Here is a concrete example that many schools are struggling with: We want to find time in the daily schedule for… (take your pick: mindfulness, balance, reflection, global programs, capstones, new courses, more sleep for students, teacher collaboration, etc). But there are a limited number of minutes in the day. And everyone has their own pet need or bit of turf to protect. How do we decide what to add, what to keep, and what to let go?
From Jonathan Martin - A profile of new (and relatively new) innovative educational models which are becoming more significant alternatives in the landscape of educational choice, and includes interviews with leaders of these alternative models.
From Chris Tienken - "Colleagues and I used US Census data to predict state test results in mathematics and language arts as part of various research projects we have been conducting over the last three years. Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state’s mandated standardized tests, without using any school-specific information such as length of school day, teacher mobility, computer-to-student ratio, etc."
Finland has announced that in their new national curriculum, they will emphasize phenomena-based project studies instead of traditional subjects. The Ringstabekk school—with 425 students aged 13 to 16 years just outside Norway’s capital, Oslo—has been doing this for 40 years with great success.
Subject teaching in Finnish schools is not being abolished
via Bo Adams - "n thinking about what we’ll need from our future leaders, executives have come to realize that the ability to innovate will be one of the foremost qualities–that is, the ability to quickly identify solutions for problems, many of which don’t even exist yet."
Article in Slate by Amanda Ripley
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