultivate these different individual aspects in balanced ways.
  • it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods.
    • anonymous
      anonymous on 27 Aug 14
       
      Alternative assessments!  Performance, portfolio, self-assessment, self-reflection, and assessment of learning methods...
  • Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school
    • anonymous
      anonymous on 27 Aug 14
       
      Working together and reflecting on current practices - Reflection helps to expand, improve, and provides an opportunity to learn and exchange ideas to solve problems
  • the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do
    • anonymous
      anonymous on 27 Aug 14
       
      Sadness Abounds!  We are teaching folks what works best.  Then, they enter the classroom and get wrapped up in bureaucracies and test-based accountability to the point that teachers are just going through the motions instead of facilitating quality learning
  • Sigrid Murphy on 28 Aug 14
     
    Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in Education: A New Perspective, Educational Research and Innovation" measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S.
Sydney Lacey

What's Possible: Turning Around America's Lowest-Achieving Schools - ED.gov Blog - 7 views

www.ed.gov/...ricas-lowest-achieving-schools

school reform education NCLB videos

shared by Sydney Lacey on 17 Jun 10 - Cached
  • Sydney Lacey on 17 Jun 10
     
    Learn about the Title I School Improvement Grant Program and how the communities of Mobile, Alabama; Philadelphia, Pennsylvania; and Chattanooga, Tennessee were successful in implementing turnaround, restart and transformation models to revitalize and transform their lowest performing schools.
Roland Gesthuizen

Ravitch: No Child Left Behind and the damage done - The Answer Sheet - The Washington Post - 59 views

www.washingtonpost.com/...gIQAR4gxoP_blog.html

NCLB blog USA testing performance schoolperformance

shared by Roland Gesthuizen on 30 Jun 12 - No Cached
  • with the active support of the Obama administration, the NCLB wrecking ball has become a means of promoting privatization and community fragmentation
  • NCLB cannot be fixed. It has failed. It has imposed a sterile and mean-spirited regime on the schools. It represents the dead hand of conformity and regulation from afar. It is time to abandon the status quo of test-based accountability and seek fresh and innovative thinking to support and strengthen our nation's schools.
  • Roland Gesthuizen on 30 Jun 12
     
    "This was written by education historian Diane Ravitch for her Bridging Differences blog, which she co-authors with Deborah Meier on the Education Week website. Ravitch and Meier exchange letters about what matters most in education. Ravitch, a research professor at New York University, is the author of the bestselling "The Death and Life of the Great American School System," an important critique of the flaws in the modern school reform movement that she just updated."
Philip Pulley

How Free and Open Technologies Benefit the Affluent - EdTech Researcher - Education Week - 1 views

blogs.edweek.org/...ters_different_classrooms.html

shared by Philip Pulley on 09 Jun 12 - No Cached
    • Philip Pulley
      Philip Pulley on 09 Jun 12
       
      Like Outliers, the affluent students and schools have more hours of practice and the low-income schools can't catch up.
    • Philip Pulley
      Philip Pulley on 09 Jun 12
       
      I hope that isn't used as a reason NOT to get those resources to lower performing schools. Stop spending money on knowledge level testing and start funding poor schools so that the "Playing Field" becomes somewhat more level than the steep slope it actually is.
  • I hope that isn't used as a reason NOT to get those resources to lower performing schools. Stop spending money on knowledge level testing and start funding poor schools so that the "Playing Field" becomes somewhat more level than the steep slope it actually is
Steve Ransom

The fantasies driving school reform: A primer for education graduates - The Answer Shee... - 5 views

www.washingtonpost.com/...gIQA5vwzLU_blog.html

education reform poverty teachers gr8 speech research black minority poor

shared by Steve Ransom on 14 May 12 - No Cached
  • Richard Rothstein
  • In truth, this conventional view relies upon imaginary facts.
  • Let me repeat: black elementary school students today have better math skills than white students did only twenty years ago.
  • ...11 more annotations...
  • As a result, we’ve wasted 15 years avoiding incremental improvement, and instead trying to upend a reasonably successful school system.
  • But the reason it hasn’t narrowed is that your profession has done too good a job — you’ve improved white children’s performance as well, so the score gap persists, but at a higher level for all.
  • Policymakers, pundits, and politicians ignore these gains; they conclude that you, educators, have been incompetent because the test score gap hasn’t much narrowed.
  • If you believe public education deserves greater support, as I do, you will have to boast about your accomplishments, because voters are more likely to aid a successful institution than a collapsing one.
  • In short, underemployment of parents is not only an economic crisis — it is an educational crisis. You cannot ignore it and be good educators.
  • equally important educational goals — citizenship, character, appreciation of the arts and music, physical fitness and health, and knowledge of history, the sciences, and literature.
  • If you have high expectations, your students can succeed regardless of parents’ economic circumstances. That is nonsense.
  • health insurance; children are less likely to get routine and preventive care that middle class children take for granted
  • If they can’t see because they don’t get glasses to correct vision difficulties, high expectations can’t teach them to read.
  • Because education has become so politicized, with policy made by those with preconceptions of failure and little understanding of the educational process, you are entering a field that has become obsessed with evaluating only results that are easy to measure, rather than those that are most important. But as Albert Einstein once said, not everything that counts can be counted, and not everything that can be counted, counts.
  • To be good educators, you must step up your activity not only in the classroom, but as citizens. You must speak up in the public arena, challenging those policymakers who will accuse you only of making excuses when you speak the truth that children who are hungry, mobile, and stressed, cannot learn as easily as those who are comfortable.
  • Steve Ransom on 14 May 12
     
    An important read for anyone who truly wants to understand what's really important in education and the false reform strategies of our current (and past) administration.
Jon Tanner

What's the point of media specialists...? on School Library Journal - 49 views

www.schoollibraryjournal.com/...1860043986.html

neverendingsearch lms media specialist socialmedia

shared by Jon Tanner on 03 Dec 09 - Cached
  • Jon Tanner on 03 Dec 09
     
    "Joyce Valenza Ph.D On the librarian: What's the point . . ? The Twitter conversation April 30, 2009 @karlfisch: What's the point of having a media specialist if they aren't specialists in the media forms of the day? I was nearly finished copying and pasting, figuring out how best to post Tuesday's Twitter conversation, when I discovered that Karl Fisch (@karlfisch), who kinda started it all, already took care of that. (You likely know of Karl's very popular and provocative videos.) I am still not sure how best to frame this conversation on the place of the information/media specialist in today's school. What is clear is that a lot of smart people--people who are out there teaching, speaking, moving, and shaking--are disappointed in what they see when they see school librarians. Either we have a perception problem or we need to do some serious retooling. I'd say we have to deal with both. In a hurry. Being an information (or media) specialist today means being an expert in how information and media flow TODAY! It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms. It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools. Forgive me if it hurts. In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today. Tuesday's conversation happened in the open, on Twitter. We need to be aware that these conversations are happening where we cannot hear them--at conferences, at Board and cabinet meetings. We also need to make sure that our voices are heard and that we hear the voices of others in places like Twitter, where so many educational leaders and thinkers are chatting about us and many other things. I've selected the remarks that resonated loudest for me. (I've shuffled a bit, but you can visit Karl'
Roland Gesthuizen

New Study Shows Irrelevance of Gains on State Tests. UPDATE! « Diane Ravitch'... - 40 views

dianeravitch.net/...evance-of-gains-on-state-tests

testing performance leaguetable school assessment blog

shared by Roland Gesthuizen on 18 Jul 12 - No Cached
  • When students are prepped and prepped and prepped to pass the state tests, they aren’t necessarily better educated, just prepared to take a specific test. Too much prepping distorts the value of the test.
  • aren’t
  • Roland Gesthuizen on 18 Jul 12
     
    "An important new study  by Professors Adam Maltese of Indiana University and Craig Hochbein of the University of Louisville sheds new light on the validity of state scores. This study found that rising scores on the state tests did not correlate with improved performance on the ACT. In fact, students at "declining" schools did just as well and sometimes better than students where the scores were going up."
deb loftsgard

Gold Standard PBL: Essential Project Design Elements | Blog | Project Based Learning | BIE - 76 views

bie.org/...ential_project_design_elements

shared by deb loftsgard on 17 Jun 15 - No Cached
  • Sustained
    • deb loftsgard
      deb loftsgard on 17 Jun 15
       
      Level 3  research using I can statements as the funnel toward the driving question
  • students ask questions,
    • deb loftsgard
      deb loftsgard on 17 Jun 15
       
      Creation of Need to Know questions - level 2 knowledge
  • Authenticity
  • ...14 more annotations...
  • solve problems like those faced by people in the world outside of school (
  • eal-world processes, tasks and tools, and performance standards,
  • address a need in their school or community
  • own concerns, interests, cultures,
  • Student Voice & Choice
  • Students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create
  • Reflection
  • We do not learn from experience. We learn from reflecting on experience.
  • Critique & Revision
  • ddition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.
  • product” can be a tangible thing, or it can be a presentation of a solution to a problem or answer to a driving question.
  • resent or display their work to an audience beyond the classroom, the performance bar raises, since no one wants to look bad in public
  • aking student work public is an effective way to communicate with parents, community members, and the wider world about what PBL is and what it does for students.
  • people need to be able to think critically and solve problems,
Matt Renwick

Principal: What I've learned about annual standardized testing - The Washington Post - 36 views

www.washingtonpost.com/...ut-annual-standardized-testing

new-tests principal annual testing washington post

shared by Matt Renwick on 02 Feb 15 - No Cached
  • the Department of Education should not be “a national school board.
    • Matt Renwick
      Matt Renwick on 02 Feb 15
       
      Quote from Sen. Sheldon Whitehouse (D-Rhode Island)
  • to think that first-graders fluently reading would “cure poverty” is not only indefensible, it trivializes the great economic inequities that are the root cause of our nation’s greatest challenge.
  • I have witnessed schools move from progressive practices such as inclusion, to the grouping of special education students with ELLs and other struggling learners into “double period” classes where they are drilled to pass the test.
  • ...2 more annotations...
  • There is now minimal support from the research community for the use of annual test scores in teacher evaluations, often referred to as VAM.
  • When teachers begin losing their jobs based on test scores, how easy will it be to attract excellent teachers to schools with high degrees of student mobility and/or truancy? Who will want to teach English language learners with interrupted education, or students with emotional disabilities that make their performance on tests unpredictable?
maureen greenbaum

Knewton Salon: How has the internet changed the way you think? | Knewton Blog - 20 views

www.knewton.com/...rnet-changed-the-way-you-think

shared by maureen greenbaum on 15 Mar 12 - No Cached
  • why school is so important. On a raw level, school can show students what it feels like to concentrate at different levels–what it feels like to write a paper, solve a difficult math puzzle, and synthesize various skills. That way, students develop a taste for cognitive satisfaction and learn to look for it throughout their lives.
  • , I don’t think that skills like memorization have decreased in importance. Sure, it may seem like we don’t need to commit facts to memory anymore and that the relevant skills today are navigation, retrieval, and analysis (how quickly you can find something, whether you can find it again later, and absorb what you need from it as quickly as possible). But memorization is still important; even in today’s world, where you have a universe of information at your fingertips, you have to remember how to navigate information, how to find it again, how to use tools to find it again as well as what you found in the past and how that might relate to the information rushing at you in the present. So in this sense, memorization is inextricably linked to navigation, retrieval, and analysis. The more you remember at any given point, the more space you have left in your “working memory” to perform complex cognitive processes.
Sharin Tebo

New Blog Series: Promising Policies for Personalized Learning - iNACOL - 15 views

www.inacol.org/...cies-for-personalized-learning

shared by Sharin Tebo on 10 Feb 16 - No Cached
  • How might policymakers remove barriers and support enabling conditions for optimizing learning for each student’s unique needs — both inside and outside of classroom walls?
    • Sharin Tebo
      Sharin Tebo on 10 Feb 16
       
      That is the KEY question, as teachers don't have control over systems' barriers and policies. 
  • Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible.
  • According to this RAND study, students attending schools using breakthrough, personalized learning models “made gains in mathematics and reading over the past two years that were significantly greater than a comparison group made up of similar students selected from comparable schools.”
  • ...2 more annotations...
  • Redefine courses and Carnegie units into competencies.
  • Build educator capacity and professional judgement in calibration on assessing evidence on common performance tasks
H DeWaard

5 Reasons Why Origami Improves Students' Skills | Edutopia - 59 views

www.edutopia.org/...tudents-skills-ainissa-ramirez

origami STEAM edutopia skills STEM math makerspace

shared by H DeWaard on 22 Aug 15 - No Cached
  • origami
  • This art form engages students and sneakily enhances their skills -- including improved spatial perception and logical and sequential thinking.
  • Here are some ways that origami can be used in your classroom to improve a range of skills:
  • ...14 more annotations...
  • Geometry
  • According to the National Center for Education Statistics in 2003, geometry was one area of weakness among American students.
  • Origami has been found to strengthen an understanding of geometric concepts, formulas, and labels, making them come alive.
  • Thinking Skills
  • Origami excites other modalities of learning. It has been shown to improve spatial visualization skills using hands-on learning.
  • Fractions
  • Folding paper can demonstrate the fractions in a tactile way.
  • Problem Solving
  • Often in assignments, there is one set answer and one way to get there. Origami provides children an opportunity to solve something that isn't prescribed and gives them a chance to make friends with failure (i.e. trial and error).
  • Origami is a fun way to explain physics concepts. A thin piece of paper is not very strong, but if you fold it like an accordion it will be.
  • Researchers have found that students who use origami in math perform better.
  • STEAM
  • While schools are still catching up to the idea of origami as a STEAM engine (the merging of these disciplines), origami is already being used to solve tough problems in technology.
  • Additionally, the National Science Foundation, one of the government's largest funding agencies, has supported a few programs that link engineers with artists to use origami in designs. The ideas range from medical forceps to foldable plastic solar panels.
  • H DeWaard on 26 Aug 15
     
    Origami, the ancient art of paper folding, has applications in the modern-day classroom for teaching geometry, thinking skills, fractions, problem solving, and fun science.
Heidi Ames

Web 2.0 That Works - home - 5 views

web2thatworks.wikispaces.com

tools resources

shared by Heidi Ames on 23 Jul 12 - No Cached
  • Jenny Gough on 23 Jul 12
     
    "Diigo -- highlight and comment on student blogs Wikis or Google Sites -- http://wikispaces.com or http://sites.google.com/ Voicethread-- http://voicethread.com - example: http://voicethread.com/?#q.b1240008.i667294 -- create space to display or share student work across classrooms, across school/district, and/or with larger school community Create interactive "Bulletin Boards" that highlight levels of work/performance Interactive work gallery/critiques Gallery of VoiceThread in education projects - http://voicethread.com/about/library/"
  • Heidi Ames on 23 Jul 12
     
    Twitter Hashtag: #W2TW12 Full Session Description This Classroom Instruction That Works "Cool Tools" session focuses on how we can integrate Web 2.0 tools with research-based effective instructional practices identified by Marzano's meta-research. Come explore tools that support effective instruction while making learning fun and engaging for all students.
Roland Gesthuizen

Recognising the obviously incapable « newteachersblog - 52 views

newteachersblog.wordpress.com/...nising-the-obviously-incapable

graduate teaching performance assessment blog

shared by Roland Gesthuizen on 30 Oct 11 - No Cached
  • Roland Gesthuizen on 30 Oct 11
     
    The new chief inspector for schools has indicated he intends to improve quality and standards by singling out weaker teachers - it was "pretty straightforward" to identify teachers who were "obviously incapable" he said. Is it?
Enid Baines

What English classes should look like in Common Core era - 99 views

www.washingtonpost.com/...d-look-like-in-common-core-era

CCSS reading ELA

shared by Enid Baines on 10 Jan 13 - No Cached
  • The National Assessment for Educational Progress does not measure performance in English class. It measures performance in reading, reading across the disciplines and throughout the school day.
  • research reports that young people ages 8-18 consume on average 7 ½ hours of entertainment media per day: playing video games, watching television, and social networking. These are the same students who tell their teachers they don’t have time to read. Children have time. Unfortunately like Bartleby, they would simply prefer not to.
Clint Heitz

Screen Reading Worse for Grasping Big Picture, Researchers Find - Digital Education - E... - 27 views

blogs.edweek.org/...ing_worse_for_big_picture.html

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • Among young adults who regularly use smartphones and tablets, just reading a story or performing a task on a screen instead of on paper led to greater focus on concrete details, but less ability to infer meaning or quickly get the gist of a problem,
  • The findings align with other emerging research on how students process information differently in print and digital forms. A 2014 series of experiments found that while taking more notes overall was better than taking fewer, students who typed notes on their laptops rather than writing them on paper tended to take down information verbatim rather than summarizing concepts, and the more students wrote verbatim, the less they remembered a week later. 
  • For example, she said, teachers should consider the format of information when designing different types of activities, to help students focus on details or overall themes. 
Ed Webb

Education - Change.org: Snark Attack: UCLA Research Dissing Technology Bombs - 0 views

education.change.org/...earch_dissing_technology_bombs

shared by Ed Webb on 04 Feb 09 - Cached
  • More pointedly still: Creating an opposition between "critical thinking" and "reading and discussing," on the one hand, and electronic/social media on the other, is a logical false disjunctive (in plain talk, a false either/or). Any competent teacher can use the new literacy tools to create new possibilities in critical thinking, reading, discussing, and more, that were only dreamt of in pre-Internet philosophies.
    • Ed Webb
      Ed Webb on 04 Feb 09
       
      Absolutely the key part of the argument. It's how you use the tools that matters.
  • Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did. "Wiring classrooms for Internet access does not enhance learning," Greenfield said. Restrain me, quick, before I break something. Because there’s a missing element in this bit of sloppy science that makes me want to throw my beloved laptop through the window. It’s this: the freaking teacher. So let me correct this: “CLUELESSLY wiring classrooms for internet access does not enhance learning.”
  • It’s totally schooly, and divorced from the authentic uses we put this stuff to in that non-school place called the real world.
  • Ed Webb on 04 Feb 09
     
    I love this post so much I want to hug it
Casey Finnerty

Wired Up: Tuned out | Scholastic.com - 0 views

www2.scholastic.com/...article.jsp

education

shared by Casey Finnerty on 24 Aug 09 - No Cached
  • Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
    • Tony Baldasaro
      Tony Baldasaro on 24 Aug 09
       
      Whether their brains have developed differently or not, we still need to teach our students differently than we were taught. They are living in different times with different demands and expectations. If we teach to the demands and expectations of our childhood would not meet our students needs.
  • children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
  • "media multi-tasking."
  • ...7 more annotations...
  • Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
    • Tony Baldasaro
      Tony Baldasaro on 24 Aug 09
       
      Is this all happening outside of the classroom?
  • Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
  • "Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
  • "It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
  • Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
    • Tony Baldasaro
      Tony Baldasaro on 24 Aug 09
       
      Why do we need anonymity to get to a deeper level of discourse?
  • "If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
  • Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
    • Casey Finnerty
      Casey Finnerty on 25 Aug 09
       
      Sounds like a quick learner. Does this 15 minute approach really work?
  • Tony Baldasaro on 24 Aug 09
     
    acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
Matt Renwick

Why Change Management Fails | Psychology Today - 51 views

www.psychologytoday.com/...why-change-management-fails

change management psychology

shared by Matt Renwick on 06 Dec 14 - No Cached
  • They fail fundamentally because it is conceived as an outside-in process, moving about parts of the organization, rather than an inside-out process which focuses on change within individuals.
  • 70% of large-scale change programs didn’t meet their goals
  • when changes fail, people often grow cynical.
  • ...12 more annotations...
  • change doesn't happen without individual people changing their thinking, beliefs and behavior
  • think differently about their jobs
  • change efforts often falter because individuals overlook the need to make fundamental changes in themselves.
  • managers don’t act as role models for change
  • combine efforts that look outward with those that look inward
    • Matt Renwick
      Matt Renwick on 07 Dec 14
       
      Kind of how we kept our vision statements, but also added the mission, instead of getting rid of the vision altogether.
  • alignment with their own life purposes
  • cognitive dissonance
  • Linking strategic and systemic intervention to genuine self-discovery and self-development by leaders is a far better path to embracing the vision of the organization and to realizing its business goals.
  • behavioral data to affect employee performance
    • Matt Renwick
      Matt Renwick on 07 Dec 14
       
      How we monitor levels of instruction as a school.
  • explain that story to all of the people involved in making change happen
  • Anyone leading a major change program must take the time to think through its "story"
  • change is an inside-out process
Dennis Thomas

Great Teachers Don't Teach | Edutopia - 13 views

www.edutopia.org/...chers-do-not-teach-ben-johnson

teaching

shared by Dennis Thomas on 04 Dec 13 - No Cached
  • great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way.
  • great teacher will devise a way to give the students an urgent reason to learn skills or knowledge and then let them show they have learned it by what they can do. This is called project-based learning.
  • Students learn best when they are in control of their learning
  • ...4 more annotations...
  • great teacher devises learning experiences that force all the students to be engaged much like being in the deep end of the swimming pool. Then the lesson on arm and leg strokes becomes relevant. To learn, the students must do something. We call this performance-based learning.
  • Socrates had it right when he only answered a question with more questions and look what he produced -- some of the greatest minds that ever lived. We call this the Socratic method.
  • Yet what do we find in every public school and university? Teachers talking, talking and talking while students listen, daydream and doze. We call this lecture.
  • One characteristic of an effective teacher is that they don't teach.
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