Make Your Images Interactive - ThingLink. Getting to Excellence with Equity. Ronald Ferguson was one of the first scholars to bring widespread attention to the consequences — academic, moral, and economic — of educational inequity. In the years since people first began talking about the achievement gap, Ferguson has widened his scope of inquiry, developing a broad vision for correcting inequities that centers less on the differences between groups and more on raising the bar for all students. Ferguson is faculty director of the Achievement Gap Initiative (AGI) at Harvard University and also faculty chair of an upcoming professional development institute called Closing the Achievement Gap: Strategies for Excellence in Education (June 28–July 2, 2015). We asked him to talk about the institute and his latest observations. You argue that educators and policymakers should focus less on “closing the achievement gap” and more on “excellence with equity.”
What is the significance of that shift? There are two issues. So how can educators and districts respond? Fiverr - Professional Logo Designers starting at $5! Board Development/Governance. Workshop Overview - North Park University - Christian, Urban, Intercultural. The Axelson Center offers a series of workshops each fall and spring, providing you with an opportunity to connect with knowledgeable experts and networking with colleagues from across the sector.
Whether you’re a program manager at an arts organization, a financial manager at a social services organization, an executive director at an education-based nonprofit, a fundraising director at a transportation advocacy organization, or you wear all of these hats on a daily basis, the Axelson Center’s workshops will re-energize you and prepare you to meet the nonprofit management challenges ahead of you. Registration is now open for our 2015 workshop series. Download a copy of the calendar today. Information about registration rates, payment options and our cancellation policy can be found at the end of the page. Be the first to know when workshop registration opens Join our mailing list. 2015 Workshops January February Planned Giving BootCamp New Neighbors, New Nonprofit? March April How to Register. Axelson Center for Nonprofit Management - North Park University - Christian, Urban, Intercultural. One Good Deed Chicago | Grant Writing & Making.
Boardminutes.pdf. Non Profit Minutes - Track Meetings, Stay Organized. Appendix_21_minutes_guidelin.pdf. Ideo's David Kelley on "Design Thinking" The smell of ramen noodles wafts over the Stanford d.school classroom as David Kelley settles into an oversize red leather armchair for a fireside chat with new students. It's 80 degrees and sunny outside in Palo Alto, and as the flames flicker merrily on the big computer screen behind him, Kelley, founder of both the d.school and the global design consultancy Ideo, introduces his grad students to what "design thinking" — the methodology he made famous and the motivating idea behind the school — is all about. Today's task: Design a better ramen experience. Some students seem a little mystified, as they twirl noodles around their chop sticks.
What does a "ramen experience" have to do with design? Better packaging? Kelley, a lanky guy with a bald head, a Groucho Marx mustache, and a heartland-bred affability, tackles the mystery head on: "I was sitting at a big dinner in Pacific Heights recently, and I told my hostess I was a designer. Then, one morning, he noticed a lump on his neck. Design thinking. Design thinking stands for design-specific cognitive activities that designers apply during the process of designing.[1] Overview[edit] Design thinking has come to be defined as combining empathy for the context of a problem, creativity in the generation of insights and solutions, and rationality in analyzing and fitting various solutions to the problem context.[2] According to Tim Brown, CEO and president of IDEO, the goal of Design Thinking is "matching people’s needs with what is technologically feasible and viable as a business strategy" [3] The premise of teaching Design Thinking is that by knowing about how designers approach problems and the methods which they use to ideate, select and execute solutions, individuals and businesses will be better able to improve their own problem solving processes and take innovation to a higher level.
Origins of the term[edit] (For a detailed evolution, see History, below.) Solution-based thinking[edit] Bryan Lawson Architects vs. Lawson found that: Inequity Outside the Classroom: Growing Class Differences in Participation in Extracurricular Activities | Voices in Urban Education. Ethan, a college freshman at an elite public university, lives in a private housing development on the outskirts of Austin, Texas.
His parents chose this neighborhood primarily for the excellent public school system, though the safe streets and leafy backyards with ample room for a swingset and basketball hoop were an added draw. But for Ethan’s parents, learning did not begin and end in the classroom: they also invested significant time, energy, and money in extracurricular sports, clubs, and activities.1 Ethan started out in Cub Scouts in kindergarten with five other boys in his neighborhood and achieved the prestigious rank of Eagle Scout by his senior year in high school.
His final service project, designed to instill leadership and citizenship, was to build a horse bridge for a farm that offered physical therapy to disabled kids; his uncle, a contractor, helped him with the complex design and arduous construction. The Activity Gap. Access to after-school programs is growing more unequal, and that's pushing disadvantaged kids further behind. Imagine two young adults who, despite living in the same city, come from very different worlds. One is named Ethan—a freshman at an elite college near Austin, Texas, pursuing a degree in engineering. He grew up with supportive middle-class parents who put him in extracurriculars his whole life: Boy Scouts, soccer, track, orchestra. Instead of letting Ethan watch TV and play video games, his dad took him on hiking trips to New Mexico where they would track bears and practice navigation. His father also volunteered as the school orchestra’s bus driver.
Ethan’s mom, meanwhile, strived to raise an engaged citizen; she even helped him register to vote when he turned 18. Then there’s Nicole, who also lives in Austin—though in an area far less inviting than the spacious private housing development where Ethan was raised. Tina Blythe. Tina Blythe has been a researcher with Project Zero since 1988. She has focused on professional development, teacher inquiry, and collaborative assessment of student work, as well as curriculum and instruction that emphasizes learning for understanding in both classrooms and afterschool programs.
She has taught middle school, high school, and university courses, and she currently teaches in the faculty development program at the Boston Architectural Center. Blythe is the principal author of The Teaching for Understanding Guide(1998) and coauthor (with David Allen and Barbara S. Powell) of Looking Together at Student Work (1999) and (with David Allen) The Facilitators Book of Questions: Tools for Looking Together at Student and Teacher Work (2004). She has collaborated on a number of other books and articles and consults to schools and educational organizations.
"Teaching as Inquiry: Asking the Hard Questions to Improve Practice and Student Achievement" (with A.