background preloader

How to Change Education - from the ground up

How to Change Education - from the ground up
Related:  Edu TheoryInnovation in Learning

Promising remedial math reform in Tennessee expands A group of community colleges in Tennessee is going into local high schools to try to help more students get ready for college math. The experiment has showed impressive early results, and now the state’s governor is forking over serious money to expand it. The four community colleges have worked with teachers at local high schools to run math labs for 600 high school seniors who appeared likely to place into remedial tracks after high school. Pass rates have been high. For example, 83 percent of a group of 200 students in the remedial, dual-enrollment group at Chattanooga State Community College completed all of the college’s required math “competencies” during their senior year of high school. Even better, 25 percent of those students completed a credit-bearing, college-level math course while still in high school (remedial math is typically noncredit). “They were completely done with math before they even started” college, said Kimberly G. Officials in Tennessee aren’t stopping there.

How is Technology Transforming Education? | Creativity in Education Share this Episode Please select a language: Autoplay End of Video Show End Screen Default Quality Adjust your embed size below, then copy and paste the embed code above. Community Translation Episode available in 4 languages Available Translations: Join the Community Translation Project Thanks for your interest in translating this episode! Please Confirm Your Interest Thanks for your interest in adding translations to this episode! An error occurred while processing your request. Another translator has already started to translate this episode. Thanks for Participating! This episode has been assigned to you and you can expect an e-mail shortly containing all the information you need to get started. About This Episode A conversation with Sir Ken Robinson, Author and Creativity Expert.

Global Education: 21st Century skills Research has indicated that young people today are likely to have 17 jobs over five different careers after they leave school. Charles Fadel is a pioneer of the idea of 21st Century skills, founder of the Center for Curriculum Redesign, and visiting scholar at the Harvard Graduate School of Education. He’s also delivering the 2017 Australian Learning Lecture – The New Success – this month. Teacher caught up with him ahead of his visit to Melbourne. Research has indicated that young people today are likely to have 17 jobs over five different careers in their lifetime. Well, it seems to be very natural that they would, at the minimum, have versatility. In addition to all of this, in addition to modernised knowledge in general and deeper knowledge, it’s also a question of how we use that knowledge. And above and beyond that, if you reflect about what makes people successful in life it is also how they behave and engage with the world, right? [Diagram © Center for Curriculum Redesign]

Habits of Instructional Leaders - Hillsborough, NC Instructional leadership is essential in K-12 schools. What is an instructional leader? A second grade teacher can serve as an instructional leader. “One of the tasks of curriculum leadership is to use the right methods to bring the written, the taught, the supported, and the tested curriculums into closer alignment, so that the learned curriculum is maximized” (Glatthorn, 1987, p. 4). How do you 'maximize' the learned curriculum? 3 Ways To Grow As An Instructional Leader 1. I have been participating in Twitter chats for the past two years. 2. According to Schmoker (2006), "Mere collegiality won't cut it. “Schools committed to higher levels of learning for both students and adults will not be content with the fact that a structure is in place to ensure that educators meet on a regular basis. 3. It is difficult to maximize student understanding if you do not know the goals. Instructional leadership supports teaching and learning.

piaget - Montessori Answers There really isn't that much difference, and for good reason. The experimental nursery school in Geneva, La Maison des Petits, where Piaget carried out his first studies of children in the 1920s, was a modified Montessori institution, and Piaget was the head of the Swiss Montessori Society for many years. The two philosophies have a lot in common both Montessori and Piaget were constructionists who believed that children develop in a progression sequence or order. They also believed in hands-on, multi-modality activities, learning focused on creating mental models, not the pure rote memorization of facts, multiple measures of assessing learning to mastery, and incorporating students' prior knowledge into the curriculum. What they disagreed on was timing.

TPaCK, un modèle pour mieux cerner les leviers de l’intégration des TIC en classe par les enseignants Au moment ou il est question de l’introduction des TICE dans le système éducatif Ivoirien, il nous semble indiqué de bien comprendre certains leviers de l’intégration de ces outils numériques par les enseignants dans la classe. En effet, selon la littérature scientifique, pour qu’un enseignant intègre les outils numériques dans sa pratique pédagogique, la simple maîtrise de ces outils est insuffisante. Il devient alors important d’identifier des dimensions à prendre en compte dans le cadre d’une formation initiale et/ou continue des enseignants pour l’usage des TIC dans la classe. C’est dans ce sens que le modèle TPaCK devient pertinent à notre sens. Une lecture pour en savoir plus sur le modèle. Commentaire commentaire

What is STEAM? The STEM to STEAM movement has been taking root over the past several years and is surging forward as a positive mode of action to truly meet the needs of a 21st century economy. STEM alone misses several key components that many employers, educators, and parents have voiced as critical for our children to thrive in the present and rapidly approaching future. STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. STEM vs. Much has been proclaimed about the need for more STEM “programs” in our schools. While these initiatives are a wonderful start into the exploration of these four areas of study, the critical process of creativity and innovation is missing. The STEAM Model

Teaching and Learning | Rick Wormeli's Resources for Practical and Compelling Educational Change San Diego Schools - San Diego California School Ratings Learning Myths: Debunked - Knowledge Direct Learning Management System Perhaps the most pervasive myth about education is the ubiquitous “learning styles” myth. A quick Google search will bring up millions of hits. Many of those hits are, tellingly, for websites trying to sell you their “learning styles” program. One of the main reasons the myth is so widespread is because, on the surface, it seems very intuitive. Rigorous scientific studies have been conducted to determine the efficacy of learning styles, and they all come to the same conclusion: using a student’s preferred “learning style” does not improve learning in any reliable way. Now, this is not to say that differences don’t exist between learners that should be taken into account. For more detailed debunking of learning styles take a look at these resources: For more great information, check out our resources page. Ready to find out what Digitec can do for you?

Turn On Your Brain | Resources and Reflection on Contemporary Issues in Education When did university become a factory? - Comment - Voices Some of this can be blamed on the academic establishment, most on those who run the country – big business and politicians, fanatical proponents of Orwellian instrumentalism, the processing of young people into workers, strivers, androids. Propaganda for university education has a number attached: you will be this much more likely to get jobs, earn this much more than those simple-minded saddos who go for NVQs, live this much longer, etc. Universities used to be gateways to infinite possibilities, places of free thought and experimentation where young men and women could define and find themselves, expand their maturing minds, argue, develop ideas and interrogate beliefs. Now they are expected to be maniacally focused on degrees that lead to jobs, the repayment of the fee loan and cut-throat competition. My own daughter is halfway through university and planning the future with a seriousness that will, of course, give her direction, but it is too much, too soon.

Related: