Curriculum & Paradigm
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Last Saturday, I made my professional debut at the AT&T Park, celebrated home of the San Francisco Giants baseball team. At 10.00 a.m. I was sitting by the dugout in the bright morning sunshine, waiting to be called onto the famous field.
Sir Ken Robinson: Stepping Up to the Plate
{*style:<b> Prediction: Within five years in some countries (five to ten in others) open Internet access for information acquisition will be available on standardized tests. This access will significantly reduce the quantity of data designated for rote memorization. </b>*} The Current Information Load Is Too BIG
The BIG BANG Coming in Student Testing
Resulta complejo instalar temáticas de educación en contextos de sociedades inclusivas, cuando en Chile se han ido tatuando segregaciones brutales de carácter social, cultural y principalmente en su quehacer cotidiano, que se presentan como una vorágine incontrolable en nuestras escuelas más vulnerables-vulneradas de la periferia social. Esto, desde la pujante economía neoliberal del país. Enmarcados en esta realidad, han sido puestas en la palestra temáticas populares como el “lucro”, el traspaso de las escuelas municipales al Estado chileno y una educación de “calidad”, que si bien es exigida como tal, no se explicita de forma clara. Centrando el valor primordial de todas las demandas en situaciones relacionadas con la política de carácter partidista y ministros de educación en turno, además de cómo desarrollar un sistema educativo gratuito y público que comparto absolutamente.
Educar en el siglo XXI: Transformación educativa para una sociedad inclusiva
So here's the dilemma for someone who writes about education : Certain critical cautions and principles need to be mentioned again and again because policy makers persist in ignoring them, yet faithful readers will eventually tire of the repetition. Consider, for example, the reminder that schooling isn't necessarily better just because it's more "rigorous." Or that standardized test results are such a misleading indicator of teaching or learning that successful efforts to raise scores can actually lower the quality of students' education.
Teaching Strategies That Work! (Just Don’t Ask “Work to Do What?”)
School doesn’t work very well, so let’s make kids do more of it! That seems to be the policy enthusiastically supported by President Obama, by his education secretary Arne Duncan, by many teachers’ unions (as long as the teachers are well paid for the extra time), and by many education policy makers in and out of academia. Kids aren’t learning much in school, so let’s make them start school when they are younger; let’s make them stay more hours in school each day and more days each year; and let’s not allow them to leave until they are at least 18 years old. Let’s do all this especially to the poor kids; they are getting the least out of school now, so let’s lengthen their time in school even more than we lengthen the time for others!
Doing More Time in School: A Cruel Non-Solution to Our Educational Problems
The Disciplined Mind What All Students Should Understand. By Howard Gardner. Simon & Schuster. $25.
Beyond the Three R's
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The Problems Of Modern Education: How Conformity Leads To Failure
What Einstein, Twain, and Forty Eight Other Creative People Had to Say About Schooling
Throughout history, from Plato on, creative people have spoken out against the stultifying effects of compulsory education . Here are quotations from fifty such people, which I have culled partly from my own reading but mostly from various other websites. It is, in fact, nothing short of a miracle that the modern methods of education have not yet entirely strangled the holy curiosity of inquiry; for this delicate plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.During the next couple of weeks, twenty-million students will head off to college. The majority of them will make it through those four or five years without serious problems. They'll succeed academically, make lifelong friends and have plenty of fun. A sizable minority, however, won't be so lucky. Based on a 2009 survey conducted by the American College Health Association-National College Health Assessment (ACHA-NCHA II), 39 percent of college students will feel hopeless during the school year, 25 percent will feel so depressed they'll find it hard to function, 47 percent will experience overwhelming anxiety, and 84 percent will feel overwhelmed by all they have to do. This is not what these hopeful young people were led to expect.
The Number One Cause of College Unhappiness
The Perils of Higher Ed
We go to college to learn, to soak up a dazzling array of information intended to prepare us for adult life. But college is not simply a data dump; it is also the end of parental supervision. For many students, that translates into four years of late nights, pizza banquets and boozy weekends that start on Wednesday. And while we know that bad habits are detrimental to cognition in general—think drunk driving—new studies show that the undergrad urges to eat, drink and be merry have devastating effects on learning and memory . It turns out that the exact place we go to get an education may in fact be one of the worst possible environments in which to retain anything we've learned.
10 Principles for Teaching Ethics (and Lots of Other Stuff)
Professors face lots of decisions about what to teach and how to teach it . Here are ten of my guiding principles that I shared with the students in our graduate course: " Ethics and Professional Issues in Psychology." Most of these principles are suitable for just about any college course. I reproduce the principles from my syllabus without commentary. See what you think:Learning
Live as if your were to die tomorrow. Learn as if you were to live forever. - Gandhi I cannot teach anybody anything, I can only make them think - Socrates Personally, I am always ready to learn, although I do not always like being taught. - Winston ChurchillTom Vander Ark is an educational innovator who thinks like an engineer. He is currently the CEO of Open Educational Solutions, a partner in Learn Capital, and director of the International Association for K-12 Online Learning. Previously he served as President of the X PRIZE Foundation and was the Executive Director of Education for the Bill & Melinda Gates Foundation.
The Educational World Is Flat
The Benefits of Unschooling: Report I from a Survey of 231 Families
Five months ago, in September, 2011, I posted an essay ( here ) introducing readers to the unschooling movement and inviting unschooling families to participate in a survey. The survey questionnaire—which was posted on Pat Farenga's Learning Without School site and Jan Hunt's Natural Child Project site—asked unschooling families to tell us a bit about their family, including the age and sex of each child, the employment of each parent , and the history of schooling, homeschooling, and unschooling of each child. It also asked the respondents to define unschooling as it is practiced in their home, to describe the path that led them to unschooling, and to tell us about the biggest challenges and benefits of unschooling for their family.Mental health problems have become so prevalent among college students that they are not just overwhelming campus counseling centers—they now threaten the core mission of the university. "It's an important nationwide problem in higher education," says Steven Hyman, provost of Harvard University. A group of educators and mental health experts is proposing a novel solution—overhauling the way classes are taught in order to engage students more actively and completely in learning. The idea is to make the college experience itself an antidote to widespread student depression, anxiety and binge drinking. "Both alcohol abuse and depression are forms of disengagement. We think engagement is the solution," says Donald W.