From "Transforming Elementary Education: An Evening with Sir Ken Robinson"
Overview of CFEE and introduction to Sir Ken Robinson at Curtis School on 4 Nov 2011
Chris Thinnes (Director, CFEE) introduces Ken Kay and "Strategic Leadership & Partnership for Independent Schools of the Future" at the Center for the Future of Elementary Education at Curtis School, 18 April 2012.
Great tips, resources, best practices and strategies for entrepreneurs, start-ups, professionals and small business owners.to plan launch and grow successful businesses.
Chris Thinnes (Director, CFEE) introduces Ken Kay and "Strategic Leadership & Partnership for Independent Schools of the Future" at the Center for the Future of Elementary Education at Curtis School, 18 April 2012.
Great tips, resources, best practices and strategies for entrepreneurs, start-ups, professionals and small business owners.to plan launch and grow successful businesses.
An overview introduction to the world of Integrated Marketing Communications, how IMC fits into an organization's overall business planning and goal-setting.
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
As part of the 92Y’s upcoming 7 Days of Genius Festival, Mike Berland and Edelman Berland surveyed 2,043 general population Americans. The goal is to explore what Americans think it means to be a genius, what they
think of geniuses now and in the past, and how well the USA fosters and encourages geniuses within our society.
Ken Kay, CEO of EdLeader21, engages Los Angeles area independent school leaders on "Strategic Leadership & Partnership for Independent Schools of the Future." [Center for the Future of Elementary Education at Curtis School, 18 April 2012]
Cultural Competence as Educational-Relational Thinking:
Bridging Learning & Community
#NAISAC 2015 | BOSTON, MA | FEB 27, 2015
PLEASE FEEL FREE TO SHARE WITH ATTRIBUTION TO:
Gene Batiste, Steven Jones, @RosettaLee, Alison Park, and/or @ChrisThinnes
Being a Maker Educator often requires changing one's mindset, roles, and skills typically associated with being an educator - includes an informal assessment and resources.
Valerie Greenhill | CLO, EdLeader21 (Mod)
Josh Brody | Director, Sequoyah School
James Gibson | Superintendent, Castaic Union School District
Elizabeth McGregor | Head of School, Westridge School
Chris Thinnes | Division Head & Academic Dean, Curtis School
An overview introduction to the world of Integrated Marketing Communications, how IMC fits into an organization's overall business planning and goal-setting.
Webinar that discusses the "Tenacity, Grit, and Perseverance" report released by the U.S. Dept of Education. Highlighted two SmarterMeasure clients schools and how they use the tool to improve their programs.
As part of the 92Y’s upcoming 7 Days of Genius Festival, Mike Berland and Edelman Berland surveyed 2,043 general population Americans. The goal is to explore what Americans think it means to be a genius, what they
think of geniuses now and in the past, and how well the USA fosters and encourages geniuses within our society.
Ken Kay, CEO of EdLeader21, engages Los Angeles area independent school leaders on "Strategic Leadership & Partnership for Independent Schools of the Future." [Center for the Future of Elementary Education at Curtis School, 18 April 2012]
Cultural Competence as Educational-Relational Thinking:
Bridging Learning & Community
#NAISAC 2015 | BOSTON, MA | FEB 27, 2015
PLEASE FEEL FREE TO SHARE WITH ATTRIBUTION TO:
Gene Batiste, Steven Jones, @RosettaLee, Alison Park, and/or @ChrisThinnes
Being a Maker Educator often requires changing one's mindset, roles, and skills typically associated with being an educator - includes an informal assessment and resources.
Valerie Greenhill | CLO, EdLeader21 (Mod)
Josh Brody | Director, Sequoyah School
James Gibson | Superintendent, Castaic Union School District
Elizabeth McGregor | Head of School, Westridge School
Chris Thinnes | Division Head & Academic Dean, Curtis School
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
AIMing for Inclusion with the NAIS Assessment of Inclusivity and Multiculturalism
NAIS People of Color Conference 2012
Houston, Texas
Sharoni Little, Monique Sherman, & Chris Thinnes
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Backstage Passes to Foo Fighters at WembleyBy way of introduction to Sir Ken Robinson and to tonight’s program, I wanted to say a few words about their origins. For it was Sir Ken Robinson who inspired the work that the Center for the Future of Elementary Education hopes to do in the coming years, and when it came time for our first event, we knew there was no more perfectly inspiring figure to set the tone than Sir Ken Robinson. But first, I want to thank . . .[THANKS FOR SPREADING, THANKS TO SPONSORS, and FACILITY REMINDERS]
Backstage Passes to Foo Fighters at WembleyBy way of introduction to Sir Ken Robinson and to tonight’s program, I wanted to say a few words about their origins. For it was Sir Ken Robinson who inspired the work that the Center for the Future of Elementary Education hopes to do in the coming years, and when it came time for our first event, we knew there was no more perfectly inspiring figure to set the tone than Sir Ken Robinson. But first, I want to thank . . .[THANKS FOR SPREADING, THANKS TO SPONSORS, and FACILITY REMINDERS]
THIS FIRST SLIDE has a rather Stephen King feel to it, doesn’t it. The children expect real change, or else. How about the young lady in the lower right hand corner. Don’t disappoint her. Or she’ll send you to the cornfields.Anyway . . . I wanted to say a few words tonight to explain the origins of the Center for the Future of Elementary Education, and the origins of this event, because I think they’re important as a starting point—not just for tonight, but in the months and years to come. Let’s take as an assumption that we wouldn’t be here tonight if we weren’t invested in thoughtful but transformative change in our schools.
You didn’t come here on a Friday night because you wanted to argue. Are you feeling me? So let’s not worry about trying to sell any philosophical platitudes about its importance. Agreed? How about some feedback in the vernacular of the day (Hands)STARTING POINT:WE KNOW . . . ResearchWE KNOW . . . ModelsWE KNOW . . . Pub School, drubbingWE KNOW . . . No shortage inspiration in our ranks to DO something
The Center for the Future of Elementary Education, and this first event, trace their origins back to when I saw Sir Ken Robinson at a conference a few years ago and was myself transformed, as so many of us have been by his writing and by his presentations.When I saw Sir Ken at that conference a few years back, I was debating whether to remain in education, or maybe choose something that might make me feel like I was making a difference. More than anything else, I was frustrated by the pace of incremental change as I saw it happening in schools – in my case, particularly in independent schools like mine, which felt impossibly burdened by the weight of decades and decades of tradition, reputation, expectations, and assumptions. All of which are based, in my opinion, on an absolutely irrelevant definition of academic success. When I saw his TED talk, “Do Schools Kill Creativity,” it was evident to me that the answer was implicit in the question.
Recently I was rereading Out of Our Minds, and took a cue from his history of grammar schools to surf the web. . . .
And I nearly fell out of my chair. Founded 597 AD and continually operating."We've been educating the whole child for one thousand, four hundred and fourteen years. But we've only been using the technology of portable books for the last four hundred and twenty, so we're still learning how best to integrate them.”SERIOUSLY: But at this conference, and hearing Sir Ken, I realized I was involved, that we are involved in education at the beginning of what may become its most exciting age. That these are truly revolutionary times that require not incremental, but revolutionary change to our schools, to our programs, and to our understanding of our professional identities themselves.
I should note that I have another horse in this race: I am a parent of a now 13 year old boy in an independent school. And shortly after I saw Sir Ken and had been driven to reinvest myself in the profession, I had a simple but amazing experience at home. On a Wednesday or a Thursday evening, my son was slogging through workbook pages from his math class and began to cry. He’s not a sad kid. He had been sitting doing drill, after drill; workbook page, after workbook page, after workbook page, and he was tired and bored very nearly out of his mind. And I didn’t know how to help him.
That same week, he came home wearing the blazer and tie he has to wear every several days for a formal assembly at school. I was sitting on the couch when he came in, reading something, and when I saw him I thought for no particularly good reason of Angus Young
In Out of Our Minds, Sir Ken cites the philosopher Susanne Langer when he makes the point that “theories develop in response to questions. And a question, as Susanne Langer notes, can only be answered in a certain number of ways. For this reason the most important characteristic of an intellectual age is the questions it asks – the problem it identifies.” We see this science, where work progresses dutifully in the research lab up until the moment that there’s no shortage of answers to vexing questions, it’s just that the discoveries suggest limitations to the questions themselves. Thus quantum physics. Fibonacci sees traders in north Africa in the 13th century using arithmetic, and asks “goodness, what if I could package this artihmetic thing in such a way that anybody could understand how to apply it?” And thus, arguably, not just the dominance of Italy in international affairs, but the foundations of the modern economy begin when Eurpeans stop counting on their fingers and writing it down in Roman numerals. Copernicus says yes, I know it looks like the sun and the planets are literally circling around the earth, but our observations show that they’re not quite behaving. You’re gonna think this is crazy, but let me just ask . .. What if the earth and the planets are revolving around the sun? Kepler, Newton, Galileo . . .This is a picture of a Curtis School classroom from more than 50 years ago. I enjoy using this picture at parent functions to speak about where we have been and where, hopefully, we are headed, because certainly this classroom looks like the classroom most of them, and we, remember from our childhoods. The rows and columns, the students together only in their isolation, the teacher as central figure . . . You know the drill . . if we are in fact in the transition between one age of education and another, what are the questions we are meant to be asking? The first, I think, is whether – if we add up the sum total of all of the incremental changes in our schools in recent decades – whether our schools, our classrooms, and our teachers have really, on the whole, changed all that much from this model. In the last decade, has the glacier slipped more than a few inches, or maybe a few feet?
We all have a sense of the burden of the past and the expectations to which we are mercy, and some of us have a sense of the absurdity of it. Nobody here is working at King’s School in Canterbury, wrestling with who’ll they’ll become in their fifteenth century, and yet know we are limited. All of us have a story about what really inflames a child’s imagination and engages his or her interest, but few of us get to bring that into a classroom on a daily basis. And we want to know what to do.
Because we know that the oft-repeated sentiment, first framed as I can tell by David Thornburg, is true: we must transform all formal institutions of learning, to ensure that we are preparing students for their future, no for our past. And we believe it. Or as Pat Basset, the President of NAIS said a few years ago, “schools that aren’t schools of the future, won’t be schools in the future.” And we know it. But we’re still struggling to figure out what that means.So the second question I think we are asking is just exactly what DO we do to ensure that we are preparing our students for their future. We have all been reading about it, thinking about it, and hearing about it for some time, and we all believe it. But what do we _do_ about it.---Though David Thornburg, a senior fellow at the Congressional Institute of the Future, wrote that in 1997, I thought it was kind of funny, back in 2008, that the phrase ‘21st century learning’ was all the rage in writing about education. It just seemed strange that several years of the 21st century had already passed, before we began to discuss it. So as a perfectly harmless joke, I designed a logo for a think tank . .
(Read it)I wanted to make the point that we could _really_ have the corner on the market if we got ahead of the game, and started talking about the 22nd century well before it got off to start.----- ------ -----I didn’t really mean anything by it, but not long after that, it occurred to me that there might actually be something to this.
From the shaping of a new strategic vision, like this mission statement from the amazing public schools in Upper Arlington, Ohio
From the attention to particular and concrete initiatives like the New Tech network;s assessment system…
In Our of Our Minds, Sir Ken writes that “the transtion from one intellectual age to another can be traumatic and protracted. New ways of thinking do not simply replace the old at clear points in history. They often overlap and coexist with established ways of thinking for long periods of time. This complex and convoluted process of change can create many tensions and unresolved problems along the way. But eventually the new paradigm provides the framework for a new period . . .
Wikipedia says it’s Sir William Curtis who came up with that in 1825We tried to get Sir William, but we settled for Sir Ken.