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Headteacher: “Time to kill off the exercise book” A headteacher has called for schools to throw out their exercise books – with pupils instead spending their time making products that can change the world around them.

Headteacher: “Time to kill off the exercise book”

Peter Hyman, headteacher and co-founder of School 21, in East London, was speaking to 1,500 school leaders today at the Inspiring Leadership Conference in Birmingham. He said: “We need to kill off the exercise book – it’s no wonder pupils doodle in it. It’s only for the benefit of teachers, not the wider audience.” He gave school leaders two examples from his school where pupils had published their own book of ghost stories – which they wrote, edited and designed themselves – and a pack for the local community about the local wildlife in Newham. “Beautiful work is work that is exceptional for that age.

He said instead of drilling children in literacy and maths, teachers should “motivate them and produce something they can be proud of”. “This approach motivates the hardest to reach young people. Home - Arun Gandhi. Game Changer Thinking. Ashoka - Innovators for the Public. Inventor of Mind Mapping. Edward de Bono - The Father of Lateral Thinking and Creativity. Mimi Ito. Biography Mizuko Ito is a cultural anthropologist of technology use, examining children and youth’s changing relationships to media and communications and is Professor in Residence and John D. and Catherine T.

Mimi Ito

MacArthur Foundation Chair in Digital Media and Learning at the University of California, Irvine, with appointments in the University of California Humanities Research Institute, the Department of Anthropology, and the Department of Informatics. Her work on educational software appears in Engineering Play: A Cultural History of Children’s Software. In Japan, her research has focused on mobile and -portable technologies, and she co-edited a book on that topic, Personal, Portable, Pedestrian: Mobile Phones in Japanese Life.

She has led a three-year collaborative ethnographic study, funded by the MacArthur Foundation, examining youth new media practices in the US, and focusing on gaming, digital media production, and Internet use. Sugata Mitra: The child-driven education. Leadership in Education: Michael Fullan Six Secrets. Leadership in Education: Michael Fullan Six Secrets. The Six-Lesson Schoolteacher, by John Taylor Gatto. Call me Mr.

The Six-Lesson Schoolteacher, by John Taylor Gatto

Gatto, please. Twenty-six years ago, having nothing better to do, I tried my hand at schoolteaching. My license certifies me as an instructor of English language and literature, but that isn't what I do at all. What I teach is school, and I win awards doing it. Teaching means many different things, but six lessons are common to schoolteaching from Harlem to Hollywood. The first lesson I teach is: "Stay in the class where you belong.

" In any case, again, that's not my business. Nevertheless, in spite of the overall blueprint, I make an effort to urge children to higher levels of test success, promising eventual transfer from the lower-level class as a reward. The lesson of numbered classes is that there is no way out of your class except by magic. The second lesson I teach kids is to turn on and off like a light switch. Freedom to Learn. Dream A Dream. PROTSAHAN. Going to School. Se connecter à Facebook. Lend-A-Hand India. Re-imagining education: from Gandhi’s grandson to a school without classrooms. A few months ago, on a remote island off the coast of Stockholm, I met another Change Leader who has truly re-imagined learning for the 21st century.

Re-imagining education: from Gandhi’s grandson to a school without classrooms

Following a tragic case of vandalism in which his school burnt down to the ground, principal Lennart Nilsson asked his local community what they wanted their new school to look like. Parents, policy makers, teachers and pupils collectively decided on a new kind of learning environment – rooted in the ‘real world’ and based on the natural ways children learn. Pupils work in mixed-aged teams of around 75 children and have sub-teams within that group. Instead of following lessons in classrooms, they create projects in flexible, open spaces. Depending on the task, they work with learners of their own age or get together with others who share the same interest. Nilsson says that teachers around the world can re-imagine learning, simply by walking into any classroom and asking a pupil: What are you working on? Design for Change.