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Meghan Cureton

The World Might Be Better Off Without College for Everyone - 0 views

  • From kindergarten on, students spend thousands of hours studying subjects irrelevant to the modern labor market. Why do English classes focus on literature and poetry instead of business and technical writing? Why do advanced-math classes bother with proofs almost no student can follow? When will the typical student use history? Trigonometry? Art? Music? Physics? Latin? The class clown who snarks “What does this have to do with real life?” is onto something.
  • The disconnect between college curricula and the job market has a banal explanation: Educators teach what they know
  • Lest I be misinterpreted, I emphatically affirm that education confers some marketable skills, namely literacy and numeracy. Nonetheless, I believe that signaling accounts for at least half of college’s financial reward, and probably more.
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  • The labor market doesn’t pay you for the useless subjects you master; it pays you for the preexisting traits you signal by mastering them.
  • Those who believe that college is about learning how to learn should expect students who study science to absorb the scientific method, then habitually use it to analyze the world. This scarcely occurs.
  • Students know less at the end of summer than they did at the beginning. But summer learning loss is only a special case of the problem of fade-out: Human beings have trouble retaining knowledge they rarely use
  • The conventional view—that education pays because students learn—assumes that the typical student acquires, and retains, a lot of knowledge. She doesn’t.
  • If all goes well, students learn what they study and practice.
  • Actually, that’s optimistic. Educational psychologists have discovered that much of our knowledge is “inert.” Students who excel on exams frequently fail to apply their knowledge to the real world.
  • we must ask ourselves what kind of society we want to live in—an educated one or an ignorant one?
  • As credentials proliferate, so do failed efforts to acquire them.
  • But ignorance of the future is no reason to prepare students for occupations they almost surely won’t have—and if we know anything about the future of work, we know that the demand for authors, historians, political scientists, physicists, and mathematicians will stay low.
Meghan Cureton

LinkedIn's 2017 U.S. Emerging Jobs Report - 0 views

  • 65% of children entering primary school today will ultimately hold jobs that don’t yet exist.
  • Here’s what we found:
  • Tech is king:
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  • Soft skills matter:
  • Jobs with high mobility on the rise
  • Low supply of talent for top jobs:
  • Future-proofing skills is critical:
  • Comprehensive sets of skills that cover multiple disciplines are seemingly in higher demand. Many of the roles on this list cover multiple disciplines and are applicable to multiple industries.
  • Certain specialist roles are on the decline
  • We also took a look at the skills that were growing the fastest across these professions, and the same trend emerged: soft skills are represented across the board, as well as basic computer literacy.
  • We surveyed more than 1,200 hiring managers to find out what they’re looking for in a candidate when it comes to soft skills:

    1. Adaptability
    2. Culture Fit
    3. Collaboration
    4. Leadership
    5. Growth Potential
    6. Prioritization
  • It’s always a good reminder that soft skills will always be important, no matter the profession. The ability to collaborate, be a leader, and learn from colleagues will stand out in interviews, and even more once starting a job.
Meghan Cureton

You Don't Find Your Purpose - You Build It - 3 views

  • Put differently, purpose is a thing you build, not a thing you find. Almost any work can possess remarkable purpose.
  • For almost everyone, there’s no one thing we can find. It’s not purpose but purposes we are looking for — the multiple sources of meaning that help us find value in our work and lives
  • Acknowledging these multiple sources of purpose takes the pressure off of finding a single thing to give our lives meaning.
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  • Just as we all find meaning in multiple places, the sources of that meaning can and do change over time.
  • How do you find your purpose? That’s the wrong question to ask. We should be looking to endow everything we do with purpose, to allow for the multiple sources of meaning that will naturally develop in our lives, and to be comfortable with those changing over time. Unpacking what we mean by “purpose” can allow us to better understand its presence and role in our lives.
Bo Adams

The Forest School - 1 views

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    Tyler Thigpen, Acton School
Bo Adams

(3) Reclaiming Social Entrepreneurship | Daniela Papi Thornton | TEDxBend - YouTube - 1 views

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    HT @AnnieMakela Great talk about systems-change approach to social entrepreneurship versus simply pitching and starting a social business.
Jim Tiffin Jr

Will Letter Grades Survive? | Edutopia - 3 views

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    I love this quote!: "The grading system right now is demoralizing and is designed to produce winners and losers," said Looney. "The purpose of education is not to sort kids-it's to grow kids. Teachers need to coach and mentor, but with grades, teachers turn into judges. I think we can show the unique abilities of kids without stratifying them."
Nicole Martin

Before You Study, Ask for Help - WSJ - 0 views

  • planning ahead, quizzing themselves on the material and actively seeking out help when they don’t understand it.
  • pick out the main points in their notes
  • I was teaching her while simultaneously teaching myself” the material—a study technique that enabled her to ace the test.
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  • High-achieving students take charge of their own learning and ask for help when they’re stuck,
  • sought out extra study aids
  • asked instructors for help during office hours
  • self-regulated learning: the capacity to track how well you’re doing in your classes and hold yourself accountable for reaching goals.
  • Top students spend more time in retrieval practice, he says—quizzing themselves or each other, which forces them to recall facts and concepts just as they must do on tests. This leads to deeper learning, often in a shorter amount of time, a pattern researchers call the testing effect.
    • Nicole Martin
       
      Students who struggle with retrieval need even more specific guidance than this.
  • Students who formed study groups and quizzed each other weekly on material presented in class
  • Studying in general tends to be more productive when it’s done in short segments of 45 minutes or so rather than over several hours,
  • doing practice problems repeatedly until he no longer needed his notes to solve them—a highly effective strategy.
  • Many teachers in middle and high school try to teach good study habits, but the lessons often don’t stick unless students are highly motivated to try them
kellybkelly

Charles Fadel Champions Curriculum RedesignEducation & Teacher Conferences - 1 views

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    Interesting conversation that reminds me of our conversations in Summit.
Meghan Cureton

Education Week - 1 views

T.J. Edwards

Meeting Students Where They Are At-Literally And Metaphorically | GOOD - 1 views

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    XQ Rise schools. rethinking High School
Bo Adams

The Monthly Recharge - Risk Over Safety - 0 views

  • The learning classroom is active, collaborative, and full of real, thoughtful, academic-discipline-informed discussion with students working together to solve challenging problems
  • But when the teachers see it, really get it, there is no going back. It is what they are after for their students and classes: problem-based, project-based, inquiry-based, discussion-based-all student-centered deep learning.
  • And to pursue learning for their students, teachers must be pedagogical scientists. Every day, in every class, teachers must conduct research and experiments into the most compelling learning experiences for their students. In these experiments is unavoidably innovation.
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  • We can support teacherly innovation/experimentation a host of ways:
    • Establish it as an expectation in posts for jobs and at the time of hiring new teachers.
    • Discuss it in teacher evaluations and self-assessments.
    • Feature examples of it in faculty meetings.
    • Provide innovation grants for summer design work.
    • Give time to teachers (through course loads, class enrollments, course reductions, and even sabbaticals) for innovation work.
Bo Adams

Manor Independent School District - 0 views

  • Whenever you have something innovative and that works, it is like a healthy freshwater fish. When you drop it into a traditional system, it is like dropping a freshwater fish into a saltwater tank. At some point, it dies. Part of the challenge as a district is to identify specific contaminants, the salt in the water. How do you start to turn that into fresh water? How do you create an ecosystem that fully supports and is aligned to implement with fidelity? What does it mean to have strong culture? That is a process, a very deliberate, conscious process.
  • One thing we did at the original New Tech was that we got rid of as many class periods as possible. Authentic work does not get broken down into 'Ok, we're going to focus on this area.' It was more holistic.
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    HT Eileen Fennelly
Bo Adams

Inverse Relationship Between GPA and Innovative Orientation - 0 views

  • I think academic environments are artificial environments.
  • People who succeed there are sort of finely trained, they’re conditioned to succeed in that environment.
  • You want people who like figuring out stuff where there is no obvious answer.
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  • the more experience Google has with hiring, the more inclined they are to hire people with no college at all
  • Increasingly, controlled research studies are also showing no correlation, or even an inverse correlation, between college GPA and innovative orientation or ability.
  • Ironically and tragically, rather than adapt our educational system to the needs of our modern times we have doubled down on the old system, so it is harder today than ever before for young people to retain and build upon their natural curiosity and creativity
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