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
from Sam Chaltain - Educators and school reformers — ignore at (y)our peril. (And crazy to think that this talk was from 2005!)
he following post was written by Bill Brennan and originally appeared on Peter DeWitt's Finding Common Ground blog found at Education Week. The post was titled Schools...the New Digital Age Learning Organization?
Great TED Talk from the Director of the United States Office of Educational Technology.
The Procedure: 1. Take notes during lectures, and hi-lite key sentences in the textbook. 2. Before a big test, load the notes and hi-lited passages into short-term memory. 3. Take the test. 4. Flush short-term memory and prepare for its re-use.
The Procedure, of course, is called “cramming.” Do it well and it leads steadily up the academic ladder.
But here’s a question: Does The Procedure have anything do with educating?
Learning—real LEARNING—starts when, for whatever reason, the learner wants it to start. It proceeds if the aim is clear and what’s being learned connects logically and solidly to existing knowledge. It’s strengthened when mistakes are made, clarifying the potential and limitations of the new knowledge. It’s reinforced when it’s put to frequent, immediate, meaningful, real-world use. It becomes permanent when it’s made part of the learner’s organized, consciously known “master” structure of knowledge.
Here’s a fact: Information overload is just one of about two-dozen serious problems directly or indirectly connected to our 19th Century core curriculum. Sadly, no, tragically, instead of rethinking that curriculum, starting with its fundamental premises and assumptions, reformers have considered it so nearly perfect they’re determined to force it on every kid in America.
They are heavily supported by a coalition of corporate entities that stand to make billions from the privatization of education.
Our schools are being redefined as places that serve not the development of humanity, but the training of the workforce -- and as centers for corporate profit.
Community Based Accountability framework developed by Julian Vasquez Heilig and his collaborators. In this system, our schools are accountable not to the federal Department of Education, nor to high stakes tests from for-profit test publishers. Rather, it calls for communities to engage with their schools to establish priorities and choose indicators that are most meaningful to them.
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