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Education may be the passport to the future, but for all the good teaching out there, it would seem that schools are failing to impart some of the most important life skills, according to one educational expert.
Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today’s school children are facing a “global achievement gap”, which is the gap between what even the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial economy to a knowledge economy, and secondly, the way in which today’s school children – brought up with the internet – are motivated to learn.
In his book The Global Achievement Gap, Wagner identifies seven core competencies every child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving 2. Collaboration across networks and leading by influence 3. Agility and adaptability 4. Initiative and entrepreneurialism 5. Effective oral and written communication 6. Accessing and analysing information
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Collaborative Inquiry in Ontario What We Have Learned and Where We Are Now “Our education system will be characterized by high expectations and success for all. It will be responsive, high quality, accessible and integrated from early learning and child care to adult education.” – Achieving Excellence: A Renewed Vision for Education in Ontario, 2014 The commitment to excellence and equity in Ontario education is about the success and well-being of every learner. How will the province go about realizing this ambitious commitment? Substantial evidence from research conducted in Ontario and internationally suggests that collaborative inquiry (CI) – a practice of engaging educators as researchers – holds great promise as a provincial approach. It has been shown to be an effective means to both professional learning and to enhanced student learning (Comber, 2013; Hannay, Wideman & Seller, 2010; Timperley, & Lee, 2008). Through CI, educators work together to improve their understanding of what learning is (or could be), generate evidence of what’s working (and what’s not), make decisions about next steps and take action to introduce improvements and innovations. And then they start again on emerging new issues and challenges. Notably, CI sees educators as key participants in understanding how to achieve excellence and equity in education. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Inquiry+Learning http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Collaboration
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A common but confusing way of distinguishing between efficiency and effectiveness is the saying "Efficiency is doing things right, while effectiveness is doing the right things." This saying indirectly emphasizes that the selection of objectives of a production process is just as important as the quality of that process.
Efficiency is very often confused with effectiveness. In general, efficiency is a measurable concept, quantitatively determined by the ratio of useful output to total input. Effectiveness is the simpler concept of being able to achieve a desired result, which can be expressed quantitatively but doesn't usually require more complicated mathematics than addition. Efficiency can often be expressed as a percentage of the result that could ideally be expected, for example if no energy were lost due to friction or other causes, in which case 100% of fuel or other input would be used to produce the desired result. This does not always apply, not even in all cases in which efficiency can be assigned a numerical value, e.g. not for specific impulse. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=efficient+competitive+intelligence
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Questioning existing hierarchies is necessary to create the wirearchies of the future where there is shared power and authority based on mutual trust. The dominant model needs to shift on the continuum, away from hierarchy, toward networks. Reverting to old, and simple, hierarchies removes us from our obligation as citizens to build a networked organizational model for society. It must be one in which tribes (families), institutions, and markets co-exist under the dominant umbrella of networks. Giving up our influence in networks by trusting institutional or market hierarchies is an abrogation of our democratic responsibilities. In the network era, we are the media and we are the experts, whether we like it or not. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Hierarchy
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There is a new platform for immersive learning games that’s taking classrooms across the world by storm. Based on the same principles as interactive Escape The Room digital games — which challenge players to use their surroundings to escape a prison-like scenario — Breakout EDU is a collaborative learning experience that enhances critical thinking and creativity while fostering a growth mindset in students.
There are two types of games available for teachers to run in their classrooms: the physical games (which are the main games) use the Breakout EDU box (or any box with a hasp that can be locked) with a set of locks, and the digital games which only need internet-connected devices.
Gameplay revolves around a Breakout EDU box that has been locked with multiple and different locks including directional locks, word locks, and number locks. After listening to a game scenario read by the teacher, students must work together to find and use clues to solve puzzles that reveal the various lock combinations before time expires (usually 45 minutes). Teachers can either purchase the Breakout EDU kit, which includes a plastic or wooden box and a set of locks, or the individual pieces of the kit can be ordered from Amazon directly. Either way, it takes about $100 to get started with the physical games; the digital games are free. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Gamification
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I believe in the potential power of blogging. I believe it can be harnessed to be a powerful pedagogical tool in the 21st Century. 4 Benefits of Integrating Blogging into Pedagogy 1. Blogs promote participation and collaboration of knowledge and skills. There are a myriad of resources available on the internet that can help students become creators, and not merely consumers of different texts and bodies of knowledge. 2. Blogs promote global communication and collaboration. Teachers can facilitate interactions with diverse cultures, ethnicities, and religions, and social contexts. Students can be helped to challenging their thinking by considering other viewpoints. 3. Blogs promote the critical analysis of pedagogy and literacies. 4. Blogs create the potential for interactive spaces for authentic exchanges. Strategies including reading logs, book reviews, parental communication, encouraging reading and writing and responding around a particular theme or focus. If we can harness this power, we have a strong pedagogical tool on our hands. As with other areas in education, we can begin to harness this power by asking ourselves the right kinds of questions that can bring about the results we want to see. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2016/06/06/blogging-is-it-difficult-i-guess-not-a-all-follow-my-advice/ https://gustmees.wordpress.com/2013/03/25/practice/ https://gustmees.wordpress.com/2013/10/14/practice-using-blogs-for-home-work-to-get-ict-skills-and-creativity/
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A Checklist For Today's Teachers | #ModernEDU
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At some point in our lives, we’ve all practiced some counterproductive learning habits. We’ve sabotaged ourselves without realizing it, and found ourselves stuck. There have been failures we believe have defined our potential. We’ve obsessed over perfect solutions and singular pathways. In frustrated moments we’ve refused help from others, thinking acceptance means weakness. We’ve done this as teachers, students, friends, and parents. These are not crimes; they’re part of what makes us human. Our counterproductive learning habits usually come from what we observe and hear. We pick things up as children from well-intentioned adults in our lives. In addition, the experiences of others constantly unfold right in front of us. We observe actively, and we remember.
Eventually we come to believe that what we see is how things are, and that it never changes. We know now that this doesn’t have to be the case. We know now that we can create our own experiences. Let’s make them good ones when it comes to learning.
Leartn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
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This online project will start in September 2017 and finish in April 2018. The project is open to high school students and teachers from all over the world who believe in the power of global connections.Your students need to have communicative competence in English as all the assignments and communication will be conducted in English only. Objectives The objective of this project is for high school students and teachers to make international connections with peers and experts from all over the world and to improve their problem solving skills. As we all encounter problems every single day, it is important to know how to solve both easy and complex problems. In this project, we aim to show our students how to define problems, how to generate evaluate, select and implement solutions. We believe that this skill will be one of the most important ones in the future workplaces. Upon completion of this project, students will: • develop an understanding of problem solving • identify the skills to participate in problem solving • better understand the SDG ( Sustainable Development Goals) and the challenges in achieving it • improve their writing, speaking and ICT skills • meet international students and become a part of a global community • participate in thought provoking Skype conversations and self –reflection activities that challenge students to investigate global problems • become competent users of ICT tools in education • gain a factual knowledge on global problems • learn to express themselves online • be challenged to share the information they learn Upon completion of this project, teachers will be able to: - connect with educators in other schools
- build their knowledge to feel more confident to teach global content in their classrooms
- design a global learning experience
- develop activities around the SDGs
- improve their ICT skills
Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
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USC Viterbi School of Engineering researchers believe that some of the most complex technologies of our times, such as robotics or cognitive computing, can learn a thing or two from swarms of ants, pigeons and bacteria.
For starters, let’s look at ants. Drop some sugar on the floor and wait. Sooner or later, one or two straggling ants scoping the area will stumble upon it. What happens next is perhaps one of the most elaborate orchestrations of organized teamwork in nature. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=collective+intelligence
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that it’s important for young people to become economically independent and self-sufficient. But to do that, he argues, they shouldn’t all learn the same thing. Instead, they should be learning to be adaptable, to be innovative, to flow with change, to collaborate and other globalized skills that will apply to whatever area of work they are passionate about pursuing. An education can help expose students to different life paths and support them in finding their passions, while giving them the transferable skills to attack any problem. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Sir-Ken-Robinson
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When a new push to reframe educator professional development occurs, teachers often ask:
How does the PD help with specific curriculum requirements and standards? How does it trigger additional professional learning opportunities? How does it help the students in our classrooms and community? How does it contribute to connections with other educators? A collaborative platform that facilitates resource discovery and best practices gives teachers ownership of their own professional development. As personal learning networks expand, teachers achieve more recognition in their school communities and beyond.
Teachers organically organize collaborative environments, often finding one another through one or a number of the hundreds of Twitter chats that occur in any given week, or in locally organized EdCamps that are taking place throughout the globe. Blogs, webinars and conferences are also fruitful environments where educators can share ideas with one another.
Educators are also already taking advantage of the flexibility of online and interactive professional development to interact with peers and design programs based on their own interests. So why not build upon inquiry already taking place through blogs, Twitter chats, digital badges, Slack channels and interactive platforms?
Ultimately, it’s about empowerment and self-discovery through the expansion of personal learning networks, and the ability to blend in voices, concepts and tools from all over the world. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/ https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/ https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/
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Cornell professor Kathleen O’Connor, who coaches teams on effective collaboration, says that when psychological safety is absent from the workplace, teams lose the individual knowledge and expertise each member brings to the table and begin to experience what is known as the Common Knowledge Effect.
When this effect is at play, says O’Connor, “teams tend to focus on shared information”, and as a result they have “trouble capitalizing on the diversity of knowledge and expertise in the team”. The very same knowledge and expertise those people were recruited for to begin with. This often leads to poor performance, poor decision-making and missed opportunities for innovation.
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The National Commission on Teaching and America’s Future indicates that more than fifty percent of those entering the profession will leave within the first three to five years.
Nine years ago, the Harrington Park School District in New Jersey started down a path of reevaluation and self reflection, when we realized that we were in danger of losing teachers. We needed to “reevaluate the evaluation”—to figure out how we could bring teachers together over evaluation, as opposed to driving them apart. The answer? The Self-Directed Growth Plan (SDGP)—an approach to teacher evaluation and student growth measurement that allows for a continual state of growth and change that effective teachers desire to gain.
The scope of future plans for the SDGP process is vast and unlimited, and as we look to the future, we see a possible path for the SDGPs to fit into our work with recertification and micro-credentials. For us, teacher evaluation and training isn’t about seat-time—it’s about learning and competencies.
But even beyond teacher training, the SDGP’s true value is in the way it encourages collaboration—a key to promoting student growth and achievement. With the SDGP model, we are able to measure effectiveness through essential questions that can be seen almost immediately. At Harrington, we’ve done away with mundane and redundant evaluations that add to existing isolation and anxiety of educators.
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Education may be the passport to the future, but for all the good teaching out there, it would seem that schools are failing to impart some of the most important life skills, according to one educational expert.
Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today’s school children are facing a “global achievement gap”, which is the gap between what even the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial economy to a knowledge economy, and secondly, the way in which today’s school children – brought up with the internet – are motivated to learn.
In his book The Global Achievement Gap, Wagner identifies seven core competencies every child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving
2. Collaboration across networks and leading by influence
3. Agility and adaptability
4. Initiative and entrepreneurialism
5. Effective oral and written communication
6. Accessing and analysing information
7. Curiosity and imagination
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com