Download to read offline
Uploaded byDr. Jorge Nelson
British council 2013 presentation we act
The document summarizes Dr. Jorge Nelson's philosophy of education, which focuses on developing five core competencies in students: world view, emotional intelligence, academics in balance, creativity, and technology. Teachers will observe educational leaders presenting on methods to teach these competencies, which include understanding global issues, self-awareness, lifelong learning, generating new ideas, and using technology as a tool. The document also discusses balancing subject areas, project-based learning, and adapting instruction to individual students' needs and styles.
More Related Content
Similar to British council 2013 presentation we act
British council 2013 presentation we act
- 1. Dr. Jorge Nelson Allteachers 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 overseasin accredited international schools in Asia, Latin America and Europe
- 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. Opportunity to create oneof the finest schools in the world but not “more of the same” in Songdo, Korea.
- 5. How to BringOur 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 “Acurriculum 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.
- 8. Building the entireschool 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.
- 12. Solving ? =world peace
- 13. Worldview Worldview is aperspective 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 increasinglyinterconnected 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 intelligenceis 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 •Internalmotivation 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 Academicsin 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 LearnerUnderstandings •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.
- 20. STEM? STEAM? NEA’s Teacher’s Top100 books for children
- 21. Creativity Creativity is amindset characterized by a willingness to generate new ideas, possibilities and outcomes. It is multi- faceted, ranging from cognitive to aesthetic.
- 22. Creativity Learner Understandings •Creativity isstimulated 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.
- 25. Technology Technology is atool which allows an individual learner to enhance or to facilitate his or her learning process.
- 26. Technology Learner Understandings •Technology expandsour 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.
- 28.
- 31. Putting it alltogether GIN Projects Core Competencies Core Values Traditional vs. Constructivist WE ACT RIGHT
- 32. Trimestre Planning forWE ACT
- 34.
- 35.
- 36. Human Creativity &Innovation
- 37.
- 38.