Dr. Jorge Nelson
All teachers are invited to see how leadership
can support relevant teaching methodologies.
The participa...
29 years overseas in accredited
international schools in
Asia, Latin America and Europe
Philosophy of Education
•
•
•
•
•
•
•
•

Kurt Hahn
Seymour Papert
Alfie Kohn
Gary Stager
Socrates
Reggio Emilia
Clayton Ch...
Opportunity to
create one of the
finest schools in
the world but not
“more of the
same” in
Songdo, Korea.
How to Bring Our Schools
Out of the 20th Century
There's a dark little joke exchanged by
educators with a dissident streak...
Subjects vs. Competencies
“A curriculum defines what we ought to learn.
For what? To become competent to live a life
that ...
21st Century Student
Building the entire school curriculum…
…from scratch – 180 days of working together as a faculty of 20+ and only 2 students!?!
5 Core Competencies: WE ACT
• World view,
• Emotional intelligence,

• Academics in balance,
• Creativity and
• Technology
World view
Solving ? = world peace
Worldview
Worldview is a perspective guided by
a thorough knowledge of current
global issues and an understanding
of indiv...
Worldview
Learner Understandings
•An increasingly interconnected world creates new
complexities, realities, responsibiliti...
Emotional intelligence
Emotional intelligence is the ability to perceive
self and others as unique and valuable to the
wor...
Emotional Intelligence
Learner Understandings
•Internal motivation and self-direction are essential.
•Empathy and respect ...
Academics in balance
Academics in balance are project based
learning experiences that foster the
development of the multip...
Academics in balance
Learner Understandings
•A broad range of knowledge and skills is required for
personal success and th...
Relevant learning experiences
STEM?
STEAM?

NEA’s Teacher’s Top 100 books for children
Creativity
Creativity is a mindset
characterized by a willingness to
generate new ideas, possibilities
and outcomes. It is...
Creativity
Learner Understandings
•Creativity is stimulated by asking new questions while generating new
ideas to apply to...
Creativity
Bloom’s
Taxonomy
modified
to include
Creativity
Technology

Technology is a tool which
allows an individual learner to
enhance or to facilitate his or
her learning proces...
Technology
Learner Understandings
•Technology expands our ability to
communicate through a wide range of media.
•Technolog...
Bloom’s Taxonomy w/Technology
Traditional vs. Constructivism
Putting it all together
GIN
Projects

Core Competencies
Core Values

WE ACT

RIGHT

Traditional vs. Constructivist
Trimestre Planning for WE ACT
Student
SelfEvaluation
Global Issues Grades 6-10
Human Creativity & Innovation
The Human Condition
In closing
• 1. Remember Socrates’ words that children are flames, not vessels
• 2. Help Faculty to become a Guide by the ...
Resources
• http://pinterest.com/jorgenelson/guideby-the-side/
• http://www.slideshare.net/DrJorgeNelso
n/british-council-...
British council 2013 presentation we act
British council 2013 presentation we act
British council 2013 presentation we act
British council 2013 presentation we act
Upcoming SlideShare
Loading in …5
×

British council 2013 presentation we act

320 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
320
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

British council 2013 presentation we act

  1. 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. 2. 29 years overseas in accredited international schools in Asia, Latin America and Europe
  3. 3. Philosophy of Education • • • • • • • • Kurt Hahn Seymour Papert Alfie Kohn Gary Stager Socrates Reggio Emilia Clayton Christensen Morris Berman • • • • • Edward de Bono Malcolm Knowles Maggie Chadwick Lao Tzu John Dewey
  4. 4. Opportunity to create one of the finest schools in the world but not “more of the same” in Songdo, Korea.
  5. 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. 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. 7. 21st Century Student
  8. 8. Building the entire school curriculum…
  9. 9. …from scratch – 180 days of working together as a faculty of 20+ and only 2 students!?!
  10. 10. 5 Core Competencies: WE ACT • World view, • Emotional intelligence, • Academics in balance, • Creativity and • Technology
  11. 11. World view
  12. 12. Solving ? = world peace
  13. 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. 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. 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. 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. 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. 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. 19. Relevant learning experiences
  20. 20. STEM? STEAM? NEA’s Teacher’s Top 100 books for children
  21. 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. 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. 23. Creativity Bloom’s Taxonomy modified to include Creativity
  24. 24. Technology Technology is a tool which allows an individual learner to enhance or to facilitate his or her learning process.
  25. 25. 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.
  26. 26. Bloom’s Taxonomy w/Technology
  27. 27. Traditional vs. Constructivism
  28. 28. Putting it all together GIN Projects Core Competencies Core Values WE ACT RIGHT Traditional vs. Constructivist
  29. 29. Trimestre Planning for WE ACT
  30. 30. Student SelfEvaluation
  31. 31. Global Issues Grades 6-10
  32. 32. Human Creativity & Innovation
  33. 33. The Human Condition
  34. 34. 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.
  35. 35. Resources • http://pinterest.com/jorgenelson/guideby-the-side/ • http://www.slideshare.net/DrJorgeNelso n/british-council-2013-presentation-weact

×