The Challlenge of Globalization for Public Schools

The challenge is to provide equity and equality in education for ALL students. And to meet this challenge, fundamental shifts need to occur in teacher development, program design, curricula and material, and instructional and assessment practices. www.edutechnia.org

The goal should be to create a school-wide system of interventions that provides all students with additional time and support when they experience difficulty in their learning. www.edutechnia.org

Schools and communities must be globally engaged in terms of education, the environment, healthcare, and other quality of life issues that form the very fabric of our urban communities. www.edutechnia.org

The structures and conditions appear not to be in place for the success of a strategic action plan to close the achievement gap. www.edutechnia.org

Schools will be successful if they focus on their people and their priorities addressing global challenges and opportunities. www.edutechnia.org

In some places around the world this is lining up for lunch. . . www.edutechnia.org

In some places around the world this is determination. . . www.edutechnia.org

In some places around the world this is responsibility . . . www.edutechnia.org

In some places around the world this is collaboration and teamwork. . . www.edutechnia.org

In some places around the world this is searching. . . www.edutechnia.org

In some places around the world this is looking for new opportunities. . . www.edutechnia.org

In some places around the world this is getting to the American Dream! www.edutechnia.org

As we can see, these children are heroes in their small villages. They are solving real-world problems, using real- world thinking and contributing to their communities using higher order thinking skills in real life situations: • remembering • understanding • applying • analyzing • evaluating • creating

When they arrive at our schools from third world countries they have to meet our standards . . . www.edutechnia.org

• Arizona has been a port of entry for many of our students and their families. • Many of them come from poor living standards. www.edutechnia.org

Are they ready to meet the standards? www.edutechnia.org

State Standards Rigorous standards might further disadvantage our most vulnerable children. In our current time-bound system, this fear is well founded. Applied inflexibly, high standards could cause great mischief.

Holding all students to the same high standards means that some students will need more time, just as some may require less. Standards are then not a barrier to success but a mark of accomplishment. State Standards

Analysis Physically overloaded Cognitively overloaded www.edutechnia.org

We might not be providing the learning environment for ELL students to succeed. www.edutechnia.org

quot;Child laborquot; is, generally speaking, work for children that harms them or exploits them in some way. www.edutechnia.org

Inequalities in the system: Immigrant families settle in poor neighborhoods and their children attend hard-to-staff schools. These are the schools that fail to make AYP, with overcrowd classrooms, and unqualified and underpay teachers. This is a prescription for failure! www.edutechnia.org

75 % of the families that moved to America share a common goal or vision: 89 % of the families that arrive from Latin America share a common goal or vision: www.edutechnia.org

“Be part of the American Dream” School and society have failed to capitalize on this strength! We all know the phrase: Where there is a Will, there is a way!

The educational landscape has shifted in the past decade. Many emigrant or ELL students are entering the US. schools with weak academic skills at the same time that schools are emphasizing rigorous, standards-based curricula and high stakes assessments. www.edutechnia.org

ELL, especially those at beginning levels, are learning this challenging content in a language they do not speak, read, or write proficiently. Some immigrant students arrive at our schoolhouse doors with very limited formal schooling. www.edutechnia.org

Changes in the geographic distribution of ELL present new challenges to the numerous districts in these new destination states that have not served these students in the past. www.edutechnia.org

The lack of success in educating linguistically and culturally diverse students is problematic because federal and state government expects all students to meet high standards. www.edutechnia.org

Furthermore, most of the standardized test that states use have been designed for, and normed on native English speakers who have spent their educational careers in U.S. schools. Thus, English learners are at a disadvantage. www.edutechnia.org

Many English learners receive more of their instruction from content area teachers or aides who have not had appropriate professional development to address their second language development needs or to make content instruction comprehensible. This situation hinders academic success. www.edutechnia.org

In order to develop the best educational programs for ELL, we need to understand their diverse backgrounds. These learners bring a wide variety of educational and cultural experiences to the classrooms as well as considerable linguistics differences, and these characteristics have implications for instruction, assessment, and program design. www.edutechnia.org

Conclusion: Very often, students’ academic difficulties have more to do with the curriculum, teaching methods, and classroom setting than with any deficit in the child. Academic programs are not well-established, sheltered curricula and appropriate resources are not readily available; most importantly, many teachers are not trained to meet the needs of these second language learners. www.edutechnia.org

There is a large achievement gap between ELL and native English speakers across most program models. For this gap to be closed, students must gain three to four more NCE (normal curve equivalent) points each year than English speakers gain. www.edutechnia.org

Furthermore, one of the most critical issues facing educators in delivering an instructional program appropriate for all students in their classes is: • those with limited English proficiency • those who excel academically • those who are performing at grade level • those with low academic levels • those who find reading difficult • those who have found persistent failure • those who work hard but continue to struggle academically, and • those with problematic behaviors

Therefore, it is a mythology to believe that we can bridge the achievement gap under current learning environments and conditions. It is impossible for a teacher to reach all children when some of them lack the necessary building blocks of learning. www.edutechnia.org

For a teacher to pay significant attention to each individual child in a class of twenty to forty students means individual neglect for most children most of the time. www.edutechnia.org

Given the variability in these students’ backgrounds, it is clear that there is no simple, one-size-fits all solution. They need different pathways for academic success. www.edutechnia.org

We need to search for a way to make our schools capable of addressing the needs of increasingly diverse student populations and complexities associated with the social, economic, and moral demands that society places on our system of public education. www.edutechnia.org

The paradox is that the more the school tries to be fair in allocating time, the more unfair the consequences. Providing equal time for students who need more time guarantees unequal results. If we genuinely intend to give every student an equal opportunity to reach high academic standards, we must understand that some students will require unequal amounts of time, i.e., they will need additional time.

Improving student achievement is hard. It requires meaningful change in the way educators do their work. It requires new structures, new tools and new knowledge. www.edutechnia.org

The real challenge of globalization for public school is closing the achievement gap.

The future belongs to the nation that best educates its citizens. We have everything we need to be that nation. And year after year, a stubborn gap persists between how well white students are doing compared to their African American and Latino classmates. The relative decline of American education is untenable for our economy, it's unsustainable for our democracy, it's unacceptable for our children -- and we can't afford to let it continue. President Barak Obama www.edutechnia.org

How do we close the gap? Technology is a great unrealized hope in education reform. It can transform learning by improving both the effectiveness of existing time and making more time available through self- guided instruction, both in school and out. www.edutechnia.org

Technology makes it possible for students to move at their own pace. Effective learning technologies have already demonstrated their ability to pique student interest and increase motivation, encouraging students not only to spend more of their own time in learning but also to be more deeply involved in what they are doing.

Einstein inspired us with the concept of relativity, I never teach my pupils; I only attempt to provide the conditions in which they can learn. www.edutechnia.org

E is the equalizer. . . E brings Equity and Equality in Education E energize the mind at the speed of light 2 EE = mc

The blueprint to close the achievement gap between ELL and native English speakers may lay in a powerful tool and a simple formula: 2 E = mc www.edutechnia.org

What is energy? In general, the concept of energy refers to “the potential for causing changes.” Energy is the force that powers mental processes. www.edutechnia.org

Manifestations of energy in the conceptual age: • Innovation • Creativity • Problem solving • Critical thinking • Wisdom

The ultimate objective of any educational enterprise is to improve student achievement so that individuals may contribute to our democracy, economy, and communities and live their own American dreams. www.edutechnia.org

2 E = mc One-on-one computing is relatively one giant leap for learning.www.edutechnia.org

Learning at the speed of light is the BIG BANG for closing the achievement gap. www.edutechnia.org

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The Challlenge of Globalization for Public Schools

by EduTechNia on Apr 07, 2009

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The Challlenge of Globalization for Public Schools — Presentation Transcript