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Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0

Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0
Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post seeks to compare the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. Education 1.0 Most schools are still living within and functioning through an Education 1.0 model. The foundation of essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and literature. This description (1) rings true with a lot of schools in this age of standardization, accountability, NCLB, Race-to-the-Top, Common Core Curriculum Standards, and (2) has a lot of similarity to Web 1.0 . . . Web 1.0 was an early stage of the conceptual evolution of the World Wide Web, centered around a top-down approach to the use of the web and its user interface. Derek W. Education 2.0 Steve Hardigan noted the following in 2007: Related:  Flip teachingInnovacion

Disruptive Technology and How to Compete for the Future inShare364 Disruptive technology is the bearer of tremendous opportunity and equally a harbinger of obsolescence. Technology’s impact on society and business is substantial, if not underestimated. As technology continues to become part of everyday life, it becomes disruptive in how people communicate, work, and connect. To keep up is a perpetual investment as innovation is constant and it’s only increasing. This is a time to take a step back, recognize where we are and where we need to be, examine our strategies and current initiatives, review our investments and opportunities, and consider new areas for change or new pursuits. The truth is that innovation works for and against us and investing in it with purpose and design is our responsibility. Part of the challenge is knowing when to recognize opportunities. Disruptive technology requires much more than visibility and activity. To chart a new course toward relevance, here are five initial steps to consider… 1. 2. 3. 4. 5.

EzPeasy Bring Your Own Disruption: Rhizomatic Learning in the Composition Class | Theory Too often, rather than inviting First-Year Composition (FYC) students into the disruptive experience of being a writer, we try to shield them inside the safety of the walled garden of neatly ordered paths that is the traditional, instructor-driven composition classroom. Even while some of us have refocused on the process, rather than products, of writing, we continue to hamstring students with scaffolded compositional tasks and writing “prompts,” assuming that by allowing students to choose between various (artificially-created, instructor-mapped) paths, we are endowing them with an autonomy so empowering that they will arrive at the end of their journey through our garden as self-identified writers. But this is a squalid kind of psuedo-autonomy. Students Becoming Writers Becoming Students Many of us claim that we want our FYC students to see themselves as writers. Students must recognize that writers are — and always will be — students of writing. [Photo by c@rljones via photopin cc]

21st-Century Projects Inspire Global Citizenship Plus Creativity Reforestation plan that was researched in a New York classroom led to 999 trees planted in Cormier, Haiti. Photo credit: Naima Penniman This is the second in a special Edutopia blog series about developing 21st century skills through project-based learning. In the first post, "Yes, You Can Teach and Assess Creativity!" When Tech Valley High School opened its doors in 2007 in Rensselaer, New York, it offered students from across the state's Capital Region a chance to experience a different kind of public education. Those components recently came together in a project that took Tech Valley students to a rural village in Haiti, where they learned firsthand what it means to be creative -- and caring -- 21st century citizens. The Backstory Science teacher Leah Penniman regularly looks for opportunities to connect what her students are learning with real-world problems that they won't find in textbooks. A Project Takes Shape Thinking on Their Feet Walking with Humility

”Att förstatliga skolan löser inte problemen” Att förstatliga skolan, som flera debattörer föreslår på DN Debatt (26/3), är endast ett blindspår som skulle föra skolan långt från lösningarna på skolans verkliga problem. Vi delar däremot debattörernas oro över den ökande segregationen i skolan, skriver företrädare för SKL, Sveriges Kommuner och Landsting. Skolans utmaningar handlar inte om kommunal eller statlig skola. Det handlar i stället om att utveckla undervisningen. Enligt det etablerade konsultbolaget McKinsey, som studerat olika länders utbildningssystem är nästa steg i utvecklingen för Sverige ökat fokus på lärarnas roll i klassrummet, bättre coachning och samarbete mellan lärarna. Det här är något som debattörerna helt bortser från. För att komma till rätta med problemen krävs en analys utifrån verkligheten. Stora förändringar i omvärlden sätter naturligtvis stora avtryck i skolans värld. Låt oss lägga idén om en stor omstöpning av skolan åt sidan.

Teaching Children to Be Responsible | Robin Kevles-Necowitz For years, parenting experts have advised us to use reward and punishment to discipline our children. That seemed to make sense. It was logical. If we want our children to exhibit a certain behavior, reward them. Give them a treat. Reward doesn't work because, simply put, it teaches our children that they are entitled to payment for their cooperation. So, if we remove reward and punishment, what do we put in its place? Giving children choices helps them to build self-esteem, develop independence and encourage cooperation. Examples for young children: This is the last book we'll be reading tonight. Giving children freedom to choose eliminates power struggles. We all make choices in our lives and experience consequences as a result of those choices. Robin Kevles-Necowitz, is a licensed professional counselor and parenting coach in Fairless Hills, Pennsylvania.

Course Overview - Learning Creative Learning Course Syllabus The Syllabus for Spring 2014 is a work in progress. You can find the 2013 syllabus here. 1 - Creative Learning (18 March 2014) Storytellers: Mitch Resnick, Natalie Rusk, Philipp Schmidt Readings: Activity: Read Seymour Papert’s essay on Gears of My Childhood and write about an object from your childhood that interested and influenced you. 2 - Projects (25 March) Storytellers: Mitch Resnick, Natalie Rusk, Joren Lauwers Natalie Rusk, Mitch Resnick, Robbie Berg, & Margaret Pezalla-Granlund (2008). Create a Scratch project about things you like to do. 3 - Passion (1 April) Storytellers: Mitch Resnick, Natalie Rusk, Jackie Gonzalez, Jaleesa Trapp Visit a local creative learning space, and discuss how it supports creative learning experiences. Projects - What kinds of projects are people working on? 4 - Peers (8 April) Storytellers: Philipp Schmidt, Kristen Swanson, Bekka Kahn, and Delia Browne Philipp Schmidt: The Great Peer Learning Pyramid Scheme. 5 - Play (15 April)

The 7 Powerful Idea Shifts In Learning Today by Terry Heick, : Shift_Learning: The 7 Most Powerful Idea Shifts In Learning Today So we’re taking a stand here. This is all incredibly subjective, but so are the VH1 Top 100 Hair Bands Videos and those are fun, am I right? So subjective it is. Let’s make a list. A list of ideas that are truly transformational. Utopian visions of learning are tempting, if for no other reason than they absolve us of accountability to create itright now, leading to nebulous romanticizing about how powerful learning could be if we just did more of X and Y. But therein lies the rub: Tomorrow’s learning is already available, and below are 7 of the most compelling and powerful trends, concepts, and resources that represent its promise. The Challenge of Implementation It’s challenging enough to manage a traditional learning environment where the curriculum is handed to you, and meetings are set, and you’re simply there to manage; adding more ingredients to the mix seems like asking for trouble.

Elevernas syn på skolan Vi skickar ut ett mejl med inrapporteringslänk till samtliga kommuners skolchefer samt till kontaktpersoner som anmält sig till SKL som mottagare för utskicket. Inrapporteringen kommer att var öppen till slutet av augusti 2014 och avser elevenkäter som genomfördes under läsåret 2013/14, i årskurs 5 och 8 oavsett om enkäterna genomfördes under höst- eller vårterminen. Sveriges största elevundersökning I Öppna jämförelser – Grundskola 2014 kan 192 kommuner jämföra sig när det gäller elevernas syn på skolan och undervisningen. Sammanlagt har drygt 100000 elever i årskurs 5 och 8 svarat på frågorna och undersökningen är därmed den största i sitt slag. Indikatorerna är ett återkommande inslag i Öppna jämförelser och vi hoppas att ännu fler kommuner kommer att använda sig av frågorna i sina elevenkäter framöver. Frågorna har tagits fram av en arbetsgrupp med representanter från ett antal kommunalförbund, regionförbund och kommuner. Frågor till elever Svaralternativ