The challenge is to provide equity and equality in education for ALL
students. And to meet this challenge, fundamental shi...
The goal should be to create a school-wide system of
interventions that provides all students with additional time
and sup...
Schools and communities must be globally engaged in
terms of education, the environment, healthcare, and
other quality of ...
The structures and conditions appear not to be in
place for the success of a strategic action plan to
close the achievemen...
Schools will be successful if they focus on
their people and their priorities addressing
global challenges and opportuniti...
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.edutechn...
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 ...
When they arrive at our schools from third
world countries they have to meet our
standards . . .                    www.ed...
• Arizona has been a port of entry for many of our
  students and their families.
• Many of them come from poor living sta...
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 ...
Holding all students to the same high standards means that some
students will need more time, just as some may require les...
Analysis




Physically overloaded


                        Cognitively overloaded
                                 www.e...
We might not be providing the learning
environment for ELL students to succeed.
                                  www.edut...
quot;Child laborquot; is, generally speaking, work for
children that harms them or exploits them in some
way.
            ...
Inequalities in the system:

Immigrant families settle in poor
neighborhoods and their children
attend hard-to-staff schoo...
75 % of the families
   that moved to America
   share a common goal
   or vision:
89 % of the families that
arrive from L...
“Be part of the American Dream”




School and society have failed to capitalize on this strength!
We all know the phrase:...
The educational landscape has shifted in the past decade. Many emigrant or ELL
students are entering the US. schools with ...
ELL, especially those at beginning levels, are learning this challenging content in
a language they do not speak, read, or...
Changes in the geographic distribution of ELL present new challenges to the
numerous districts in these new destination st...
The lack of success in educating linguistically and culturally diverse students is
problematic because federal and state g...
Furthermore, most of the standardized test that states use have been designed
for, and normed on native English speakers w...
Many English learners receive more of their instruction from content area teachers
or aides who have not had appropriate p...
In order to develop the best educational programs for ELL, we need to
understand their diverse backgrounds. These learners...
Conclusion:

Very often, students’ academic difficulties have more to do with the curriculum,
teaching methods, and classr...
There is a large achievement gap
between ELL and native English
speakers across most program
models. For this gap to be cl...
Furthermore, one of the most critical issues facing educators in delivering
an instructional program appropriate for all s...
Therefore, it is a mythology to believe that we can bridge the achievement gap
under current learning environments and con...
For a teacher to pay significant attention to each individual
child in a class of twenty to forty students means individua...
Given the variability in these students’ backgrounds, it is clear that there is no
simple, one-size-fits all solution. The...
We need to search for a way to make our schools capable of addressing the
needs of increasingly diverse student population...
The paradox is that the more the school tries to be fair in
allocating time, the more unfair the consequences. Providing
e...
Improving student achievement is hard. It requires meaningful change
in the way educators do their work. It requires new s...
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 a...
How do we close the gap?




         Technology is a great unrealized hope in
         education reform. It can transform...
Technology makes it possible for
students to move at their own pace.
Effective learning technologies have
already demonstr...
Einstein
                                                 inspired
                                              us with t...
E is the equalizer. . .
E brings Equity and Equality in Education
E energize the mind at the speed of light




          ...
The blueprint to close the achievement gap
between ELL and native English speakers
may lay in a powerful tool and a simple...
What is energy?
In general, the concept of energy
refers to “the potential for causing
changes.” Energy is the force that
...
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 ...
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
The Challlenge of Globalization for Public Schools
The Challlenge of Globalization for Public Schools
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The Challlenge of Globalization for Public Schools

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  • Thanks for an interesting infos. and notions in globalization.The thoughts are very helpful in education and different aspects of life living.
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  • AYP - An individual state's measure of yearly progress toward achieving state academic standards. Adequate yearly progress is the minimum level of improvement that states, school districts, and schools must achieve each year, according to federal No Child Left Behind (NCLB)
    Educational standards define the knowledge and skills students should possess at critical points in their educational career. If a student arrives from Kenya at the age of 10, he might need time to meet these requirements.
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  • Don't quite understand the point on P.20 and what AYP means on P.24 @_@
    In overall, this is a very good presentation.
    Creative one!
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  • Very good
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  • What a beautiful thoughts! I do believe Education can solve many troubles in our contemporary humankind!
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The Challlenge of Globalization for Public Schools

  1. 1. 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
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. Schools will be successful if they focus on their people and their priorities addressing global challenges and opportunities. www.edutechnia.org
  6. 6. In some places around the world this is lining up for lunch. . . www.edutechnia.org
  7. 7. In some places around the world this is determination. . . www.edutechnia.org
  8. 8. In some places around the world this is responsibility . . . www.edutechnia.org
  9. 9. In some places around the world this is collaboration and teamwork. . . www.edutechnia.org
  10. 10. In some places around the world this is searching. . . www.edutechnia.org
  11. 11. In some places around the world this is looking for new opportunities. . . www.edutechnia.org
  12. 12. In some places around the world this is getting to the American Dream! www.edutechnia.org
  13. 13. 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
  14. 14. When they arrive at our schools from third world countries they have to meet our standards . . . www.edutechnia.org
  15. 15. • 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
  16. 16. Are they ready to meet the standards? www.edutechnia.org
  17. 17. 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.
  18. 18. 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
  19. 19. Analysis Physically overloaded Cognitively overloaded www.edutechnia.org
  20. 20. We might not be providing the learning environment for ELL students to succeed. www.edutechnia.org
  21. 21. quot;Child laborquot; is, generally speaking, work for children that harms them or exploits them in some way. www.edutechnia.org
  22. 22. 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
  23. 23. 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
  24. 24. “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!
  25. 25. 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
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. 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
  35. 35. 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
  36. 36. 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
  37. 37. 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
  38. 38. 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
  39. 39. 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.
  40. 40. 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
  41. 41. The real challenge of globalization for public school is closing the achievement gap.
  42. 42. 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
  43. 43. 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
  44. 44. 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.
  45. 45. 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
  46. 46. E is the equalizer. . . E brings Equity and Equality in Education E energize the mind at the speed of light 2 EE = mc
  47. 47. 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
  48. 48. 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
  49. 49. Manifestations of energy in the conceptual age: • Innovation • Creativity • Problem solving • Critical thinking • Wisdom
  50. 50. 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
  51. 51. 2 E = mc One-on-one computing is relatively one giant leap for learning.www.edutechnia.org
  52. 52. Learning at the speed of light is the BIG BANG for closing the achievement gap. www.edutechnia.org

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