Games Can Advance Education: A Conversation With James Paul Gee Getty Part 10 of MindShift’s Guide to Games and Learning. Most people involved with games and learning are familiar with the work of James Paul Gee. A researcher in the field of theoretical linguistics, he argues for the consideration of multiple kinds of literacy. At this point in the evolution of education, it’s critical that we expand our conception of literacy to include more than just words. Gee is included in this series because outside of academic psycholinguistics circles, he’s especially well known for his work on video games. In the following conversation with Gee, we discuss literacy, systems thinking, education, socio-economic inequality, and, of course, video games. Jordan Shapiro: Your book, What Video Games Have to Teach Us About Learning and Literacy, is a classic in games and learning circles. James Paul Gee: No, I did not expect such a big impact. I was, at first, truly amazed by how hard and long they were. JG: Yes and Amen. James Paul Gee JG: Of course. Related
Schools need freedom to thrive. Another average week in the education culture wars. Last Wednesday, the Girls’ Schools Association denounced the Labour party for our policy to have private schools earn their tax rebates. Last Thursday, the Tory right resuscitated plans for a sheeps-and-goats, CSE/O-level exam. Then Tatler magazine published its state school guide, informing parents: “Sometimes the right choice isn’t the most expensive one.” Twitter responded in kind. As the election looms, I am keener than anyone for education policy to be debated. There are two challenges the debate is missing. The second challenge is the inability of existing schemes to take our schools to the next stage. The Labour party’s answer begins with a commitment to give all schools the freedom they need to excel. We need to reform Ofsted. Ofsted has to move beyond box-ticking and data-dependence. We also have to stop the politicisation of our schools inspectorate. If we need innovation everywhere, we don’t want “Neets” anywhere.
10 Pros And Cons Of A Flipped Classroom 10 Pros And Cons Of A Flipped Classroom by Mike Acedo Many of us can recall instances in our lives where we found ourselves idly sitting in a classroom, eyes glazed over, half listening to our teacher as they lectured in front of the room. These scenes are all too familiar in today’s schools, as the traditional model of learning has primarily revolved around a teacher-centered classroom, where instructors focus on conveying information, assigning work, and leaving it to the students to master the material. Though effective for some, this type of instruction has forced students to be merely receptors of information, rather than participants in their own learning processes through active learning. The main goal of a flipped classroom is to enhance student learning and achievement by reversing the traditional model of a classroom, focusing class time on student understanding rather than on lecture. There are numerous potential advantages to this style of learning. The Pros 1. 2. 3. 4. 5. 1.
The Other 21st Century Skills: Educator Self-Assessment Chartkamp–I think I understand what you are saying, but in any scenario, someone, or something will spur the impetus for learning to occur. We could have a toddler go about and learn the world from scratch, but I don’t think anyone would say that is as efficient and as effective as a “parent” facilitating, or at least providing for a safe environment. And the better the parent, the more effective the toddler will be at contributing to the learning within the community as he/she progresses. Can you describe what you mean by informal learning? Best Education-Related Videos of 2014 I love end of year “best of” lists. My own list is what I found to be the most powerful education related videos of 2014. They all, in some way, address the mind, heart, and spirit of education. Each touched me in some way to help illuminate the purpose and core of education. Let me know of any others that you found of value during 2014! Malala Yousuf Nobel Prize Speech So through my story I want to tell other children all around the world that they should stand up for their rights. Maya Angelou on George Stroumboulopoulos Always so very beautiful – RIP, beautiful woman! I must must tell you the truth as I understand it. Carol Dweck: The Power of Believing You Can Improve How are we raising our children? Sir Ken Robinson: Can Creativity Be Taught Teaching is a process of enabling. President Obama on the Whitehouse Maker Faire But what’s happening is, is that the young people now are able to learn by doing. Toxic Culture of Education: Joshua Katz Inspire Her Mind Malcolm Mitchell Book Club
What happens when computers, not teachers, pick what students learn? - The Hechinger Report NEW YORK – Teacher John Garuccio wrote a multiplication problem on a digital whiteboard in a corner of an unusually large classroom at David A. Boody Intermediate School in Brooklyn. About 150 sixth graders are in this math class — yes, 150 — but Garuccio’s task was to help just 20 of them, with a lesson tailored to their needs. He asked, “Where does the decimal point go in the product?” “Come on, you know the answer, tell me why,” Garuccio said. A computer system picked this lesson for this group of students based on a quiz they’d taken a day earlier. As more schools adopt blended learning – methods that combine classroom teachers and computer-assisted lessons – some are taking the idea a step further and creating personalized programs of instruction. At David A. One key feature of the program is apparent even before instruction begins. Related: A quest for a different learning model: Playing games in school “They treat it as if it were a game,” Vlasov said.
Why they leave school early Early school leaving in Malta refers to students between the ages of 18 and 24 leaving compulsory schooling without having at least five SEC passes (at grade 1 to grade 7) or being in education or training. At 20.9 per cent in 2013, Malta’s rate of early school leavers (ESL) is well above the European Union average of 11.9 per cent. In the EU, early school leavers, about six million young people, are predominantly male, living in disadvantaged contexts and often transient. While boys are generally over-represented in ESL cohorts, when ESL intersects with low socio-economic status, the gap between genders is narrowed. Malta, like the rest of the EU, has set a target of reducing the rate of early school leavers to 10 per cent by 2020. Malta’s economy continues to absorb unskilled workers, providing income for early school leavers Beyond school climates, curricula, policies and pedagogies, the impact of labour market trends on early school leaving can be dramatic.
Make School a Democracy Photo ARMENIA, Colombia — IN a one-room rural schoolhouse an hour’s drive from this city in a coffee-growing region of , 30 youngsters ages 5 to 13 are engrossed in study. In most schools, students sit in rows facing the teacher, who does most of the talking. But these students are grouped at tables, each corresponding to a grade level. The hum of conversation fills the room. During my visit to one of these schools, second graders were writing short stories, and fifth graders were testing whether the color of light affects its brightness when seen through water. During the past four decades, this school — and thousands like it — have adopted what’s called the Escuela Nueva (New School) model. A 1992 World Bank evaluation of Colombia’s schools concluded that poor youngsters educated this way — learning by doing, rather than being endlessly drilled for national exams — generally outperformed their better-off peers in traditional schools. But these schools are far from the mainstream.
Members of new commission on assessment without levels announced Following on from the announcement on 25 February, the Department for Education (DfE) has now established the membership of the commission on assessment without levels. The commission will support primary and secondary schools to implement new assessment systems following the removal of levels. The commission on assessment without levels will identify and share best practice in assessment with schools across the country and ensure they have information to make informed choices about effective assessment systems. The commission will highlight the great work that is already being done in many schools and will help to foster innovation and success in assessment practice more widely. Chairman of the commission John McIntosh CBE Other members of the commission Shahed Ahmed OBE Shahed Ahmed is Headteacher of Elmhurst Primary School and a national leader of education. Daisy Christodoulou Professor Robert Coe Sam Freedman Sam Freedman is the Director of Research, Evaluation and Impact at Teach First.
Different Worlds of Policymakers and Teachers Here’s a story about the different worlds that U.S policy makers and teachers live in and how that affects the use of new technologies in schools. A man in a hot air balloon realized he was lost. He reduced altitude and spotted a woman below. “You must be a teacher,” said the balloonist. The woman below responded, “You must be a policymaker.” “Well,” said the woman, “you don’t know where you are or where you are going. Here is the takeway from the story. U.S. school reforms, especially those directed toward improving how teachers teach and how students learn have been made historically by top policymakers and then delivered to principals and teachers to put into classroom practice. This issue of teachers and policymakers living in different worlds is reflected in the questions that each asks when a new policy is proposed and adopted. When adopting policies aimed at reforming what teachers do in schools, policymakers will often ask the following questions: Like this: Like Loading...
Labour calls time on 'exam factory' approach to schooling A Labour government would end Westminster’s “alpha male” education reform culture, the shadow education secretary, Tristram Hunt, is to promise in a speech setting out the party’s plans for schools. He aims to call time on the “exam factory” approach of recent years and offer in its place greater autonomy for teachers and school leaders. Hunt will say there is an affliction bedevilling Westminster culture, in a thinly veiled dig at former Conservative education secretary Michael Gove: “The cult of the big reformer. A sort of alpha male compulsion to see everything through the prism of your ‘reforming legacy’.” Speaking in London on Friday, at the annual conference of the Association of School and College Leaders, Hunt will say change must come from the bottom up, “through giving teachers and school leaders the freedom and autonomy to deliver an exciting education”. He will say: “The existing model of school improvement is creaking at the seams.