Why Arts Education Is Crucial, and Who's Doing It Best "Art does not solve problems, but makes us aware of their existence," sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does solve problems. Years of research show that it's closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity. Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts (and science, social studies, and everything else besides reading and math). This erosion chipped away at the constituencies that might have defended the arts in the era of NCLB -- children who had no music and art classes in the 1970s and 1980s may not appreciate their value now. Reviving Arts Education
» 9 Essential Skills Kids Should Learn Post written by Leo Babauta. Kids in today’s school system are not being prepared well for tomorrow’s world. As someone who went from the corporate world and then the government world to the ever-changing online world, I know how the world of yesterday is rapidly becoming irrelevant. I was trained in the newspaper industry, where we all believed we would be relevant forever — and I now believe will go the way of the horse and buggy. Unfortunately, I was educated in a school system that believed the world in which it existed would remain essentially the same, with minor changes in fashion. We were trained with a skill set that was based on what jobs were most in demand in the 1980s, not what might happen in the 2000s. And that kinda makes sense, given that no one could really know what life would be like 20 years from now. We had no idea what the world had in store for us. And here’s the thing: we still don’t. How then to prepare our kids for a world that is unpredictable, unknown? 1. 2. 3.
Deep and Surface learning It is important to clarify what they are not. Although learners may be classified as “deep” or “surface”, they are not attributes of individuals: one person may use both approaches at different times, although she or he may have a preference for one or the other. They correlate fairly closely with motivation: “deep” with intrinsic motivation and “surface” with extrinsic, but they are not necessarily the same thing. Either approach can be adopted by a person with either motivation. There is a third form, known as the “Achieving” or strategic approach, which can be summarised as a very well-organised form of Surface approach, and in which the motivation is to get good marks. Time to 'fess up: I was that strategic learner. The features of Deep and Surface approaches can be summarised thus: (based on Ramsden, 1988) The Surface learner is trying to “suss out” what the teacher wants and to provide it, and is likely to be motivated primarily by fear of failure. Two other points: More on Marton
Choice Point: Align Your Purpose - A Documentary Film by Harry Massey Choice Point was born of a passion and a vision of a better world through a collective humanity. It is a feature-length documentary film which probes the issues of transformational change and how when one person transforms his or her own life, that person can contribute in a positive way to the shaping of the world. And now, for the first time, we are opening up the opportunity for like-minded people to share in our vision, support the film and get their hand on money-can't-buy rewards! The world is facing multiple “choice points” at this moment in history: individuals are making choices to change their nations, nature is giving us a wake-up call, economies are struggling, and for many of us the future looks uncertain. Yet people are also rallying to make choices and to have a voice, awakening from their apathy of previous decades. Our film sends a message of hope, when hope is required by all. A Few People We Have Interviewed Who's Behind Choice Point? Why We Need Your Help The Launch
Successful Learning: Peer Learning Many institutions of learning now promote instructional methods involving ‘active’ learning that present opportunities for students to formulate their own questions, discuss issues, explain their viewpoints, and engage in cooperative learning by working in teams on problems and projects. ‘Peer learning’ is a form of cooperative learning that enhances the value of student-student interaction and results in various advantageous learning outcomes. To realise the benefits of peer learning, teachers must provide ‘intellectual scaffolding’. Thus, teachers prime students by selecting discussion topics that all students are likely to have some relevant knowledge of; they also raise questions/issues that prompt students towards more sophisticated levels of thinking. Peer Learning Strategies To facilitate successful peer learning, teachers may choose from an array of strategies: Successful Peer Learning Conclusion
Richard Felder: Resources in Science and Engineering Education Richard Felder's Home Page Richard M. Felder Dr. Richard Felder and Rebecca Brent's blog. Фондация на бизнеса за образованието Какви да станем? – сайт за избора на кариераwww.KakviDaStanem.bg Портал на университетските кариерни центрове Сайтът за търсене и предлагане на студентски стажове в България www.Staj.bg Търсене и предлагане на работа www.JobTiger.bg Специализирани услуги за задържане и мотивиране на персонала www.ТigerClub.bg National Board for Certified Counselors Center for Credentialing and Education Министерство на образованието и науката www.minedu.government.bg Национален педагогически център www.npc-bg.com Център за развитие на човешките ресурси Българска асоциация за управление и развитие на човешките ресурси
Interns - Tutor/Mentor Connection Independent Study into School Leadership In November 2005, the School Teachers' Review Body (STRB) published its Fifteenth Report in which it recommended an independent study to examine the roles, responsibilities, structures and reward systems for school leaders in England and Wales. Following the report, the DfES commissioned PricewaterhouseCoopers LLP in April 2006 to undertake an independent research study on school leadership. The main aims of the study were to provide a comprehensive and independent account of existing, emerging and potential models of school headship and the wider leadership team that are effective in raising standards for all pupils. The study was based on an intensive programme of quantitative and qualitative research involving the following key elements: An extensive review of existing academic and policy literature on leadership in education, both nationally and internationally; and Qualitative research in 50 schools throughout England and Wales.
Howard Gardner, multiple intelligences and education Howard Gardner, multiple intelligences and education. Howard Gardner’s work around multiple intelligences has had a profound impact on thinking and practice in education – especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization. Contents: introduction · howard gardner – a life · howard gardner on multiple intelligences · the appeal of multiple intelligences · are there additional intelligences? I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. Howard Earl Gardner’s (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. One of the main impetuses for this movement has been Howard Gardner’s work. Howard Gardner – a life Howard Gardner was born in Scranton, Pennsylvania in 1943. Mindy L. Conclusion
Социалната отговорност намалява рисковете в компанията | Интервю с Марина Стефанова, изпълнителен директор на Българската мрежа на Глобалния договор на ООН Г-жо Стефанова, как се зароди идеята за магистратура по корпоративна социална отговорност? - Идеята е на Висшето училище по застраховане и финанси (ВУЗФ) и CSR Bulgaria. ВУЗФ е член на Българската мрежа на Глобалния договор на ООН и това е причината да бъде подкрепен от нас, още повече че той е един от университетите, които са най-близо до бизнеса и реагират най-бързо на нуждите на пазара. Нашата основна задача като Българска мрежа на Глобалния договор е във всички начални икономически курсове да има въпроси, свързани с корпоративната социална отговорност (КСО). Какво представлява самата програма - колко време ще бъде обучението и какви дисциплини ще включва? - Програмата е три семестъра, а за бакалаври икономисти - два. Как студентите ще добият практически умения? - Студентите ще имат възможност да карат стаж при нас и накрая да получат сертификат за стажантска програма. Няма коментари.
Деца учат в класна стая – земно кълбо Петокласници от ОУ"Васил Левски"-Разград учиха география и екология в класна стая с формата на земно кълбо с диаметър 7 метра. Уроци в надуваемата класна стая ще имат всичките 640 ученика от школото. Това е подарък от училищната управа за талантливите ни ученици за патронния празник - обясни директорът на училището Диана Първанова. През последните 8 години винаги има възпитаници на училище „Левски", който участват на национално ниво в олимпиадите по природни науки. Подвижната класна стая Земно кълбо е надуваема сфера от винил с височина 6 метра и диаметър 7 метра. Всеки от вас ще има възможност да прекара известно време вътре, да научи или да види нагледно неща, за които се е чудил къде ли се намират спрямо България, да научи много други интересни неща - как да помогне на Земята да продължи да е красива и да я има. Земното кълбо може да се разглежда и отвътре, и отвън.