Dr. Jorge Nelson invites all teachers to observe how leadership can support innovative teaching methods focused on five core competencies: worldview, emotional intelligence, balanced academics, creativity, and technology. Participants will learn about and practice current teaching trends presented by educational leaders. The document discusses each of the five competencies in depth and how they can be incorporated into project-based learning and developing lifelong learners.

1. Dr. Jorge Nelson
All teachers are invited to see how leadership
can support relevant teaching methodologies.
The participants can expect to observe, learn
and practice current trends in teaching
methodologies as presented by educational
leaders focusing on five core competencies all
students need to thrive: world
view, emotional intelligence, academics in
balance, creativity and technology.

2. 29 years overseas in accredited
international schools in
Asia, Latin America and Europe

3. Philosophy of Education
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Kurt Hahn
Seymour Papert
Alfie Kohn
Gary Stager
Socrates
Reggio Emilia
Clayton Christensen
Morris Berman
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Edward de Bono
Malcolm Knowles
Maggie Chadwick
Lao Tzu
John Dewey

4. Opportunity to
create one of the
finest schools in
the world but not
“more of the
same” in
Songdo, Korea.

5. How to Bring Our Schools
Out of the 20th Century
There's a dark little joke exchanged by
educators with a dissident streak: Rip
Van Winkle awakens in the 21st
century after a hundred-year snooze
and is, of course, utterly bewildered by
what he sees. Men and women dash
about, talking to small metal devices
pinned to their ears. Young people sit
at home on sofas, moving miniature
athletes around on electronic screens.
Older folk defy death and disability
with metronomes in their chests and
with hips made of metal and plastic.
Airports, hospitals, shopping malls-every place Rip goes just baffles him.
But when he finally walks into a
schoolroom, the old...
By Claudia Wallis and Sonja Steptoe
Sunday, Dec. 10, 2006

6. Subjects vs. Competencies
“A curriculum defines what we ought to learn.
For what? To become competent to live a life
that we freely chose, for which we are fully
responsible, and that brings us realization. A
curriculum, therefore, is not a set of subject
matters (‘disciplines’) we need to
assimilate, but a matrix of competencies we
need to build.”
- Eduardo Chaves

7. 21st Century Student

8. Building the entire school curriculum…

9. …from scratch – 180 days of working together as a faculty of 20+ and only 2 students!?!

10. 5 Core Competencies: WE ACT
• World view,
• Emotional intelligence,
• Academics in balance,
• Creativity and
• Technology

11. World view

12. Solving ? = world peace

13. Worldview
Worldview is a perspective guided by
a thorough knowledge of current
global issues and an understanding
of individual responsibility on the
local, national, and international
levels as a global citizen.

14. Worldview
Learner Understandings
•An increasingly interconnected world creates new
complexities, realities, responsibilities, and
opportunities.
•Each person has a responsibility as a global citizen in
taking action on the 20 Global Issues.
•All cultures have value, and cultural diversity has to be
maintained.
•Collaboration is essential for the solution of global
problems.
•There are both positive and negative effects of
globalization.
•There is a commonality of all human beings.

15. Emotional intelligence
Emotional intelligence is the ability to perceive
self and others as unique and valuable to the
world. There are five domains of emotional
intelligence: knowing your
emotions, managing your
emotions, motivating yourself, recognizing
and understanding other people’s
emotions, helping others to manage their
own emotions.

16. Emotional Intelligence
Learner Understandings
•Internal motivation and self-direction are essential.
•Empathy and respect for others are essential.
•Each person has a responsibility to self and others.
•Each person must practice self-discipline, self-assessment and proper social
skills.
•Each person must know and accept himself.
•Self-expression is an important part of developing emotional intelligence.
•There is a continuum of respect from top to bottom level: adapting
behavior, cooperating, valuing difference, accepting other viewpoints,
tolerating.
•One’s emotional intelligence affects the quality of one’s relationships.
•A lack of emotional intelligence can cause social and personal problems.

17. Academics in balance
Academics in balance are project based
learning experiences that foster the
development of the multiple
intelligences, creating lifelong learners
who are inquiring, knowledgeable, and
caring people who will make the world a
better place.

18. Academics in balance
Learner Understandings
•A broad range of knowledge and skills is required for
personal success and the ability to contribute positively
to the human community.
•There are many ways to acquire knowledge and skills.
•Learning can be differentiated to accommodate
individual learning styles and needs.
•The human mind is a combination of various
intelligences.
•Education is a continuous, lifelong process.

19. Relevant learning experiences

20. STEM?
STEAM?
NEA’s Teacher’s Top 100 books for children

21. Creativity
Creativity is a mindset
characterized by a willingness to
generate new ideas, possibilities
and outcomes. It is multifaceted, ranging from cognitive to
aesthetic.

22. Creativity
Learner Understandings
•Creativity is stimulated by asking new questions while generating new
ideas to apply to various situations and challenges.
•Every human being has the capacity to be creative.
•Environment has a dramatic effect on creativity.
•People may not exhibit the same level of creativity in all areas.
•Self-assessment and self-motivation are needed to allow the learners
to foster creativity in all facets of their education.
•Creativity takes many forms.
•Creativity is applied imagination, a step into creating something new
and /or putting it into action.
•Creativity takes various forms: it can be an ability, an attitude or a
process.

23. Creativity
Bloom’s
Taxonomy
modified
to include
Creativity

25. Technology
Technology is a tool which
allows an individual learner to
enhance or to facilitate his or
her learning process.

26. Technology
Learner Understandings
•Technology expands our ability to
communicate through a wide range of media.
•Technology allows us to efficiently
access, store, and use information.
•Technology supports self-directed learning.
•Technology supports differentiated learning.
•Technology is a tool to assist human
intelligence, not a substitute for it.

27. Bloom’s Taxonomy w/Technology

28. Traditional vs. Constructivism

31. Putting it all together
GIN
Projects
Core Competencies
Core Values
WE ACT
RIGHT
Traditional vs. Constructivist

32. Trimestre Planning for WE ACT

34. Student
SelfEvaluation

35. Global Issues Grades 6-10

36. Human Creativity & Innovation

37. The Human Condition

38. In closing
• 1. Remember Socrates’ words that children are flames, not vessels
• 2. Help Faculty to become a Guide by the Side
• 3. Support plenty of professional development to get faculty to try
new things with IT
• 4. Know that many folks from around the world support this
philosophy and methodology so you are not alone
• 5. You can’t go out and buy a curriculum so you need to allow for
creativity from both students and faculty
• 6. The best motivator is a great prompt – something that catches
the eye, imagination, heart and soul of the learner to go ahead and
figure out a solution for a compelling problem. Global issues are
very pertinent to children as they are going to inherit this earth so
that is a good place to start.
• * Thank you for your time.

39. Resources
• http://pinterest.com/jorgenelson/guideby-the-side/
• http://www.slideshare.net/DrJorgeNelso
n/british-council-2013-presentation-weact