The textbook, The lecturer and the classroom are three pillars of modern-day schooling that date back hundreds of years.
There’s just one catch – these problems don’t exist anymore. In the 21st Century, the Internet has ushered in an online learning environment where information is abundant, teachers are plentiful and learning is global.
To put it simply – we need new pillars for learning.
Pillar #1: “I’m only one of my students’ teachers, but I’m the most important because I teach them to connect to all the others.” Implication area: Instruction
Pillar #2: “My students should learn from me how to learn without me.” Implication area: Curriculum
Pillar #3: “My students’ knowledge lies not only in their minds but in their networks.” Implication area: Assessment
Science is vital to human life. In fact, it is intensely woven into our daily decisions and routines. To put it frankly, "Science affects us all, every day of the year, from the moment we wake up, all day long, and through the night.
I think most teachers don’t even realize that there’s a decision to be made. It’s not a matter of choosing the red pill or the blue pill… if you don’t know that there are even two pills available as options
Every day that I present for educators, I have a greater appreciate for how distorted the view is as seen through the eyes of a typical EduBlogger.
Rather, it's that their priorities don't always line up with those of other progressive educators in and out of the blogosphere.
You can’t ‘firmly believe in life-long learning’ and simultaneously not be clued in to the largest transformation in learning that ever has occurred in human history. Those two don’t co-exist. Being a ‘life-long learner’ is not ignoring what’s going on around you; you don’t get to claim the title of ‘effective educator’ if you do this.
Changing inertia into momentum, not waiting for someone to hand us the answer, taking responsibility ourselves rather than blaming others for our own inactivity - that’s what life-long learners do. That’s what effective educators do. That’s what we owe our children.
t’s not about us. It’s not about our personal or professional priorities and preferences, our discomfort levels, or any of that other stuff that has to do with us. It’s about our students: our children and our youth who deserve at the end of their schooling experience to be prepared for the world in which they’re going to live and work and think and play and be. That’s the obligation of each and every one of us. No educator gets to disown this.
3. Inequitable Situation: I have some students who go home to parents that can provide additional support. I have others who go home and babysit younger siblings while their single parent works a second shift. I have some who don’t have adequate lighting, who constantly move and who lose electricity on a regular basis. Call those excuses if you want. I’ll call it systemic injustice instead.
5. Homework Creates Adversarial Roles: It is possible for homework (or rather home learning) to be a positive force. However, when a parent is stuck as a practitioner of someone else’s pre-planned learning situation, it becomes an issue of management.
8. Most Homework Is Bad: Most homework recreates school within the confines of a home. So, instead of having children do interviews, analyze a neighborhood or engage in culinary math, the traditional approach involves packets.
Anything that we do with technology has to be focused on learning first.
We need to always focus on “why” we are doing something before we focus on what and how. We also need to clearly be able to articulate that to those we work with.
Any plans that we create must help to build capacity within schools so that all stakeholders benefit.
I saw a distinct parallel between the characteristics of great teaching and great leadership.
Give trust, gain trust. As soon as you show that you trust people to do great things, they are more likely to do them.
Provide some clear goals and objectives to the work you are doing. With those in mind, ensure there is flexibility in the way people achieve those goals.
Let people build and share their strengths and interests.
We can learn much more from a group than we ever could from only one. Do your best to bring people together and empower them to be leaders.
If you look at the list above, there should be no distinction between what falls under leadership or teaching; they clearly work in both areas.