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Teachers Without Borders

Creative writing tests limit creativity, Sats review finds | Education | The Guardian - 0 views

  • A writing test taken by 11-year-olds in England should be scrapped because it stops children being creative, a government review has found.Ministers asked Lord Bew, a crossbench peer, to review Sats – tests in maths and English taken by 600,000 pupils every May – after a quarter of primary schools boycotted the exams last year.Bew's team of headteachers found that the writing test does not allow children to demonstrate their imagination because it looks for formulaic answers.
  • The Bew review recommends that teachers assess creative writing throughout the school year, instead of in a single test.
  • The review team also urged the government to ensure that schools are judged over three years of results rather than one and given a rolling average in league tables.
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  • The National Association of Head Teachers "cautiously welcomed" Bew's report.Russell Hobby, general secretary of the NAHT, said teacher assessment for writing would "reduce drilling and give both parents and secondary schools a far more accurate picture of pupils' achievement".
Martyn Steiner

Creativity, community and ICT - LearningSpace - The Open University - 0 views

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    This unit engages with the debates surrounding the term 'creativity' and explores ways in which ICT creates new opportunities for creativity and collaborative working.
Martyn Steiner

MIT OpenCourseWare | Media Arts and Sciences | MAS.714J Technologies for Creative Learn... - 0 views

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    This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.
Teachers Without Borders

EVOKE -- a crash course in changing the world | A World Bank Blog on ICT use in Education - 0 views

  • Evoke emerged from discussions with universities in Africa who increasingly wanted to find avenues to encourage their students to engage in local communities and develop innovative solutions to local development challenges. The universities were searching for ways to engage students in real world problems and to develop capacities for creativity, innovation, and entrepreneurial action that many believe will be the engine for job creation now and in the future.
  • Evoke  therefore is designed to empower young people all over the world, and especially in Africa, to start solving urgent social problems like hunger, poverty, disease, conflict, climate change, sustainable energy, health care, education, and human rights.; to collaborate with others globally; and to develop real world ideas to address these challenges.Players will be challenged to complete a series of ten missions and ten quests -- one per week, over the course of the ten-week game.   The "text book" for this course is an online graphic novel written by Emmy-award nominated producer Kiyash Monsef. 
  • The game's creative director, alternate reality pioneer Jane McGonigal, is debuting the game at this week's TED conference in Long Beach, California.  As she describes the game, "An evoke is an urgent call to innovation.  When we evoke, we look for creative solutions. We use whatever resources we have. We get as many people involved as possible. We take risks. We come up with ideas that have never been tried before. That's what we're asking players to do in this online game. To learn how to tackle the world's toughest problems with creativity, courage, resourcefulness and collaboration."
Teachers Without Borders

Commentary: Meaningful professional development | EdNewsColorado - 0 views

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    Time, creativity, clear commitments and professionalism ensured every teacher learned and contributed to the conversation. Infusing these elements into our site-based and district level professional learning can shift professional development from something that is done to teachers, to something that is done by teachers.
Teachers Without Borders

Peace Education - 1 views

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    The Bank of Resources of Peace Education activities of the School For a Culture of Peace now has 50 activities in English. We invite you to take a look and use them freely! The Resource Bank makes available participative activities (role plays, group dynamics, and other methodologies) on peace education, conflict education, intercultural education and education for international understanding. There are 50 activities posted in English and 100 activities posted in Spanish and Catalan.
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    Peace education is understood to be "a permanent, continuous, and dynamic process rooted in concepts of positive peace and a creative outlook toward conflict. By focussing on socio-affective and problematizing causes, positive peace aims to develop a new culture of peace which enables individuals to critically discern the reality in which they are immersed and to act upon it …" (Jares, Xesús (1999). Educación para la paz, Madrid: Editorial Popular)
Teach Hub

18 Inclusion Strategies for Student Success - 3 views

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    If you are a teacher of students within an inclusion classroom, then you are probably a creative, caring, patient, innovative, resourceful, structured, and flexible person. Whew!
Teachers Without Borders

EGYPT: Modern Teaching Practices Spur 15-Year Old to New Beginnings | CREATIV... - 0 views

  • “I believe the school environment was the main reason I dropped out. Mainly, I didn’t feel that I was learning anything. Teachers preferred using force and intimidation instead of listening to the students. I wasn’t able to understand a thing during class, and was constantly so scared.”
  • “I thought many times of going back to school, especially since my new school is very close to home. But at the time, my parents said I was too old to go back and that I’ll soon get married and have a home of my own. I still felt something missing from my life, and it was difficult for me to see my peers at the preparatory level going to school every day, while I stayed home.”
  • Safaa had the unique chance to tell her story to the USAID Mission Director, Mr. Jim Bever, on a surprise visit to Abou Harb School. “It was a really nice visit and had a huge impact on me. People came from such a far off place to visit our school, and spend time to talk to me! It really made a difference to me personally. I felt important and people were interested in listening to me and what I had to say.”
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  • Upon returning to school, Safaa was surprised by the changes in mindset, in teaching practice, and in the classroom environment as a whole. Although she was overwhelmed to be returning to the 6th grade after leaving school in the third, the changes she witnessed motivated her greatly to overcome her obstacles. “My first impression was my amazement with the class set up. The girls were sitting in groups, thinking together, discussing, and working as a team. No punishment, no intimidation, and everyone trying to help each other learn.”
  • “I have something to say to every girl thinking of dropping out of school: you will regret every day you spend away from school and from learning, for the rest of your life. I am very happy and would like to thank everyone who helped me and encouraged me to return to school. “Thank you TILO for helping my school to change and for helping me to learn again.”
Tiffany Hoefer

Athabasca University Press - The Theory and Practice of Online Learning - 0 views

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    Full ebook available for download under Creative Commons. Theories and practices of online learning. Was part of the curriculum in a recent class I took in my Masters in Educational Technology program.
Meghan Flaherty

A Culture Of Teaching Peace - 2 views

  • Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil
  • he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.
  • teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.
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  • Since formal education often leads to future job prospects, a culture of teaching peace ought to offer dynamic examples of careers with a conscience, or choosing a vocation which utilizes their unique gifts and talents and which is ecologically sound, morally upright and globally-minded. Giving evidence that peace is a viable and tangible career option can open doors and broaden students' perspectives.
  • Science teachers can teach peace by promoting environmental awareness and ecological thinking. Foreign language teachers can read and/or translate primary-source texts from the target language which detail experiences in personal, local, national and global peacemaking efforts. Physics classes can learn about the subatomic exchange of matter and energy which binds all humans to one another. Themes of peace and justice can be infused in every content subject so that peace is pervasive in the curriculum.
  • A comprehensive global network of educators promoting peace will create waves of new teachers who are motivated to teach peace
Voytek Bialkowski

Discover Human Rights Institute - The Road to Peace: A Teaching Guide on Local and Glob... - 0 views

  • THE ROAD TO  PEACE:  A Teaching Guide on Local and Global Transitional Justice
  • With creative, thought-provoking, and innovative lesson plans, this comprehensive teaching guide introduces students to the concept of transitional justice through:
  • Lessons on the root causes and costs of war and conflict Overview of human rights and different transitional justice mechanisms
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  • In-depth country case studies
  • Individual case studies on human rights abuses
  • Conflict resolution and peer mediation exercises
  • Transitional justice glossary
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    Excellent, thorough open curriculum material focusing on human rights within the larger context of peace & conflict education and local and global transitional justice studies. Takes a direct approach to war, conflict resolution & other topics via activities, peer mediation excercises, various group-focused activities. Includes comprehensive glossary & further reading materials. PP.
Voytek Bialkowski

PDHRE: About PDHRE - 0 views

  • Founded in 1988, the People's Decade of Human Rights Education (PDHRE-International) is a non-profit, international service organization that works directly and indirectly with its network of affiliates — primarily women's and social justice organizations — to develop and advance pedagogies for human rights education relevant to people's daily lives in the context of their struggles for social and economic justice and democracy. PDHRE's members include experienced educators, human rights experts, United Nations officials, and world renowned advocates and activists who collaborate to conceive, initiate, facilitate, and service projects on education in human rights for social and economic transformation. The organization is dedicated to publishing and disseminating demand-driven human rights training manuals and teaching materials, and otherwise servicing grassroots and community groups engaged in a creative, contextualized process of human rights learning, reflection, and action. PDHRE views human rights as a value system capable of strengthening democratic communities and nations through its emphasis on accountability, reciprocity, and people's equal and informed participation in the decisions that affect their lives. PDHRE was pivotal in lobbying the United Nations to found a Decade for Human Rights Education and in drafting and lobbying for various resolutions by the World Conference on Human Rights, the UN General Assembly, the UN Human Rights Commission, the UN Treaty Bodies, and the Fourth World Conference on Women.
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    The People's Movement for Human Rights Learning website. Non-profit entity with various ongoing projects, seminars, resources. PP.
Teachers Without Borders

The Hindu: Help implement right to education: Manmohan - 0 views

  • Addressing the nation to mark the implementation of the Right of Children to Free and Compulsory Education Act, 2009 that makes elementary education an entitlement for children in the age group of 6-14 years, Dr. Singh said the States should join in this national effort with full resolve and determination. “Our government, in partnership with the State governments will ensure that financial constraints do not hamper the implementation of the Right to Education Act. “Today, our government comes before you to redeem the pledge of giving all our children the right to education.
  • “I call upon all our teachers across the country to become partners in this effort. It is also incumbent upon all of us to work together to improve the working conditions of our teachers and enable them to teach with dignity, giving full expression to their talent and creativity.'' He said parents and guardians, too, had a critical role to play having been assigned school management responsibilities under the Act. The needs of every disadvantaged section of our society, particularly girls, Dalits, Adivasis and minorities must be of particular focus as the Act is implemented.
  • Union Human Resource Development Minister Kapil Sibal said the biggest challenge to the implementation of the Act would be lack of infrastructure and teachers. Bringing children from the disadvantaged sections into the net would also be challenging, he said.
Teachers Without Borders

School Reform in Baltimore: Fewer Suspensions Equal Better Results | Open Society Found... - 0 views

  • At a time when the underachievement of black boys in the United States can only be described as a national crisis, there is finally some good news. This fall, Baltimore City Schools chief executive Andres Alonso proudly reported that black male teens in his district are staying in school and graduating in higher numbers. The announcement made headlines, and for good reason: It proves that there are successful strategies in approaching this seemingly intractable problem. We urge other cities across the country to learn from Baltimore's creative approach.
  • We have long known that excessive use of suspension and expulsion results in higher rates of school absence, academic failure and, eventually, quitting school altogether.
  • Consider: In the 2003-04 school year, fewer than one out of two black male students graduated. Baltimore schools handed out nearly 26,000 suspensions to a student body of just over 88,000 kids. Two-thirds were to boys and, reflecting the city's population, nearly all were to black students.
Teachers Without Borders

Jiang Xueqin: The Test Chinese Schools Still Fail - WSJ.com - 1 views

  • It's ironic that just as the world is appreciating the strengths of China's education system, Chinese are waking up to its weaknesses. These are two sides of the same coin: Chinese schools are very good at preparing their students for standardized tests. For that reason, they fail to prepare them for higher education and the knowledge economy.
  • So China has no problem producing mid-level accountants, computer programmers and technocrats. But what about the entrepreneurs and innovators needed to run a 21st century global economy? China's most promising students still must go abroad to develop their managerial drive and creativity, and there they have to unlearn the test-centric approach to knowledge that was drilled into them.
  • Both multinationals and Chinese companies have the same complaints about China's university graduates: They cannot work independently, lack the social skills to work in a team and are too arrogant to learn new skills. In 2005, the consulting firm McKinsey released a report saying that China's current education system will hinder its economic development.
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  • Even Shanghai educators admit they're merely producing competent mediocrity.
  • This year the Chinese government released a 10-year plan including greater experimentation. China Central Television's main evening news program recently reported on Peking University High School's curricular reforms to promote individuality and diversity.
  • Shanghai's stellar results on PISA are a symptom of the problem. Tests are less relevant to concrete life and work skills than the ability to write a coherent essay, which requires being able to identify a problem, break it down to its constituent parts, analyze it from multiple angles and assemble a solution in a succinct manner to communicate across cultures and time. These "critical thinking" skills are what Chinese students need to learn if they are to become globally competitive.
  • One way we'll know we're succeeding in changing China's schools is when those PISA scores come down.
Teachers Without Borders

Experts discuss the challenge of achieving universal, quality education | Bac... - 0 views

  • “Kids are enrolling in school in much greater numbers than ever before,” she said, “but that really masks the fact that they’re actually not learning very much. One example is that in Uganda, half the kids in third grade can’t read a single word.”
  • “We know how to train teachers. We know how to put in curricula. We know what the right things to do for kids are to give them all the right skills,” added Mr. Wong. “But the investment required, and the time and the commitment, is not there if you don’t have the political support.”
  • A Brookings Institution analysis of the wealthiest philanthropic donors in the United States found that global education was a very low priority for them. Ms. Winthrop said she believed this was because a focus on enrolment – which is on track to meet the Millennium Development Goal on education – has “lulled people into thinking that the global education agenda is done, check, we can cross that off the list.”
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  • “It’s not just [about] putting them into school…. It’s making sure they’re coming out with the right skills that make them employable and make them so creative and innovative that they might actually go ahead and start their own business.”
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