The document discusses international test scores and education systems. It shows that Shanghai and other Chinese regions consistently score highest in math, science and reading on the PISA exam. It notes the US and other Western countries are concerned about being outperformed and see it as a "Sputnik moment." The document suggests Asian education systems emphasize hard work, discipline and memorization over creativity, which some argue inhibits innovation.
Students of the 21st century Civics and Citizenship require new skills of digital and global citizenship. The skills that need to be taught, a look at some global projects to get involved in and how to meet other educationalists to share projects/classes with will be outlined in this session. Stories from our classroom will be shared, eg a discussion on racism in real time with years 6/7 students in India. Learn how exciting technology can make the classroom, how vital digital citizenship is and some great activities to apply in the classroom.
The document contrasts attributes of the Industrial Age and Information Age across several categories:
The Industrial Age focused on top-down control, specialization, and stability while the Information Age values flexibility, customization, and open communication. Key differences include centralized versus decentralized organization, annual reports versus real-time sharing, and reluctance versus embrace of change. Overall, the Industrial Age structure has given way to a more pluralistic, global, and investor-driven model in the Information Age.
This document summarizes key points from a book on the challenges facing American education in an age of globalization and technology. It discusses recent education reforms focused on standardized testing and accountability. It also examines the strengths of American education like diversity and creativity compared to countries like China that emphasize high test scores. The document then outlines challenges for education from globalization, technology, and the rise of virtual worlds. It questions whether schools are preparing students for jobs and life in a world increasingly shaped by the internet and global connections.
The document discusses several topics related to abundance, Asia, automation and skills for the future. It notes that the US spends more on trash than many countries spend on everything, and that 48% of GE's software is produced in India with 350,000 engineering graduates per year. It then lists and provides brief explanations of design, story, empathy, play, and meaning as important skills for the future in an increasingly automated world.
A presentation on Dan Pink's A Whole New Mind and Drive given to students at the University of Nebraska-Lincoln Raikes School of Computer Science and Management.
The document discusses international test scores and education systems. It shows that Shanghai and other Chinese regions consistently score highest in math, science and reading on the PISA exam. It notes the US and other Western countries are concerned about being outperformed and see it as a "Sputnik moment." The document suggests Asian education systems emphasize hard work, discipline and memorization over creativity, which some argue inhibits innovation.
Students of the 21st century Civics and Citizenship require new skills of digital and global citizenship. The skills that need to be taught, a look at some global projects to get involved in and how to meet other educationalists to share projects/classes with will be outlined in this session. Stories from our classroom will be shared, eg a discussion on racism in real time with years 6/7 students in India. Learn how exciting technology can make the classroom, how vital digital citizenship is and some great activities to apply in the classroom.
The document contrasts attributes of the Industrial Age and Information Age across several categories:
The Industrial Age focused on top-down control, specialization, and stability while the Information Age values flexibility, customization, and open communication. Key differences include centralized versus decentralized organization, annual reports versus real-time sharing, and reluctance versus embrace of change. Overall, the Industrial Age structure has given way to a more pluralistic, global, and investor-driven model in the Information Age.
This document summarizes key points from a book on the challenges facing American education in an age of globalization and technology. It discusses recent education reforms focused on standardized testing and accountability. It also examines the strengths of American education like diversity and creativity compared to countries like China that emphasize high test scores. The document then outlines challenges for education from globalization, technology, and the rise of virtual worlds. It questions whether schools are preparing students for jobs and life in a world increasingly shaped by the internet and global connections.
The document discusses several topics related to abundance, Asia, automation and skills for the future. It notes that the US spends more on trash than many countries spend on everything, and that 48% of GE's software is produced in India with 350,000 engineering graduates per year. It then lists and provides brief explanations of design, story, empathy, play, and meaning as important skills for the future in an increasingly automated world.
A presentation on Dan Pink's A Whole New Mind and Drive given to students at the University of Nebraska-Lincoln Raikes School of Computer Science and Management.
Presentation to President Obama's Science & Technology advisory council (PCAST) on STEM Education. See http://cacm.acm.org/blogs/blog-cacm/109290-our-big-idea-open-social-learning/
University 2.0: thriving in an era of disruptive global competitionNagarjun Kandukuru
Innovations like Khan Academy, MITx and Udacity are taking world-class education to parts of the globe that have historically had no access to it. This, allied with the rapid strides countries like China, Brazil and India are making in education, means that Western graduates will have to compete with people from all around the world for jobs. Moreover, those jobs will demand deep understanding of the emerging world along technical, business and social dimensions.
This presentation explains how the traditional university model (based on classroom lectures, and with a limited worldview) has to evolve to keep pace with this new, increasingly global, reality. Drawing upon the work ThoughtWorks is doing, it discusses three specific ideas for University 2.0: make deep technical education coveted again, think global in everything we do, and engage with the industry in fresh new ways.
A version of this was delivered as a keynote by ThoughtWorks CEO Trevor Mather at University of Central Lancashire in May '12.
This document discusses challenges facing the US education system and proposes solutions focused on implementing best practices. It notes declining test scores and graduation rates in the US compared to other nations. Lack of professional standards for teachers, outdated teaching methods, and income inequality are identified as contributing factors. The document argues for research-based curriculum, data-driven instruction, and preparing teachers through rigorous training as ways to improve student outcomes and ensure all children receive a quality education.
The document discusses how technological changes and globalization are transforming the world at an exponential rate. It notes that countries like China and India are developing rapidly and surpassing Western nations in areas like education. Millions of people now live in poverty globally. The presentation argues that the world is changing quickly and that we must adapt and prepare students for jobs that don't yet exist using technologies not yet invented.
This document discusses the debate around replacing textbooks with tablets in classrooms. It notes that students today, known as Generation Z, have never known a world without digital technologies. Several studies show that students engaged with and retained information from lessons better when using tablets compared to traditional textbooks. However, some scholars worry that over-reliance on technologies like Google could weaken human intelligence. Overall, the document argues that tablets should be integrated into education to prepare students for an increasingly digital world, though challenges around access and infrastructure remain.
This presentation was given at the The Education Show, in Melbourne in August 2011. It shows the use of effective technology in the classroom to empower learning.
This is a presentation used by our organization to create interactive discussions in the scientific community. The intention is to share current trends and data in support of discussions about what we really want, for the future of science, for scientists in training, and for society.
Swe women and minorities in stem presentation (2)CierraDesmaratti
This presentation is about how to increase the diversity in terms of thought, gender, background, and creativity in the STEM field. There is a need for more women and underrepresented minorities and these slides delve into how we can support this groups in the education system.
This document discusses the potential of games and simulations for learning and skills development. It notes that gaming technologies can transform learning systems and that building games represents a qualitative shift in how we approach production, learning, and research. It advocates experimenting with learning systems that blend physical, virtual, and machine realities and leveraging existing educational gaming environments.
This document provides background information about Ashwin Ram, the founder of OpenStudy. It discusses his educational and professional background, as well as his work founding Enkia and OpenStudy. It then discusses concepts like cognitive computing and Pasteur's Quadrant that are relevant to OpenStudy. The document outlines problems in traditional education around access and engagement. It discusses how OpenStudy aims to create open social learning communities by engaging students through peer-to-peer learning and gamification. It provides an overview of OpenStudy's features and growth over 9 months, including growing its user base and being adopted by various educational institutions. Finally, it discusses OpenStudy's vision for a worldwide "guild" of learners interacting and helping each other
This orientation outlines the goals and structure of the REU program. It introduces the stakeholders including NSF who is funding the program. Research is described as focused exploration to spread knowledge. Innovation is discussed as key to economic success. There is a need for more innovation but challenges include lack of training and underrepresentation in STEM fields, especially for women and minorities. The goals are to conduct research and create something new through this opportunity.
This document discusses current hot topics related to Chinese higher education. It covers 4 things to know about Chinese higher education, including cultural values that emphasize education and differences from U.S. higher education. Current hot topics discussed include the use of paid agents, plagiarism, growing enrollment in community colleges, and best practices for international programs. It also addresses perceptions of "tiger moms" and their influence on views of Chinese international students.
This document discusses the need for gifted education to evolve for the 21st century. It argues that today's students need skills like creativity, critical thinking, communication and collaboration to succeed in a world where knowledge is widely accessible. Schools must provide modern, technology-rich learning environments that engage students in solving real-world problems. By integrating new literacies and allowing creative outlets, education can help ensure students are prepared for the future.
This document summarizes Andrew Campbell's presentation on educational technology. It discusses both benefits and concerns around edtech, including how it is big business, raises privacy issues, and can worsen the digital divide. It also notes that while technology changes teaching, teachers are not replaceable and their role remains important as guides and facilitators. Early adopters see potential in edtech but the early majority needs reliable infrastructure and support to feel comfortable adopting new technologies.
Presented by Brian Housand, PhD
http://brianhousand.com
Arkansas Gifted Conference 2014
Hot Springs, AR
February 2014
bit.ly/agate2014
Today’s young people have unprecedented access to powerful tools designed for creative production. Yet, students are often being asked to unplug rather than meaningfully connect with technology. This session explores a virtual playground designed to get teachers and students plugged into new outlets for promoting creative productive giftedness.
This document provides an overview of creative outlets and technologies that can be used to foster creativity. It discusses stages of the creative process and strategies for integrating technology creatively. Examples are given of how different technologies like video games, digital tools and coding platforms can support creativity. The document advocates exposing students to diverse perspectives and cultures to spark new ideas. Overall it promotes developing students' capacity for discovery, synthesis and futurecasting to prepare them for an ever-changing world.
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
Presentation to President Obama's Science & Technology advisory council (PCAST) on STEM Education. See http://cacm.acm.org/blogs/blog-cacm/109290-our-big-idea-open-social-learning/
University 2.0: thriving in an era of disruptive global competitionNagarjun Kandukuru
Innovations like Khan Academy, MITx and Udacity are taking world-class education to parts of the globe that have historically had no access to it. This, allied with the rapid strides countries like China, Brazil and India are making in education, means that Western graduates will have to compete with people from all around the world for jobs. Moreover, those jobs will demand deep understanding of the emerging world along technical, business and social dimensions.
This presentation explains how the traditional university model (based on classroom lectures, and with a limited worldview) has to evolve to keep pace with this new, increasingly global, reality. Drawing upon the work ThoughtWorks is doing, it discusses three specific ideas for University 2.0: make deep technical education coveted again, think global in everything we do, and engage with the industry in fresh new ways.
A version of this was delivered as a keynote by ThoughtWorks CEO Trevor Mather at University of Central Lancashire in May '12.
This document discusses challenges facing the US education system and proposes solutions focused on implementing best practices. It notes declining test scores and graduation rates in the US compared to other nations. Lack of professional standards for teachers, outdated teaching methods, and income inequality are identified as contributing factors. The document argues for research-based curriculum, data-driven instruction, and preparing teachers through rigorous training as ways to improve student outcomes and ensure all children receive a quality education.
The document discusses how technological changes and globalization are transforming the world at an exponential rate. It notes that countries like China and India are developing rapidly and surpassing Western nations in areas like education. Millions of people now live in poverty globally. The presentation argues that the world is changing quickly and that we must adapt and prepare students for jobs that don't yet exist using technologies not yet invented.
This document discusses the debate around replacing textbooks with tablets in classrooms. It notes that students today, known as Generation Z, have never known a world without digital technologies. Several studies show that students engaged with and retained information from lessons better when using tablets compared to traditional textbooks. However, some scholars worry that over-reliance on technologies like Google could weaken human intelligence. Overall, the document argues that tablets should be integrated into education to prepare students for an increasingly digital world, though challenges around access and infrastructure remain.
This presentation was given at the The Education Show, in Melbourne in August 2011. It shows the use of effective technology in the classroom to empower learning.
This is a presentation used by our organization to create interactive discussions in the scientific community. The intention is to share current trends and data in support of discussions about what we really want, for the future of science, for scientists in training, and for society.
Swe women and minorities in stem presentation (2)CierraDesmaratti
This presentation is about how to increase the diversity in terms of thought, gender, background, and creativity in the STEM field. There is a need for more women and underrepresented minorities and these slides delve into how we can support this groups in the education system.
This document discusses the potential of games and simulations for learning and skills development. It notes that gaming technologies can transform learning systems and that building games represents a qualitative shift in how we approach production, learning, and research. It advocates experimenting with learning systems that blend physical, virtual, and machine realities and leveraging existing educational gaming environments.
This document provides background information about Ashwin Ram, the founder of OpenStudy. It discusses his educational and professional background, as well as his work founding Enkia and OpenStudy. It then discusses concepts like cognitive computing and Pasteur's Quadrant that are relevant to OpenStudy. The document outlines problems in traditional education around access and engagement. It discusses how OpenStudy aims to create open social learning communities by engaging students through peer-to-peer learning and gamification. It provides an overview of OpenStudy's features and growth over 9 months, including growing its user base and being adopted by various educational institutions. Finally, it discusses OpenStudy's vision for a worldwide "guild" of learners interacting and helping each other
This orientation outlines the goals and structure of the REU program. It introduces the stakeholders including NSF who is funding the program. Research is described as focused exploration to spread knowledge. Innovation is discussed as key to economic success. There is a need for more innovation but challenges include lack of training and underrepresentation in STEM fields, especially for women and minorities. The goals are to conduct research and create something new through this opportunity.
This document discusses current hot topics related to Chinese higher education. It covers 4 things to know about Chinese higher education, including cultural values that emphasize education and differences from U.S. higher education. Current hot topics discussed include the use of paid agents, plagiarism, growing enrollment in community colleges, and best practices for international programs. It also addresses perceptions of "tiger moms" and their influence on views of Chinese international students.
This document discusses the need for gifted education to evolve for the 21st century. It argues that today's students need skills like creativity, critical thinking, communication and collaboration to succeed in a world where knowledge is widely accessible. Schools must provide modern, technology-rich learning environments that engage students in solving real-world problems. By integrating new literacies and allowing creative outlets, education can help ensure students are prepared for the future.
This document summarizes Andrew Campbell's presentation on educational technology. It discusses both benefits and concerns around edtech, including how it is big business, raises privacy issues, and can worsen the digital divide. It also notes that while technology changes teaching, teachers are not replaceable and their role remains important as guides and facilitators. Early adopters see potential in edtech but the early majority needs reliable infrastructure and support to feel comfortable adopting new technologies.
Presented by Brian Housand, PhD
http://brianhousand.com
Arkansas Gifted Conference 2014
Hot Springs, AR
February 2014
bit.ly/agate2014
Today’s young people have unprecedented access to powerful tools designed for creative production. Yet, students are often being asked to unplug rather than meaningfully connect with technology. This session explores a virtual playground designed to get teachers and students plugged into new outlets for promoting creative productive giftedness.
This document provides an overview of creative outlets and technologies that can be used to foster creativity. It discusses stages of the creative process and strategies for integrating technology creatively. Examples are given of how different technologies like video games, digital tools and coding platforms can support creativity. The document advocates exposing students to diverse perspectives and cultures to spark new ideas. Overall it promotes developing students' capacity for discovery, synthesis and futurecasting to prepare them for an ever-changing world.
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
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
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
This document outlines the goals and agenda for an upper elementary town hall meeting about supporting student learning at home. The goals include reflecting on the school's mission, exploring how parents can support learning, sharing hopes for students, learning about faculty initiatives, using a question formulation technique, and discussing shared goals. The school's mission is to develop well-rounded students academically, intellectually, creatively, athletically, and socially. The presentation will also cover the school's approach to accountability and assessment, which balances external standardized testing with student self-assessment and goal-setting. Last year's parent engagement focused on defining successful students, and this year will discuss how teachers create a positive learning environment and climate.
The document outlines the goals and framework for learning at Curtis School. It aims to develop students' minds and bodies through a balanced, challenging education that engages them in their own learning. Teachers describe successful students as intelligent, creative, kind, open-minded, curious, and balanced individuals, while students describe them as flexible, inspiring, enthusiastic, optimistic, humble, modest, honest, cooperative, and determined. The document asks how teachers can create an environment conducive to learning through the space, climate, and relationships in the classroom and how students can help create this type of environment.
This document discusses the traits that teachers and students associate with successful students. Teachers describe successful students as compassionate, cooperative, courageous, creative, critically thinking, curious, empathetic, expressive, flexible, happy, kind, resilient, self-aware, self-reliant and tolerant. Students describe successful students as intelligent, creative, kind, open-minded, curious, balanced, flexible, inspiring, enthusiastic, optimistic, humble, modest, honest and cooperative. The document also asks how teachers can create an environment and climate that is conducive to learning.
Cortez Middle School and Curtis School held a joint meeting on April 26, 2013 to discuss important school topics such as homework, group projects, standardized tests, and incorporating more technology into the classroom.
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
The document discusses the importance of diversity, inclusion, and cultural competency skills for students' future success. It notes that the US population is becoming more racially diverse, especially among younger generations. Developing these skills will help students collaborate across differences and thrive in the new global reality. It introduces a model for developing reflective competence and outlines skills like using new lenses and norms to investigate culture that will help students become cultural investigators.
The document summarizes a student assembly held at Curtis School's Upper Elementary School on August 29, 2012. The assembly focused on reflections on teaching, learning, and parenting. Students, teachers, and parents/guardians were asked to describe successful students. Their responses emphasized traits like being compassionate, curious, creative, cooperative, resilient, self-aware, and life-long learners. The assembly also provided a forum for discussion around goals for learning and development.
This document summarizes the agenda for a student assembly at Curtis School's Upper Elementary School on August 29, 2012. The agenda included a 45 minute session on reflections of teaching, learning, and parenting, followed by a 20 minute discussion of goals for learning and development. The assembly then concluded with a 20 minute question and answer period. Teachers and students each took a minute to describe characteristics of successful students.
The document summarizes a student assembly held at Curtis School's upper elementary school on August 29, 2012. The assembly included reflections from teachers on teaching, learning, and parenting lasting 45 minutes; a discussion of goals for student learning and development for 20 minutes; and a question and answer period where teachers and students asked each other questions about defining success, the value of diversity, improving education, and the differences between parenting and teaching for 20 minutes.
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9. Math Sciences Reading
Shanghai, China Shanghai, China Shanghai, China
http://www.oecd.org/dataoecd/54/12/46643496.pdf
Singapore Finland South Korea
2009 PISA Results
Hong Kong, China Hong Kong, China Finland
South Korea Singapore Hong Kong, China
Taiwan Japan Singapore
Finland South Korea Canada
Liechtenstein New Zealand New Zealand
Switzerland Canada Japan
Japan Estonia Australia
Canada Australia Netherlands
11. A Grattan Institute report, to be released today, shows Australian
performance has slipped since 2000, with maths students now more
than two years behind children in Shanghai and one to two years
behind children in Hong Kong, Singapore and South Korea.
--Sydney Morning Herald, 02-17-2012
http://www.smh.com.au/national/education/australian-students-lag-asia-by-three-years-20120216-1tbt8.html#ixzz1me2MH9mL
We've become a nation of wusses. The Chinese are kicking our butt
in everything. If this was in China do you think the Chinese would
have called off the game? People would have been marching down
to the stadium. They would have walked and they would have been
doing calculus on the way down…
--Former Pennsylvania Governor Ed Rendell on the rescheduling of an NFL game, 2010
http://voices.washingtonpost.com/44/2010/12/ed-rendell-were-a-nation-of-wu.html
I am happy to confess I’d like us to implement a cultural revolution
just like the one they’ve had in China…Like Chairman Mao, we’ve
embarked on a Long March to reform our education system.
--Michael Gove, British Secretary of State for Education
http://www.telegraph.co.uk/education/8227535/Michael-Gove-my-revolution-for-culture-in-classroom.html
12. Qian Xuesheng: “Why doesn’t China have great talents?”
Wen Jiabao: “China must have entrepreneurs like Steve Jobs”
Kai-fu Lee: The next Apple or Google will appear, but not in China…
unless it abolishes its education.
13. Real Dragon or Paper Tiger: Patent filings in 2008
Europe 14,525 filings
U.S.A. 400,769 filings
U.S.A. 14,399 filings
Japan 502,054 filings
Japan 13,446 filings
China 203,481 filings
China 473 filings
In 2010 China accounted for
20% of the world's population
9% of the world's GDP
12% of the world's R&D expenditure
1% of the patent filings with or patents granted by any of the
leading patent offices outside China.
50 % of the China-origin patents were granted to
subsidiaries of foreign multinationals
Source: Chinese Innovation is a Paper Tiger
http://online.wsj.com/article/SB10001424053111904800304576472034085730262.html?mod=googlenews_wsj
14. Steve Wozniak: Apple couldn’t emerge in societies like Singapore where ‘bad
behavior is not tolerated’ and people are not taught to think for themselves.
Alexis Ong: Wozniak’s comments are really a scathing indictment of the
Singapore education system, its strictly regimented curriculum and by-rote study
techniques that sustain the city’s “formal culture.”
17. Asian Americans
•5% of the US population
•15 to 25% of Ivy League enrollment
•24% at Stanford
•46% at UC Berkeley
•64 percent of Asians versus 52 percent for Caucasians
want to hold top positions
•2% of total 5,520 board seats of the Fortune 500 (98 of
them have Asians on their board)
http://www.worklifepolicy.org/documents/TopAsianTalent_PressRelease_7.20.11.pdf
http://aapress.com/business/report-only-96-asians-hold-fortune-500-board-seats/
19. Alexei vs Stephen: Curriculum and Time
Inside photos
showed Alexei
doing
complicated
experiments in Stephen, by
physics and contrast, retreated
chemistry and from a geometry
problem on the
reading aloud blackboard and the
from Sister caption advised,
Carrie. "Stephen amused
class with
wisecracks about
his ineptitude."
1958 Seated at a
typewriter in typing
class, Stephen tells
us "I type about
one word a
minute."
20. Our Nation is at risk. Our
once unchallenged
preeminence in commerce,
industry, science, and
technological innovation is
being overtaken by
competitors throughout the
world.
the educational foundations
of our society are presently
being eroded by a rising tide
of mediocrity that threatens
our very future as a Nation
and a people.
We are raising a new
generation of Americans that
is scientifically and
1983 Japan
technologically illiterate.
21. A Long History of Bad Test-takers
• 1960s
– FIMS: 12th out of 12 countries
– FISS: 14th out of 18 countries
• 1970s/1980s
– SIMS: 12, 14, 12, 12out of 15 (number systems, algebra, geometry, calculus)
– SISS: 14th (biology), 12th (chemistry), 10th (physics) out of 14
• 1990s—2007: TIMSS (8th graders)
– 28th out of 42 in 1995
– 15th in 2003
– 9th in 2007
22. …America still has the largest, most prosperous economy in the
world. (Applause.) No workers -- no workers are more productive
than ours. No country has more successful companies, or grants
more patents to inventors and entrepreneurs. We’re the home to
the world’s best colleges and universities, where more students
come to study than any place on Earth.
--President Obama, 2011 State of the Union Address
26. Correlations between TIMSS Math Score and Confidence and Enjoyment
Tom Loveless (2006): How Well Are American Students Learning
http://www.brookings.edu/~/media/Files/rc/reports/2006/10education_loveless/10education_loveless.pdf
27.
28. Correlations between PISA and Entrepreneurship Indicators
PISA Reading PISA Math PISA Sciences
Perceived Capabilities -.595** -.586** -.608**
Nascent Entre Rate -.693** -.636** -.678**
New Biz Ownsp Rate -.371* -.374* -.392*
Total Early Stage Entre -.658** -.620** -.658**
Activity
Data source: OECD PISA 2010, Global Entrepreneurship Monitor, 2010
30. If you judge a fish by its ability to
climb a tree, it will live its whole life
believing that it is stupid.
--Albert Einstein
31. In our travels to China it was everywhere, that laser-focus
on education…This public school in Shanghai where the
children are two years old. By three they are in school
from 8 until 4, already learning phrases in English…On
average Chinese students attend schools 41 more days
than American students a year and with extra lessons on
the weekend, Chinese students receive 30% more hours
of instruction.
--ABC World News with Diane Sawyer, 2010
http://abcnews.go.com/Politics/china-debuts-top-international-education-rankings/story?id=12336108#.Tz5va0xU2Fc
32. …what they learn and how they learn are subjects of
constant debate. Critics see young people as being
“fed” learning because they are seldom left on their
own to learn in a way of their choice. They have
little direct encounters with nature, for example, and
little experience with society either. While they have
learned a lot, they may not have learned how to
learn.
--OECD, 2011 http://dx.doi.org/10.1787/9789264096660-en
35. Individual differences
Multiple intelligences
Employable
Cultural diversity Schooling
skills
Curiosity, passion, creativity
It is a miracle that curiosity survives formal education.
---Albert Einstein