Adolescence has always been troubled, but for reasons that are somewhat mysterious, puberty is now kicking in at an earlier and earlier age. A leading theory points to changes in energy balance as children eat more and move less.
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What's Wrong With the Teenage Mind? - WSJ.com - 19 views
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Recent studies in the neuroscientist B.J. Casey's lab at Cornell University suggest that adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults. Think about the incomparable intensity of first love, the never-to-be-recaptured glory of the high-school basketball championship. What teenagers want most of all are social rewards, especially the respect of their peers. In a recent study by the developmental psychologist Laurence Steinberg at Temple University, teenagers did a simulated high-risk driving task while they were lying in an fMRI brain-imaging machine. The reward system of their brains lighted up much more when they thought another teenager was watching what they did—and they took more risks.
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What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
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contemporary children have very little experience with the kinds of tasks that they'll have to perform as grown-ups. Children have increasingly little chance to practice even basic skills like cooking and caregiving. Contemporary adolescents and pre-adolescents often don't do much of anything except go to school. Even the paper route and the baby-sitting job have largely disappeared.
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first with the industrial revolution and then even more dramatically with the information revolution, children have come to take on adult roles later and later. Five hundred years ago, Shakespeare knew that the emotionally intense combination of teenage sexuality and peer-induced risk could be tragic—witness "Romeo and Juliet." But, on the other hand, if not for fate, 13-year-old Juliet would have become a wife and mother within a year or two.
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This control system depends much more on learning. It becomes increasingly effective throughout childhood and continues to develop during adolescence and adulthood, as we gain more experience. You come to make better decisions by making not-so-good decisions and then correcting them. You get to be a good planner by making plans, implementing them and seeing the results again and again. Expertise comes with experience.
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Wide-ranging, flexible and broad learning, the kind we encourage in high-school and college, may actually be in tension with the ability to develop finely-honed, controlled, focused expertise in a particular skill, the kind of learning that once routinely took place in human societies. For most of our history, children have started their internships when they were seven, not 27
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experience shapes the brain. People often think that if some ability is located in a particular part of the brain, that must mean that it's "hard-wired" and inflexible. But, in fact, the brain is so powerful precisely because it is so sensitive to experience. It's as true to say that our experience of controlling our impulses make the prefrontal cortex develop as it is to say that prefrontal development makes us better at controlling our impulses. Our social and cultural life shapes our biology.
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PRESS RELEASE: USDLA 2013 International Awards Presented for Excellence in Distance Lea... - 2 views
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My sister, Sarah Adams has just won her second distance learning award this year. She is an online professor for Savannah College of Art and Design and continues to wow everyone with her incredibly high ratings, ability to engage her students, and teach tough graphic design without being in a formal classroom. YES, I'm incredibly proud of her but even more proud that she's so helpful, cooperative, and encouraging when anyone (like me) or other professors reach out and want to understand how she does it. Yes, she's my sister and yes, I'm incredibly proud. I"m so proud of you sis. She differentiates learning in amazing ways. I promise I'll get her on Every Classroom matters and ask her how she does it. If you have any questions, post them here and I'll be sure to ask.
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shared by Vicki Davis on 30 Mar 12
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Learning independence with Google Search features | Official Google Blog - 1 views
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education news Google learningdisabilities literature bestpractices
shared by Vicki Davis on 30 Mar 12
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Very proud of my dear friend Cheryl Oakes from Maine who is on the Official Google blog with her work with those with disabilities. Cheryl is an amazing woman who loves children. My youngest son has met her only once (in San Antonio at ISTE) and still calls her Aunt Cheryl. She has that effect on people. Great post. "One teacher who has taken advantage of the web as an educational tool is Cheryl Oakes, a resource room teacher in Wells, Maine. She's also been able to tailor the vast resources available on the web to each student's ability. This approach has proven invaluable for Cheryl's students, in particular 16-year-old Morgan, whose learning disability makes it daunting to sort through search results to find those webpages that she can comfortably read. Cheryl taught Morgan how to use the Search by Reading Level feature on Google Search, which enables Morgan to focus only on those results that are most understandable to her. To address the difficulty Morgan faces with typing, Cheryl introduced her to Voice Search, so Morgan can speak her queries into the computer. Morgan is succeeding in high school, and just registered to take her first college course this summer."
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The Civil War Augmented Reality Project - 20 views
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Civil War Augmented Reality project -- just in my inbox. You civil war buffs and history teachers may really get a "kick" out of this. Speaking of "kick" they are trying to get a grant that requires people to vote for them. Take a look: "This message is from a group of educators in Pennsylvania who have developed a Social Studies project that is in the process of raising a modest amount of money to build prototypes for gathering additional partners. Our project, the Civil War Augmented Reality Project, is intended to enhance the experiences of students visiting Civil War sites. It is also intended to increase attendance and revenue for historic sites by offering both "high" and "low" tech experiences to best reach the majority of the population. We feel that our project is fulfilling a need that educators, park workers, technology enthusiasts, and Civil War enthusiasts have discussed in the past: How can historic sites both raise educational value and public interest in their institutions though technology, while not alienating the non-technical history fans? We have worked hard on the answer, and are interested in promoting our creative solutions. We would like to make clear that the project is not intended solely for Pennsylvania. It is our hope that the project will expand to other venues, as we feel that we have the ability to use our ideas to enhance the experiences of all students at historic sites."
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CARET - 0 views
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The report concludes that effective uses of technology to enhance student achievement are based on four building blocks which are alignment, assessment, accountability, and access and analysis. Its definition of student achievement includes 21st Century skills. The report describes 21st Century skills as "a new set of skills necessary to prepare students for life and work in the digital age. These skills include digital literacy, inventive thinking, effective communication and high productivity abilities" (p. 32).
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We heard the President's ConnectED call-to-action, and here is our billion-dollar respo... - 1 views
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Microsoft has announced an initiative as part of the ConnectED movement in the US. Here are the details: "Windows 8.1 Pro Operating System: One of the most powerful and flexible operating systems for education, it provides the ability for students and teachers to use education apps and Microsoft Office, search for information across their device and the web, and is optimized for touch, education apps, research, productivity and digital inking, critical keys to better learning outcomes. Office 365 Education Communication and Collaboration Tool: Email, sites, online and offline document editing and storage, IM, and web conferencing capabilities for all you students for free. Plus 5 copies of Office for free for more than 12 million students at qualified institutions. Partners in Learning Network Teacher Training and Resources: Partners in Learning provides educators with a network of nearly 1 million educators from 136 countries. It offers them a forum where they can share ideas, find free lesson plans to inspire classroom learning and develop professionally. Bing for Schools Ad-free search: An ad-free digital literacy platform aimed at helping students learn important digital skills based on access to a connected computing device, daily common-core aligned lesson plans, and a safe, private environment where search history will not be mined for data. Student training and resources: Microsoft IT Academy: For roughly 2,000 high-needs schools, Microsoft is providing academic institutions and their educators, students, and staff with digital curriculum and certification for fundamental technology skills. Affordable Broadband from EveryoneOn: A critical component to connected learning, Microsoft's non-profit partner EveryoneOn is offering home Internet service for as low $10 to the 36 million Americans living in low-income communities."
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Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views
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Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
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when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
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I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
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I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.
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the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be
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having it all, at least for me, depended almost entirely on what type of job I had.
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having it all was not possible in many types of jobs, including high government office—at least not for very long.
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“Having control over your schedule is the only way that women who want to have a career and a family can make it work.”
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Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.
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“leaving to spend time with your family” is a euphemism for being fired.
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Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.
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it cannot change unless top women speak out.
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Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.
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many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.
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there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.
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But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.
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women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.
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The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:
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Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.
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We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.
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These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure
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A simple measure is how many women in top positions have children compared with their male colleagues.
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Every male Supreme Court justice has a family. Two of the three female justices are single with no children.
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women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.
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“You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.
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“Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”
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I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.
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assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.
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I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.
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To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.
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It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?
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Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.
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having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient
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Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.
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Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.
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But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.
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exactly this -- men do not have to make this choice. Thus, it will always be unequal.
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You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.
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If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.
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I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.
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Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.
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Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.
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Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.
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The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”
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Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.
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One of the best ways to move social norms in this direction is to choose and celebrate different role models.
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If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.
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Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.
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It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.
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when my entire purpose is to make family references routine and normal in professional life.
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This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.
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Seeking out a more balanced life is not a women’s issue; balance would be better for us all.
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Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.
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In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.
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Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.
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What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.
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The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.
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Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.
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In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.
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“We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
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“Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.
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the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.
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Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.
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women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.
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These women are extraordinary role models.
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Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”
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“Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”
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But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.
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If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.
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We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.
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But when we do, we will stop talking about whether women can have it all.
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World Without Walls: Learning Well with Others | Edutopia - 0 views
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We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
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What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
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Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
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Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
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Likewise, we must make sure that others can locate and vet us.
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technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
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All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
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The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
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Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
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Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
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The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
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The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
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Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
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The technologies we block in their classrooms flourish in their bedrooms
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Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
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I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
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shared by Dennis OConnor on 14 Aug 09
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Internet Search Challenge: Adults Do Better - 0 views
internetsearchchallenge.blogspot.com/...adults-do-better.html
21cif website evaluation investigative searching moodle
shared by Dennis OConnor on 14 Aug 09
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Need proof that adults search and evaluate better than youth? These charts show how students in middle school and high school compare to teachers and librarians. The assessment is the pretest from a course we call "Investigative Searching 20/10."
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To date, 449 middle schoolers, 414 high schoolers and 28 adults have taken the 10-item pretest that measures the ability to find critical information and evaluate its credibility. There are several differences that really stand out.
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Are these the results you would expect? Do you think they are artificially low or about right? That's hard to say without seeing the pretest. Without disclosing specific items (in case you want to take the test), the 10 items focus on skills that have been described in previous posts, requiring the application of appropriate techniques to find the author of articles, the name of the publisher, the date of publication, other instances of the content on the Internet and references to web pages.
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MATH PRACTICE AND LEARNING PROGRAM - FREE FOR TEACHERS - 27 views
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TenMarks is the best math practice and learning program for grades 3-High School and as of today, it's FREE for teachers to use - in class or for their students to use at home. The TenMarks approach gives students a variety of problems on each topic, and ability to use hints if they need a little nudge, and immediate video lessons for them to refresh and learn the topic - on the spot. The end result - students refresh what they know and learn what they don't. Teachers choose their own curriculum (mapped to state standards), assign work to students, have it automatically graded immediately, review individual and class performance, and most importantly, take immediate action. TenMarks is super effective and real easy to use - it was designed with the help of math teachers across the country. What's more - it's FREE for the entire class!
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ASCD - 0 views
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first 60 seconds of your presentation is
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How many of us emphasize the first 60 seconds of a presentation students give?
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Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
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the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
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Employees in the 21st century have to manage an astronomical amount of information daily.
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There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
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Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
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rapidly the information is changing.
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half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
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Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
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“People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
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How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
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want unique products and services:
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developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
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IN a typical year, how often are your students asked to invent something from scratch?
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The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
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When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
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The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
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Let me tell you how to answer this one
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Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
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reading from her notes,
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Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
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Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
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a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
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students are given a complex, multi-step problem that is different from any they've seen in the past
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how the group solved the problem, each student in every group is held accountable.
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ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
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Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
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. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
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I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
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critical thinking, communication skills, and collaboration.
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seven survival skills every day, at every grade level, and in every class.
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College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
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Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
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2. Collaboration and Leadership
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3. Agility and Adaptability
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Today's students need to master seven survival skills to thrive in the new world of work.
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4. Initiative and Entrepreneurialism
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6. Accessing and Analyzing Information
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7. Curiosity and Imagination
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I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
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“First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
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This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
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“I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
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Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
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how to engage customers
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Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
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the world of work has changed profoundly.
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Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
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Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
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We give students our critical questions -- how often do we let them ask the questions.
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I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
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If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
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risk aversion
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He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
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shared by Fred Delventhal on 26 Nov 08
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Grade Level Chart of 21st Century Literacies Lessons - 0 views
www.kn.pacbell.com/...gradelevel.html
21st century skills 21st century learning literacies lessons information_skills InformationLiteracy skills education
shared by Fred Delventhal on 26 Nov 08
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Lesson Grade Level Chart Which lessons are appropriate for your students? All schools are probably teaching many of the information literacy skills found in this body of lessons. Usually, individual teachers will tackle the process of plugging the gaps in their curriculum when an issue or opportunity arises. A sixth grade teacher may see the need to review note taking, while a high school teacher needs to re-introduce Boolean operators and review Citing Sources. Eventually, schools and districts will attempt to make sure the skills covered in these lessons are integrated into the K-12 curriculum. As a teacher, you can begin by looking at the chart below to see which lessons are appropriate for the age and abilities of the students you teach.
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Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views
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Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.
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In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.
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Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests
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integration of each classroom with the rest of the school, and the school with the surrounding community
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children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
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In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
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A workshop or studio especially for an artist, designer or fashion house.
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Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
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Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration
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teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.
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The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
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The Children Must Play - 20 views
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Not only do Finnish educational authorities provide students with far more recess than their U.S. counterparts—75 minutes a day in Finnish elementary schools versus an average of 27 minutes in the U.S.—but they also mandate lots of arts and crafts, more learning by doing, rigorous standards for teacher certification, higher teacher pay, and attractive working conditions.
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it had to modernize its economy and could only do so by first improving its schools. To that end, the government agreed to reduce class size, boost teacher pay, and require that, by 1979, all teachers complete a rigorous master’s program.
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Finnish teachers earn very competitive salaries: High school teachers with 15 years of experience make 102 percent of what their fellow university graduates do. In the United States, by contrast, they earn just 65 percent.
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Finnish authorities haven’t outsourced school management to for-profit or non-profit organizations, implemented merit pay, or ranked teachers and schools according to test results, they’ve made excellent use of business strategies. They’ve won the war for talent by making teaching so appealing. In choosing principals, superintendents, and policymakers from inside the education world rather than looking outside it, Finnish authorities have likewise taken a page from the corporate playbook: Great organizations, as the business historian Alfred Chandler documented, cultivate talent from within. Of the many officials I interviewed at the Finnish Ministry of Education, the National Board of Education, the Education Evaluation Council, and the Helsinki Department of Education, all had been teachers for at least four years.
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Finland’s school system unique is that the country has deliberately rejected the prevailing standardization movement
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Since 1985, students have not been tracked (or grouped by ability) until the tenth grade
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The Finnish approach to pedagogy is also distinct
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Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views
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dispelling nonsense is much harder than spreading nonsense.
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a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
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astonishing sacrifices made in the quest for efficiency, specialisation and excellence
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Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
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Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions.
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early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
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learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
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In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
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friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea.
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In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one.
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The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on.
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In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
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Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
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Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
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Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
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which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
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Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
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The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
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specialising in short-term success gets in the way of long-term success. This also applies to education.
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(Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
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Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
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the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage.
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"Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.