The document discusses challenges in education and strategies for helping all students succeed, especially average students. It proposes implementing career-focused education centered around developing competencies for life roles like learner, worker, citizen. This approach would replace unfocused general education and help more students see meaning and purpose in their education. The document also advocates for stronger collaboration between high schools and community colleges to better support student transitions after high school.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
An interesting (and extremely text-heavy) profile of some of the biggest names in educational theory and reform. Some original thoughts thrown in. If you are looking for a quick read, look elsewhere. But if you want to find out a lot about the various problems and possibilities in our educational system, this might be your cup of tea.
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
It's not the death of higher education, but college as we've known it will be forced to undergo some dramatic changes in the next decade.
"Experts say that within the next 10 to 15 years, the college experience will become rapidly unbundled. Lecture halls will disappear, the role of the professor will transform, and technology will help make a college education much more attainable than it is today, and much more valuable. Indeed, a number of institutions may shut down. But those that survive will be innovative and efficient."
An interesting (and extremely text-heavy) profile of some of the biggest names in educational theory and reform. Some original thoughts thrown in. If you are looking for a quick read, look elsewhere. But if you want to find out a lot about the various problems and possibilities in our educational system, this might be your cup of tea.
The future of education and skills Education 2030Peerasak C.
"We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.
To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.
Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch."
It's not the death of higher education, but college as we've known it will be forced to undergo some dramatic changes in the next decade.
"Experts say that within the next 10 to 15 years, the college experience will become rapidly unbundled. Lecture halls will disappear, the role of the professor will transform, and technology will help make a college education much more attainable than it is today, and much more valuable. Indeed, a number of institutions may shut down. But those that survive will be innovative and efficient."
The College & Career Readiness & College Completion Act was signed by the Governor of Maryland in 2013. Hopefully, in a few years’ time college instructors will find that the students entering their classes are better prepared. But what do we do in the meantime? The ability to embed student success skills into the course curriculum is essential so that students can develop techniques that will improve their chances of success throughout their college career.
The following topics were shared during the presentation: concept mapping, critical thinking, tips for proper reading of a textbook, time management, notetaking tips, how to condense information covered in class, and how to research and write a paper.
The challenge of teaching student success skills during the semester is that of completing all required course information at the same time. Participants were asked to discuss potential methods of creating time within their courses so that student success techniques could be taught.
Having research grade equipment available for science students is usually prohibitively expensive for a community college or small college. In this panel discussion we described an NSF-supported innovative approach to share portable scientific equipment between three institutions: Hood College, Mount Saint Mary’s University and Frederick Community College. The significant benefits for student learning through access to state-of-the-art instrumentation were discussed. The challenges and experiences from the planning stages of the grant through the implementation were presented. Based on our experiences to date, we recommended best practices for inter-institutional and intra-institutional collaborations. We also described other collaborations that have developed as a result of this inter-institutional cooperation.
This presentation focused on the importance of designing classroom activities to support the three “Cs” when developing assessments: critical thinking, communication and creativity.
From an historical perspective, the “old” style teaching and assessment methods were discussed, which moved right into why the 21Century graduate was not prepared for the 21st Century jobs. A discussion followed on how to prepare graduates for the present and future workforce in order to meet the employers’ demand for creative thinkers who can communicate well.
Bloom’s Taxonomy and Jerome Bruner’s 5E Instructional Model were used to demonstrate how the three “Cs” could be implemented in the classroom so Learners would go into the 21st Century workforce able to critically think, communicate and be productive creative workers. Both models strive to actively engage Learners so there is critical thinking with actual application to everyday life events.
Through the use of overhearing, inwardness, and double-reflection, the shows House, M.D., Doc Martin, and Sherlock indirectly communicated ideas about issues that are salient to today’s world. Attendees at this presentation were shown the connection between literary tropes such as irony/sarcasm, metaphors, and deception and the messages being broadcast. Three specific episodes were highlighted (“Autopsy,” “Erotomania,” and “The Hound of Baskerville”) and attendees’ attention was drawn to explicit messages being communicated.
Examples pulled directly from the three series and discussed in the workshop included the topics of how far one should go to save the life of a terminal cancer patient, inappropriate relationships between doctors and patients, informed consent, drug-addicted medical professionals, knowing yourself, knowing your potential partner well before marriage, being in an ill-matched relationship, and lying to get what you want out of life. Since all of these subjects are issues that students may eventually face in their own lives, it is vital to help them see the conversations happening right before their eyes on primetime television. This workshop’s goal was to get the conversational ball rolling by demonstrating these conversations and getting attendees to take this information back to their students.
Adam Robinson's open letter to Parents, Educators, Business Leaders, Politicians, and Policymakers...
In international academic rankings, American students routinely are placed out of the top ten. Yet despite their dismal showing, our students are quite satisfied with their academic accomplishments, thank you very much. Just ask them.
Relationship of Culture and Poverty in EducationJerry Dugan
Group presentation in a Masters Degree level course about equality in education. This slideshow is a summary of Chapter 1 from Closing the Poverty & Culture Gap: Strategies to Reach every Student by Donna Walker Tileston and Sandra K. Karling.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...afacct
Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Active Learning Using Kahoot, a Free Polling Softwareafacct
Active learning and shared strategies for classroom use were demonstrated with Kahoot!, a platform which can be accessed by any student using a mobile device, tablet, or computer. Kahoot! generates classroom discussions and creates active classroom assessments.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Chapter 3 - Islamic Banking Products and Services.pptx
4.2.cross
1.
2. Another how to deal with troubled students
A gripe session about the resources we’ve
lost
Hopefully a leave with nothing workshop
A negative experience
A sad awakening
3. Explanation of “the neglected majority”
Some sad statistics
Some interesting quotes by interesting
people
Some ideas for dealing with the AVERAGE
student
Some ideas for “making winners out of
ordinary students” in 2012
4. To challenge you to work with me
To challenge you to work with each other
To challenge you to work with others
To challenge you to work FOR your students
To challenge you to NOT be (stay) frustrated
To challenge you to see the GOOD students
To challenge you to HELP the average
students
To challenge you to challenge you!
5. DALE PARNELL DARLENE CROSS
School teacher Country girl
Principal City girl
School superintendent of Worker
public instruction Soldier
College professor Student
President of 3 community Software engineer
colleges College professor
President & ceo of the YOUR colleague
american asociation of
community & jr. colleges
6. EXAMINES ISSUES RELATED
TO: EXAMINES:
student success dilemmas faced by
Learning continuity educators in defining
Individual differences excellence
Lack of community college The effects of
involvement in secondary technological, educational,
education & socio-economic tensions
on educational excellence
7. Barriers to excellence:
Unfocused learning
Loss of continuity in learning
Failure to accommodate individual
differences
Unfounded images about learning
8. Careers education
Learner centered
Bridge between subject-matter disciplines &
competencies required by modern life
A policy statement for the associate degree
Cooperation & coordination between the
high school & the community college
A 2+2 tech-prep/associate degree program
9. >= 75% of high school graduates (the neglected
majority) did not earn a baccalaureate degree.
This middle quartile of students deserve & need
an excellent education.
In many cases they require a better education than
they were (ARE) receiving
WE MUST ensure that all our students,
regardless of their differing abilities, receive the
education that they deserve & America needs.
10. More than ½ of entering freshmen in ALL institutions
of higher learning began their college careers in
community, technical, or jr. colleges.
About 80% of the adult population in the US did not
hold college bachelor’s degrees
More & more young people emerged from high school
ready neither for college nor for work.
Almost half the Hispanic high-school students in the
country drop out before graduating from high school.
40% of the Hispanic drop-outs never complete the
10th grade.
(sound familiar?)
11. “A nation that draws too broad a difference
between its scholars & its warriors will have
its thinking being done by cowards & its
fighting by fools.” – Thucydides
“More & more young people emerge from
high school ready neither for college nor for
work.” – National Commission on Excellence
in Education in A Nation at Risk, The
Imperative for Educational Reform
12. “Meeting the educational needs of the
neglected majority is central to the future of
America.” – Thomas A Shannon
“Excellence & elitism are not synonymous.” –
National Science Board Commission on Pre-
College Education in Mathematics, Science &
Technology
13. American education is undergoing constant
reform. If reports & studies alone could improve
schools & colleges, we would have achieved
excellence in education a long time ago.
Now is the time to move toward educational
quality –opportunity with excellence.
There is relentless pressure to improve the
quality of life, with education as the centerpiece
of that process.
It is hoped that this report will trigger hundreds
of high-school/college roundtable discussions.
14. The tough problem is not in identifying
winners, it is in making winners out of ordinary
people. That, after all, is the overwhelming
purpose of education.
Historically, in most of the periods emphasizing
excellence, education has reverted to selecting
winners rather than creating them.
The task of the excellent teacher is to stimulate
ordinary people to unusual effort.
We tend to live somewhere between our hopes
& our fears.
15. Unrealistic/artificial images of excellence
From television, movies, etc.
Causes frustration of the ordinary student
Great debate really a monologue of 1-sided
opinions of well meaning individuals & groups
who have little contact with non-baccalaureate-
degree America.
The majority of our population will never earn a
baccalaureate degree.
What about the ordinary student?
There is surprisingly little attention given to the
“ordinary people” in the school reform reports.
16. Technological
Our society grows technically more
sophisticated, yet continues to produce an
increasing number of individuals who are
uneducated, unskilled, & unable to cope with
these technological changes.
A single inoculation of education for the young is
no longer sufficient for a lifetime.
17. Educational
Can we have quality & equality in education?
▪ A democratic society must have both!
Academic or vocational educational track fragmentation
▪ Students who don’t fit get unfocused general education track
leading to nowhere
American education system is derived from an elitist
philosophy
Liberal, fine, & practical arts (& sciences!) must move
closer together
We continue to prepare individuals for specific jobs rather
than for careers
18. Socio-economic
There is a continuing & widening gap between the
“haves” & the “have-nots” in our society.
Groups can be granted the full range of
opportunities, but only individuals can take advantage
of them.
Rather than view the poor as untapped human
resources, we tend to view them as problems.
It is time to value our human resources as much as, if
not more than, we value our natural resources of oil &
gas & metals.
19. Helping individuals develop the
competencies to be effective life-long
learners should be the top priority of any
educational institution.
20. The academic & vocational desert of American
education is the high-school general-education
program.
Unfocused learning remains one of the prime
barriers to achieving excellence for a host of
students.
Having a goal, meeting a challenge, & being pushed
to one’s limit are what build self-esteem.
63.5% of the high-school drop-outs indicated they
were in the general-education track at the time they
left high school.
21. The present system of pot luck in the
schoolhouse, where students take a little of this
& a little of that, provides young people with:
Too many loopholes
Too little reality therapy
Too many excuses for failing to learn
The student who sees no future for herself will
also not make much progress in education.
Goal development & goal setting have never
been driving forces in the educational
enterprise.
22. One of the important lessons yet to be learned
by many educators is that the “why” of learning
is more important than the “how”.
“He who has a why to live for can bear with
almost any how.” – Nietzsche
Students who see no connectedness, no aim, no
purpose to their education, also often see no
point in continuing in school.
We live best by living on our hopes rather than
our fears, by looking to the future.
23. Educators have a heavy responsibility to help
students see meaning in their educational
programs.
Clear goals for the curricular course or
program & clear goals for the individual
student are absolutely essential to achieving
excellence in education.
We all shoot better when we can see the
target.
24. If students are to be motivated to learn, they
must know:
why they are learning,
How this learning connects with other learning, &
Where this learning relates to real life.
“Whatever you teach, make the children
understand why they are studying it. Don’t tell
them ‘You’ll need it later.’ Later doesn’t exist.” -
Hechinger
Instead of permitting half our students to slip
through the “general education” crack we must
cultivate a goal-oriented educational program.
25. “An excellent plumber is infinitely more
admirable than an incompetent philosopher.
The society which scorns excellence in
plumbing because plumbing is a humble
activity& tolerates shoddiness in philosophy
because it is an exalted activity will have
neither good plumbing nor good philosophy.
Neither its pipes nor its theories will hold
water.” - Gardner
26. The greatest single challenge facing
instructors in comprehensive community
colleges:
How to meet the great range of individual
differences in every classroom.
In desperation schools have labeled students:
Advanced
Terminal
Remedial
& are still missing the mark.
27. Research suggests that given adequate time
for learning, & favorable learning
conditions, 95% of students can achieve
mastery of any basic skill.
The notion of excellence must be extended to
every course & each student.
Of necessity, education will lifelong.
28. We must purge ourselves of academic
snobbery.
“If only the beautiful birds sang, the forests
would be quiet indeed.” – 1973 National
Teacher of the Year
(how many of you were gifted or troubled?)
29. The student sees no purpose, no meaning in
his academic program
The student sees no relationship between
what he needs to meet the challenges of real
life & his schooling experiences.
(the ONLY slide re: behavior; I promise!)
30. If we believe it should be the primary purpose
of education to help each student become a
fully competent, self-motivating, self-
fulfilling member of our society, then it is
time to dust off the literature & to redirect
the old career education discussion toward a
careers-education orientation.
31. Children acquire so much information from television
(& the ‘net) that many suffer from too much data.
They are not emotionally equipped to assimilate or
interpret all they see & hear without the personal
experience that provides realistic perspective
They see brutal scenes of wartime combat before their
eyes before they have suffered the loss of a pet dog.
When they enter the classroom they are confronted with
even more information, often as ambiguous as & generally
less interesting than that on television (& the ‘net).
32. Young people of today (1985 & 2012) &
tomorrow need an information-
rich, experience-rich education.
When schooling focuses on the real-life
career roles of individuals & the
competencies required to cope with those
careers & roles, we will see a positive
educational change for the neglected
majority of our students.
33. That delivery system which helps students
develop the competencies required to
function in the real-life roles of learner, wage
earner, citizen, consumer, family
member, leisure-time pursuer, & individual.
35. Consumer role should:
1. evaluate quantity & quality of goods
2. Use consumer assistance agencies
3. Understand buying with credit
4. Understand provisions of standard insurance
policies
5. Compute interest rates
6. Understand basic legal documents
(e.g., contracts, warranties, bills of sale)
36. Wage earners role should:
1. Analyze employment trends
2. Plan for career/vocation
3. Understand the processes of production &
consumption
4. Prepare job application forms
5. Develop effective interviewing techniques
6. Understand the meaning “inflation” & “wage”
7. Understand payroll deductions
8. Develop some saleable skills
38. Citizenship role should:
1. Explain the judicial system
2. Explain local government operation
3. Locate community resources
4. Cope with bureaucracies
5. Identify with community, state, & national
issues
6. Understand basic principles of economic &
governmental operations
39. Family role should:
1. Understand legal & social responsibilities of
parenting
2. Plan for long-range economic security
3. Learn to deal with family crises (e.g., divorce,
illness, death, etc.)
4. Develop family activities
5. Understand family planning
40. Individual role should:
1. Understand physical health principles
2. Understand mental health principles
3. Develop principles for making moral choices
4. Develop interpersonal & intergroup relationship
skills
41. Is a learner-centered bridge between the time-honored
subject-matter disciplines & the competencies required of
an individual to cope with modern life.
Is an information-rich & experience-rich education based
upon life-role proficiencies.
Student competence is defined as demonstrated ability to
apply knowledge, understanding, or skills assumed to
contribute to success in life.
Does not turn its back on traditional subject matter or on
time-honored instructional techniques, it only insists that
the instructional program be based, at least in part, on
real-life needs & that students demonstrate the
applicability of what they have learned.
42. Beginning with the 11th grade, students would choose
1 of 3 curricular majors:
1. A college-prep/a baccalaureate-degree major
2. A 2 + 2 tech-prep/associate-degree major
3. A vocational cluster major
All 3 majors would focus on preparation for the next
step for the student.
All 3 majors would also include a common core of
learning, including communication skills, social
sciences, physical educational.
Mathematics & the physical, biological sciences would
be tailored for each major.
43. “The greatest American educational invention of
the 20th century is the 2-year community
college.” – John Gardner, No Easy Victories
Community colleges have said:
there is dignity & worth in all honest labor.
I may resemble or behave like someone else, but I
have my own personality & my own definition of
excellence.
Opportunity is the very soul of the community
college
44. The 5 most debilitating words in the English language
are “it won’t make a difference.”
Community colleges are making a difference!
The roots of the community college grow deep in the
high schools that feed students into the college.
Community colleges are the low cost institutions in
higher education.
There is a tremendously diverse population in the
community college, & providing a caring environment
for that diversity may be its greatest strength.
Community college faculty ranked the highest on the
faculty-satisfaction scale.
45. The real competition for jobs will be (IS) between the
well-educated & the not-so-well-educated.
Community colleges are taking on the task of helping
to supply America with a skilled & knowledgeable
work force.
Increasingly, strong academic students are choosing
the community college for their 1st college experience.
Community colleges have their sleeves rolled up & are
heavily involved in the task of helping the socio-
economically disadvantaged remove their educational
barriers & move into the economic mainstream of
American life.
46. High school students entering college have
little or no idea of what to expect once they
are enrolled.
most colleges are not doing a very good job
of helping high school students develop a
realistic idea of what it takes to succeed in a
college program.
47. Of 18,000 incoming college freshmen in 1982
& 1983
98% said they expected to earn a B average or
better in college.
61% estimated they would study fewer than 20
hours per week.
> 80% said they knew little or nothing about their
choice of major.
~ 50% listed “no one” as their main influence in
choosing their major.
48. It is obvious that few high school students know how much work
or what levels of proficiency will be required to complete a college
program.
They know about entry standards, but few know about college exit
requirements.
Some high school students seem to interpret the phrase “open-
door college” as an invitation to expend a minimum amount of
effort in high school, one need not prepare for the next step at all!
The feeling seems to be, “I can always get into a community
college.”
So much attention has been given to college admissions that
college exit requirements have been overlooked & shortchanged.
49. Do open door colleges have a responsibility to
state clearly to high school students the exit
requirements for each & every community
college program including the requirements to
earn an associate degree?
YES!
The concentration of cooperative effort between
high schools & community colleges must
emphasize what it takes to successfully
complete a program rather than just emphasize
entry requirements.
50. >70% of all high school graduates will
eventually attend a postsecondary institution
of one kind or another for one or more years.
55% of all entering college freshmen are
beginning their college careers in a 2-year
college.
This fact alone should be enough to motivate
program coordination between the high schools &
the community colleges.
51. “There is surprisingly little attention given to
‘ordinary people’ in the school reform reports.” –
K. Patricia Cross
The associate degree is not only central to the
mission of the community college, but it is also a
quality-control issue.
The liberal arts & the practical arts absolutely
need each other.
Students work better with goals, indeed so do
we all.
52. ~ $30 billion is spent annually by U.S. public &
private employers for employee education &
training programs.
This figure does not include costs for training
in the military.
DOD estimates that some $50 billion is spent
on education & training per year when all
DOD education & training costs are included.
53. How about establishing a new 4-year tech-
prep/associate-degree program of cooperation
between high schools & community colleges?
In case study after case study students report
they experienced the best teaching of their
college careers in the community college.
The curriculum of the future must so integrate
the instructional program that students can
easily connect what they are learning with real-
life issues.
54. Ordinary students can experience excellence
in learning as long as they are taught by those
who understand 1 important concept:
Education has 2 roles.
▪ 1st: to prepare our young to be productive members of
society.
▪ 2nd: to prepare young people –regardless of their
eventual career choices- to understand the society in
which they live.
55. Excellence in education will not be achieved
by pursuit of excellence.
Excellence in education cannot be caught. It
can only be cultivated, challenged, &
celebrated.
Are YOU chasing excellence or cultivating
excellence?
Quantity is no substitute for quality.
56. Unfocused learning simply will not produce
excellence.
How much unfocused learning is going on in YOUR
classes?
Open admissions & open doors cannot be interpreted
to mean that preparation is unimportant.
Much greater attention must be given the exit
requirements of colleges in communicating with high
school students.
How much program coordination is going on between
YOUR high schools & YOUR community college?
How much do YOUR students know about associate
degrees?
57. If we do not know how to seek the best in all
our citizens & to fully utilize our human
resources, we become a wasteful society
regardless of what we do elsewhere.