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ommoditization of knowledg

how much students know, but rather what they can do with what they know

second world effective change leaders understand is the world of students

the importance of students’ intrinsic motivation for learning and achievement. Finally, they seek out and listen carefully to students to better understand their classroom and school experiences.

They engage them in adult learning about a changing world and how students learn best

adults in the community also deeply understand the need for change, and so these leaders sponsor readings, talks by local experts, and discussions

The best change leaders I know bring their understanding of these two worlds into the classroom every single day

know what good teaching looks like, and they are relentless in their expectations. They understand that their job is, first and foremost, to be an instructional leader and coach.

“isolation is the enemy of improvement,”

Teachers must be given the working conditions that will enable them to improve and to be successful. They need time to learn and to collaborate

Finland, which has the highest-performing education system in the world, teachers spend an average of only 600 hours a year in the classroom teaching lessons; in the US, the number is closer to eleven hundred hours.

Finally, the most effective change leaders I know take calculated risks

Managers do not take risks. Leaders do

They model the behaviors of learning, collaboration, effective teaching, and risk taking that they expect of their teachers.

Last year, Iowa’s universities launched an effort to share language courses online. The first was in classic Greek, which an ISU student took from a U of I professor in Iowa City. This year, three ISU students enrolled in classic Greek. The universities may expand to Arabic or Chinese, officials said.

“the octopus room.” The classroom’s brain is a motion-sensing camera that follows an instructor around the room. Microphones triangulate the location of a voice so that the camera can focus on the person speaking. Six black arms with video monitors are attached to the “brain” in the center. This allows students in the class and those taking it online to see and hear each other.

They do a very good job of simulating the classroom experience,” he said. “But you have to have the discipline to stay up with it. If you get a week or so behind, it’s hard to catch up

blend of in-person and online instruction. Students taking finals at the U of I’s secure testing rooms, for example, might be enrolled in a daily Spanish language course where two days of class every week are completed online. That allows the instructor to focus classroom time on refining conversation and reading skills, faculty said.

“Part of that land-grant mission is educating the masses, and the masses have changed.”

Offering experienced faculty teachers and classroom space filled with well-equipped laboratories is a key way for Iowa’s universities to differentiate themselves from online-only colleges, officials said.

However, disciplines that don’t require physical space may one day be based mostly or entirely online, said Marcus Haack, a U of I professor who teaches future principals and superintendents in an education leadership program that many participants take online.

In 40 years in this business, I’ve learned we will never put the brakes on technology. It’s always going to expand our opportunities, our thinking and creativity