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Reinventing Education To Teach Creativity And Entrepreneurship

Reinventing Education To Teach Creativity And Entrepreneurship
As you read this, students all over the country are sitting for state standardized exams. Schools spend up to 40% of the year on test prep, so that, shall we say, no child is left behind. Schools’ futures and funding depend on the number of students who fall into performance bands like "Advanced," "Proficient," and "Approaching Basic" based on bubble sheets and number two pencils. But this is not the rant you think it is. Let’s get one thing straight from the beginning: As a former high school teacher, I’m not opposed to standardized testing. Schools used to be gatekeepers of knowledge, and memorization was key to success. Given this argument, many entrepreneurs see a disruptive opportunity to "democratize" education, meaning that everyone now has a platform from which to teach, and anyone can learn anything anywhere anytime. Yet there is an inherent bias in the promise of these new platforms that favors extraordinarily self-directed learners. Which brings me back to my original point. Related:  Ed ReformPrimary Education21st Century Teaching & Learning

Get in GEAR with Launch of AGILE Instructional Design Course by Jennifer Neibert “We want participants in the AGILE Instructional Design course to be able to build an entire learning solution that not only ensures learners from their organizations actually learn, but also ensures learning is transferred to the workplace and is sustained over time.” Even as instructional designers are challenged to do more and more with less and less, organizations must still keep up with today’s rapid pace of change. And to help instructional designers become faster, leaner, and more effective, The eLearning Guild Academy is offering a live online AGILE Instructional Design course that begins in October 2013. Taught by Conrad Gottfredson, PhD, a performance support practitioner and industry thought leader, the AGILE Instructional Design course employs a groundbreaking approach to virtual instructor-led training (VILT) known as the GEAR methodology. What is GEAR? Why AGILE Instructional Design? AGILE Instructional Design, and more, from the Guild Academy

It's Not What Natives Do, It's Why They Do It - Digital Education During last night's opening keynote here at ISTE 2012 in San Diego, education creativity merchant Ken Robinson suggested that emphasizing the line between digital natives and digital immigrants may actually do more to discourage the modernization of education than encourage it. But in a lecture this morning, David Warlick of The Landmark Project said understanding the difference between the two populations can be beneficial if educators come to comprehend not only the media preferred by digital natives, but why they prefer it. For example, instead of simply trying to implement video games into a class because kids enjoy video games, teachers should instead try to discern the elements of video games students enjoy, be it the responsiveness, social connection, or agency, and weave those into pedagogy any number of ways. The former teacher and current education consultant also suggested concrete ways in which the 21st-century culture has shifted and to which education must adapt.

Corporate Education Reformers Plot Next Steps at Secretive Meeting February 5, 2012 | Like this article? Join our email list: Stay up to date with the latest headlines via email. Thursday, hundreds of state legislators from across the nation headed out to an "island" resort on the coast of Florida to a unique "education academy" sponsored by the American Legislative Exchange Council (ALEC). What is ALEC Scoring on Its Education "Report Card?" Little is known about the agenda of the ALEC education meeting that took place at the Ritz Carlton on Amelia Island. Imagine getting a report card from your teacher and finding out that you were graded not on how well you understood the course material or scored on the tests and assignments, but rather on to what extent you agreed with your teacher's strange public policy positions. The report card's authors are Matthew Lardner, formerly of the Goldwater Institute, and Dan Lips, currently of the Goldwater Institute and formerly of the Heritage Foundation. Ranking Policy, Not Performance

5 Dimensions of Teaching and Learning | Center for Educational Leadership No one questions that excellent teaching is the key to student learning. The question we ask is: What skills will enable school leaders to improve the quality of teaching and learning for all students? We realize how critical it is to provide leaders and teachers with the skills necessary to support excellent classroom practice and we also know that this work needs to be thoughtful, intentional, and focused. That’s the intent of our research-based instructional framework, the 5 Dimensions of Teaching and Learning™ (5D), composed of the core elements that constitute high-quality teaching. Download the 5 Dimensions of Teaching and Learning instructional framework (Version 4.0 - PDF format). We customize CEL’s 5D professional development to meet the specific needs of school leaders and teachers. Overview Session – A one-day training to engage participants in learning about the 5 Dimensions and 13 Sub-Dimensions of Teaching and Learning.

Teaching Creativity - Professional Development for Teachers A few weeks ago fellow Voices blogger Shelley Wright wrote a provocative blog on flipping Bloom’s Taxonomy and beginning the learning experience with Creativity. As the person most directly responsible for our school’s Professional Development I have been wondering what professional development looks like when you turn Bloom’s on its head. Teachers young and old are comfortable with the old model and path. Even if they have never heard of Bloom’s Taxonomy (it happens in independent schools where some young teachers have never taken an education course), teachers are inherently comfortable with the approach the taxonomy lays out. Ongoing education for teachers in all of Bloom’s Taxonomy except for Creativity is relatively straightforward. Encouraging teachers to teach creativity requires a different approach. Why teachers who create do Creativity so well Art teachers don’t have a monopoly on sharing their own creativity. Teaching Creativity is messy Did they fully answer every question?

Is Content Curation in Your Skill Set? It Should Be. by David Kelly “Curation is an important skill to develop, especially in an environment in which more and more organizations shift towards self-directed learning for their workers. Now is the time for learning and performance professionals to develop this new skill set.” Curation is a term that is rapidly growing in popularity and is directly impacting the world of workplace learning and performance. In his book Curation Nation, Steven Rosenbaum describes it this way: “Curation replaces noise with clarity. Curating the information available within an organization is a growing need, and one that learning and performance professionals need to be able to address. The word curation has become a bit of a buzzword, and that always concerns me. So let’s start with a common foundation for discussion. What is curation? When most people think about curators, they usually identify them with museums. Curation is essential—for everyone What changed the game? Curation today is very much like photography. Crowdsourcing

Fixing College Through Lower Costs and Better Technology NO matter what the University of Virginia’s governing board decides today, when it is scheduled to determine the fate of the university’s ousted president, Teresa A. Sullivan, the intense interest in the case shows how much anxiety surrounds the future of higher education — especially the question of whether university leaders are moving too slowly to position their schools for a rapidly changing world (as some of Ms. Sullivan’s critics have suggested of her). There is good reason for the anxiety. Setting aside the specifics of the Virginia drama, university leaders desperately need to transform how colleges do business. Higher education must make up for the mistakes it made in what I call the industry’s “lost decade,” from 1999 to 2009. The almost insatiable demand for a college credential meant that schools could raise their prices and families would go to almost any end, including taking on huge amounts of debt, to pay the bill. Schools should also offer more online education.

Deformed: Authoritarian undercurrents in education When education scholar Harold Berlak paid a visit to a Knowledge is Power Program (KIPP) charter school in San Francisco he was shocked. Berlak, an education reform skeptic, found a school that reminded him of a “humane, low security prison or something resembling a locked down drug rehab program for adolescents run on reward and punishments...” Berlak reported that the KIPP school resembled the scene out of Nathaniel Hawthorne's The Scarlet Letter, in which students “...who resisted the rules or were slackers wore a large sign pinned to their clothes labeled 'miscreant.'" Other researchers have noted the authoritarian nature of a KIPP education. Instead of fostering a life-long love of learning the KIPP model promotes an atmosphere of compliance, conformity and reverence. KIPP, a chain of about 100 charter schools, and its affiliated Educational Management Organizations (EMOs) are emblematic of the authoritarianism embodied in today's education reform movement.

Teacher to Teacher: Critical Thinking in the College Classroom This web site provides personal, practical, and published materials collected to help you cultivate critical thinking skills in your students, especially first-year students. How these materials are organized These materials are contained in 14 modules--ten focused on specific critical thinking skills, and four on specific teaching methods. These modules are then categorized using Halpern's (2003) framework for teaching critical thinking skills across disciplines. a critical thinking attitude or habit of intellectual deliberation; individual intellectual skills like analysis and inference; the ability to use these skills in new contexts, and the ability to reflect upon and evaluate one's own thinking (metacognition). In each module, you will find: Teaching critical thinking means giving students intentional challenges and supportive practice overcoming those challenges using specific intellectual skills. Use the links at the top of the page to navigate and begin! Reference:

Yes, You Can Teach and Assess Creativity! A recent blog by Grant Wiggins affirmed what I have long believed about creativity: it is a 21st-century skill we can teach and assess. Creativity fosters deeper learning, builds confidence and creates a student ready for college and career. However, many teachers don't know how to implement the teaching and assessment of creativity in their classrooms. While we may have the tools to teach and assess content, creativity is another matter, especially if we want to be intentional about teaching it as a 21st-century skill. In a PBL project, some teachers focus on just one skill, while others focus on many. Here are some strategies educators can use tomorrow to get started teaching and assessing creativity -- just one more highly necessary skill in that 21st-century toolkit. Quality Indicators If you and your students don't unpack and understand what creativity looks like, then teaching and assessing it will be very difficult. Activities Targeted to Quality Indicators Model Thinking Skills

Using the E-Portfolio to Validate Student Learning February 12, 2013 By: Ken Scott, EdD in Instructional Design, Teaching with Technology Too often our students consider their work in the classroom as required assignments—not work that has anything to do with what they will be doing in the real world. Oh, maybe they are picking up some skills they might use in their future employment, but that’s about it. I see the need for students to understand that the work they do has value-added merit as part of their overall repertoire of academic preparation and social contributions. For example, when I begin the e-portfolio class, I ask students to compile a list of items they would want to use as samples of actual work accomplishments: community service participation, papers written, projects developed, presentations, poster sessions, conferences attended, professional development, and the like. In our media-hyped, socially networked, information-at-your-smart-phone-apps world, why have we in higher education not capitalized on this process?