Reuniting Thinking with Doing: Igniting the Innate Passion of Adolescence for...Credible You Ltd
This document discusses the importance of engaging adolescents through hands-on learning rather than traditional instruction-based schooling. It argues that adolescents are naturally apprentice-like learners, not passive pupils, and that allowing them to learn through doing helps ignite their innate passion for learning. Quotes throughout emphasize learning by doing over rote memorization. The document also addresses challenges faced by modern education systems and calls for preparing students to help shape the future rather than just conform to the past.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
1) The document discusses the changing nature of skills needed for jobs and the economy, citing sources that argue education needs to focus more on developing flexible, adaptive skills rather than rigid curriculum content.
2) It also discusses the "learning fetish" where learning is seen as valuable in itself without consideration for what is being learned, and the need to avoid losing sight of broader purposes of education like building understanding.
3) While skills are important, there is a risk of "throwing the baby out with the bath water" if focus shifts too much from curriculum and subject knowledge, so a balanced approach is needed that promotes both knowledge and skills.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
SSAT Conference Session
https://www.ssatrust.org.uk/sites/NationalConference2010/abouttheevent/Pages/fridaykeynotevideos.aspx for a video of David Lambert in action...
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
1. The document discusses the history of behaviorism in education and its focus on reinforcement and punishment to shape student learning and behavior. It argues that online learning has reinforced these behaviorist approaches through the use of technologies that monitor student behavior.
2. It advocates for a critical digital pedagogy that recognizes the humanity of both students and educators. This would focus on curiosity, questioning, and empowering learners rather than standardized assessments and compliance.
3. Moving forward, the document calls for engaging critically with technology and traditional practices to address inequities and perpetuation of outdated models of teaching and learning.
This session challenges us to rethink our approaches to the classroom, looking critically at everything from the syllabus to assignments, assessments, discussions, and even furniture placement. We’ll engage questions of motivation and authority in ways that prioritize people over programs.
Reuniting Thinking with Doing: Igniting the Innate Passion of Adolescence for...Credible You Ltd
This document discusses the importance of engaging adolescents through hands-on learning rather than traditional instruction-based schooling. It argues that adolescents are naturally apprentice-like learners, not passive pupils, and that allowing them to learn through doing helps ignite their innate passion for learning. Quotes throughout emphasize learning by doing over rote memorization. The document also addresses challenges faced by modern education systems and calls for preparing students to help shape the future rather than just conform to the past.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
1) The document discusses the changing nature of skills needed for jobs and the economy, citing sources that argue education needs to focus more on developing flexible, adaptive skills rather than rigid curriculum content.
2) It also discusses the "learning fetish" where learning is seen as valuable in itself without consideration for what is being learned, and the need to avoid losing sight of broader purposes of education like building understanding.
3) While skills are important, there is a risk of "throwing the baby out with the bath water" if focus shifts too much from curriculum and subject knowledge, so a balanced approach is needed that promotes both knowledge and skills.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
SSAT Conference Session
https://www.ssatrust.org.uk/sites/NationalConference2010/abouttheevent/Pages/fridaykeynotevideos.aspx for a video of David Lambert in action...
The document presents a model of the relationships between informal, non-formal and formal learning. It depicts informal learning as emerging from the interests of individuals and groups, who organize and access resources to pursue self-determined interests. Non-formal learning involves resources created or provided to support learning sequences and audiences. Formal learning flows from institutions that offer accreditation and related resources to enable groups to meet accredited goals. The model shows learning flowing from left to right, driven by natural curiosity, while education flows from right to left, following institutional rules.
1. The document discusses the history of behaviorism in education and its focus on reinforcement and punishment to shape student learning and behavior. It argues that online learning has reinforced these behaviorist approaches through the use of technologies that monitor student behavior.
2. It advocates for a critical digital pedagogy that recognizes the humanity of both students and educators. This would focus on curiosity, questioning, and empowering learners rather than standardized assessments and compliance.
3. Moving forward, the document calls for engaging critically with technology and traditional practices to address inequities and perpetuation of outdated models of teaching and learning.
This session challenges us to rethink our approaches to the classroom, looking critically at everything from the syllabus to assignments, assessments, discussions, and even furniture placement. We’ll engage questions of motivation and authority in ways that prioritize people over programs.
Norm Gayford presented on the history and challenges of technical writing courses, particularly those offered online or through distance learning. He discussed how the field has evolved through different modalities like telecourses and online learning. Some challenges discussed included engaging students in online discussions and conversations, as well as ensuring students understand conventions in their fields. The presentation argued for taking an artistic/creative approach to technical communication and online learning. It also highlighted some common misconceptions about how students learn best.
Chapter 2 a careful analysis of the teacher student resodhi3
The passage criticizes the traditional "banking" model of education, where teachers see themselves as narrators who deposit information into passive students. This establishes an oppressive contradiction between teacher and student. The banking model treats students as empty receptacles and discourages critical thinking, serving the interests of oppressors who want to maintain the status quo. A liberating education must overcome this contradiction by creating a problem-posing dialogue where teachers and students learn from each other.
This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
The document discusses constructivism, a learning theory where students actively construct new knowledge based on previous knowledge and experiences. It describes four prominent theorists - Piaget, Bruner, Vygotsky, and Dewey - who contributed key ideas to constructivism. These include learning through stages, building on prior knowledge, social cognition and collaboration, and learning by doing. The document also discusses implications for constructivist classrooms, including student-centered learning, group work, and the teacher as facilitator. Several students give their opinions on incorporating constructivism in their own teaching.
Critical instructional design moves toward realizing the possibility for learning that blends a new form of rigor with agency through a practice of inquiry, empathy, and emergence.
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
Pot Powerpoint Presntation Assignment #2 (Philosophy Statement)Scott Berry
The document discusses concepts related to education and learning. It argues that learning is a progressive mastery of more complex information, with each new concept building on previous understandings. It also notes that current education systems are typically designed this way, with students advancing in comprehension levels over time. However, it questions whether this linear model of education adequately prepares students for the unknown future.
Critical digital pedagogy after covid 19 - reflections on teaching thtrough t...Sean Michael Morris
On 16 February 2021, I was invited to keynote "Scaffolding a Transformative Transition to Distance and Online Learning," a virtual symposia at the University of Ottawa.
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
The Case of a Massive Online Open Course (MOOC) at a College of EducationDalit Levy
This document describes a case study of a massive open online course (MOOC) offered at a large college of education in Israel. The motivation for the case study was to provide experiences for future teachers to prepare them for education in the digital age and knowledge economy. The authors describe the organizational culture of the college which emphasizes social involvement. They discuss establishing a connectivist MOOC using social involvement seminars as a field for experimenting with connectivist pedagogy. Interviews were conducted and themes that emerged included creating a network of facilitators and students and reflecting social involvement on the college website. The past plan involved obtaining support and developing the instructional design and content for a Qualitative MOOC over two cycles from 2011-2013
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
1. The document discusses the shift from traditional professional development to connected, self-directed professional learning through online networks and communities.
2. Key aspects of connected learning mentioned include learning through collaboration and interaction, making connections to develop a learning network, and learning as a social process that occurs within communities.
3. Different types of online communities that can support professional learning are discussed, including personal learning networks for individual connections, communities of practice for collaborative knowledge-building, and professional learning communities for local, job-embedded collaboration.
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
CO1. Understand the concept of pedagogy, andragogy and heutagogy.
CO2. ComprehendtheBruner’s concept attainment model and Ausbel’s advance organiser model.
CO3. Gain mastery of role play, simulation, gaming and prioritisation exercises.
CO4. Use different types of resources, users and their role in a resource centre.
CO5. Comprehend the construction of achievement test and blue print making.
Underlying principles and characteristics in achieving 21st century.pptxVictoria721904
The document outlines 11 guiding principles and 9 characteristics for achieving 21st century education. The 11 principles are: generate curiosity, foster creativity, critical thinking, reverse classroom, communication and storytelling, design experimentation, exposure to technology, coding, perennial growth mindset, empathy and morality, and collaboration. The 9 characteristics are: learner-centered, media-driven, personalized, transfer-by-design, visibly relevant, data-rich, adaptable, interdependent, and diverse. The principles and characteristics emphasize student-centered and personalized learning, creativity, collaboration, real-world application of skills, and adapting to new technologies and ways of learning.
Norm Gayford presented on the history and challenges of technical writing courses, particularly those offered online or through distance learning. He discussed how the field has evolved through different modalities like telecourses and online learning. Some challenges discussed included engaging students in online discussions and conversations, as well as ensuring students understand conventions in their fields. The presentation argued for taking an artistic/creative approach to technical communication and online learning. It also highlighted some common misconceptions about how students learn best.
Chapter 2 a careful analysis of the teacher student resodhi3
The passage criticizes the traditional "banking" model of education, where teachers see themselves as narrators who deposit information into passive students. This establishes an oppressive contradiction between teacher and student. The banking model treats students as empty receptacles and discourages critical thinking, serving the interests of oppressors who want to maintain the status quo. A liberating education must overcome this contradiction by creating a problem-posing dialogue where teachers and students learn from each other.
This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
The document discusses constructivism, a learning theory where students actively construct new knowledge based on previous knowledge and experiences. It describes four prominent theorists - Piaget, Bruner, Vygotsky, and Dewey - who contributed key ideas to constructivism. These include learning through stages, building on prior knowledge, social cognition and collaboration, and learning by doing. The document also discusses implications for constructivist classrooms, including student-centered learning, group work, and the teacher as facilitator. Several students give their opinions on incorporating constructivism in their own teaching.
Critical instructional design moves toward realizing the possibility for learning that blends a new form of rigor with agency through a practice of inquiry, empathy, and emergence.
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
Pot Powerpoint Presntation Assignment #2 (Philosophy Statement)Scott Berry
The document discusses concepts related to education and learning. It argues that learning is a progressive mastery of more complex information, with each new concept building on previous understandings. It also notes that current education systems are typically designed this way, with students advancing in comprehension levels over time. However, it questions whether this linear model of education adequately prepares students for the unknown future.
Critical digital pedagogy after covid 19 - reflections on teaching thtrough t...Sean Michael Morris
On 16 February 2021, I was invited to keynote "Scaffolding a Transformative Transition to Distance and Online Learning," a virtual symposia at the University of Ottawa.
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
The Case of a Massive Online Open Course (MOOC) at a College of EducationDalit Levy
This document describes a case study of a massive open online course (MOOC) offered at a large college of education in Israel. The motivation for the case study was to provide experiences for future teachers to prepare them for education in the digital age and knowledge economy. The authors describe the organizational culture of the college which emphasizes social involvement. They discuss establishing a connectivist MOOC using social involvement seminars as a field for experimenting with connectivist pedagogy. Interviews were conducted and themes that emerged included creating a network of facilitators and students and reflecting social involvement on the college website. The past plan involved obtaining support and developing the instructional design and content for a Qualitative MOOC over two cycles from 2011-2013
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
1. The document discusses the shift from traditional professional development to connected, self-directed professional learning through online networks and communities.
2. Key aspects of connected learning mentioned include learning through collaboration and interaction, making connections to develop a learning network, and learning as a social process that occurs within communities.
3. Different types of online communities that can support professional learning are discussed, including personal learning networks for individual connections, communities of practice for collaborative knowledge-building, and professional learning communities for local, job-embedded collaboration.
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
CO1. Understand the concept of pedagogy, andragogy and heutagogy.
CO2. ComprehendtheBruner’s concept attainment model and Ausbel’s advance organiser model.
CO3. Gain mastery of role play, simulation, gaming and prioritisation exercises.
CO4. Use different types of resources, users and their role in a resource centre.
CO5. Comprehend the construction of achievement test and blue print making.
Underlying principles and characteristics in achieving 21st century.pptxVictoria721904
The document outlines 11 guiding principles and 9 characteristics for achieving 21st century education. The 11 principles are: generate curiosity, foster creativity, critical thinking, reverse classroom, communication and storytelling, design experimentation, exposure to technology, coding, perennial growth mindset, empathy and morality, and collaboration. The 9 characteristics are: learner-centered, media-driven, personalized, transfer-by-design, visibly relevant, data-rich, adaptable, interdependent, and diverse. The principles and characteristics emphasize student-centered and personalized learning, creativity, collaboration, real-world application of skills, and adapting to new technologies and ways of learning.
The document discusses the four pillars of education according to the Delors Report:
1) Learning to know, which involves acquiring tools for understanding through a broad general education and in-depth study of some subjects.
2) Learning to do, which involves not just job skills but also developing competence to deal with various situations and work in teams.
3) Learning to live together, which involves finding peace within oneself and expanding acceptance and understanding of others.
4) Learning to be, which involves developing one's personality and acting with greater autonomy, judgment, and responsibility.
The document outlines the author's teaching philosophy which focuses on cultivating individual thinking in students rather than just imparting facts. The author believes education should help students maximize their unique talents and see the world in their own way. The goal is to produce innovative individuals who can contribute to society in meaningful ways. Rather than simply lecturing, the author favors active learning methods where students explore knowledge in small groups with the teacher as facilitator. Assessment considers how students reach answers, not just the answers themselves, to promote creativity over rote memorization. The document emphasizes the importance of business, IT, and entrepreneurship education given their role in modern development.
How do children learn? How are they taught? These are two fundamental questions in education. Caleb Gattegno provides a direct and lucid analysis, and concludes that much current teaching, far from feeding and developing the learning process, actually stifles it. Memory, for instance, the weakest of the mental powers available for intelligent use, is almost the only faculty to be exploited in the educational system, and holds little value in preparing a student for the future. Gattegno’s answer is to show how learning and teaching can properly work together, what schools should achieve, and what parents have a right to expect.
This document profiles Sheryl Nussbaum-Beach, an educator and author focused on connected learning. It provides information about her background, publications, and areas of work including connected learning, digital literacy, and mobilizing collective intelligence. The document emphasizes the need for schools to redefine themselves and prepare students for a changing world where learning occurs anytime, anywhere through participatory and networked models. It highlights trends like openness, mobility, and personalization and discusses how to shift teaching and learning to focus on collaboration, authentic tasks, and developing 21st century skills like multiliteracy.
This document discusses a study that analyzed outdoor experiential learning compared to direct classroom instruction on teaching second grade students about biodiversity in a taiga ecosystem. The study involved giving students direct instruction, then assessing them. They then went on a field trip to experience the taiga firsthand and were assessed again using the same test. The results showed that students performed better and understood the concepts more after experiential learning outside of the classroom.
The document discusses shifting the ownership of learning to students to develop learner agency. It identifies ten conditions for learner agency, including having learners at the center of their learning, building relationships and partnerships, developing cultural responsiveness, empowering leadership, viewing teaching as inquiry, ensuring curriculum and pedagogy support agency, using assessment for and of learning, integrating technology, and creating innovative learning environments. The document encourages reflecting on which conditions to act on and provides resources to develop strategies that give students more control and ownership over their learning.
The document discusses key aspects of constructivism as it relates to learning and education. Some of the main points covered include:
1) Constructivism emphasizes that people create meaning through individual constructs and by acting upon their environment to acquire and test new knowledge.
2) Experiential learning plays a central role, with thinkers like Dewey, Kolb, and Vygotsky emphasizing learning through real-world experiences.
3) The role of the learner is active and self-directed, while the educator acts as a mentor to guide problem solving and help modify existing knowledge.
Active Learning And Solution Focused PedagogyKate Campbell
This document discusses active learning and solution focused pedagogy. It argues that the traditional learning model is not relevant to students' real needs and promotes a passive role for students. Instead, it advocates for an active learning approach that centers on the student and emphasizes real-world problem solving and finding solutions. Key aspects of active learning discussed include positive student-teacher interaction, cooperation among students, and engaging students through collaborative activities and intellectual challenge. The document also discusses solution focused pedagogy and how it focuses on making connections between facts, encouraging students to analyze and predict information, and looking beyond just finding solutions to considering practical application.
This document discusses several theories of experiential learning including those proposed by Kolb, Knowles, Mezirow, Tough, Dewey, Lewin, Piaget, Jung, Freire and others. It outlines Kolb's model of experiential learning and the four stages of his learning cycle. It also notes that critics argue Kolb's theory is too rigid and lacks evidence from other tools. The document aims to explain experiential learning theories to participants.
Constant change is here to stay: why schooling is always about the futureruperthigham
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
Constant change is here to stay: why schooling is always about the futureruperthigham
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
Constant change is here to stay: why schooling will always be about the futureRichard Sandford
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
In our time, the image of the teacher has become so thoroughly the product of a professionalized, highly result oriented, institutionalized context that is increasingly difficult to imagine radically different alternatives of what a teacher might be.
The four pillars of education as recommended by UNESCO are:
1. Learning to know, which involves developing concentration, memory, thinking skills, and tapping into hidden talents.
2. Learning to do, which means gaining occupational skills and interpersonal skills like communication, teamwork, and problem solving.
3. Learning to live together, which aims to foster understanding between people and teach conflict resolution through dialogue.
4. Learning to be, which means supporting the holistic development of each individual's mind, body, intelligence, sensitivity, and spirituality.
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
This document discusses five major educational philosophies: perennialism, essentialism, progressivism, existentialism, and pragmatism. Perennialism focuses on teaching reasoning and wisdom through subjects and doctrine with a highly disciplined approach. Essentialism emphasizes teaching intellectual and moral standards through a core curriculum of essential knowledge and skills. Progressivism believes education should focus on the whole child through active learning rooted in the learner's experiences. Existentialism rejects set truths and focuses on helping students understand themselves and accept responsibility for their own development. Pragmatism sees education as a means to solve problems and believes learning happens through active experimentation.
Similar to Presentation on education reform made to Reform Scotland (20)
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Presentation on education reform made to Reform Scotland
1. Reform Scotland
Edinburgh 8th June 2012
“Education is the ability to perceive the hidden connections
between disparate phenomena” Vaclav Havel, 2000
Website: www.born-to-learn.org
Email: jabbott@rmplc.co.uk
2. Keir Bloomer suggests that I speak to...
The nature of the learning process
Confucius, “tell me and I forget, show me and I remember, let me do and I understand”;
the philosopher Nietzsche, “It is a bad teacher whose pupils remain dependent on him”.
Evolutionary influences
Neural Darwinism – Gerald Edelman, “you can take man out of the Stone Age, but you
can’t take the Stone Age out of man”.
The importance of early learning (upside down and inside out)
Reversal of the relationship between Primary and Secondary; relevance of the All-
Through school and the separation of ‘schooling’ from post-adolescent learning.
Adolescence
A critical evolutionary adaptation as the driver of civilisation
Apprenticeship
‘Making thinking visible’, cognitive apprenticeship and the principle of Subsidiarity
3. In the Paper ‘Why is School Reform Difficult and Frequently Problematic’ of
December 2011, the Initiative stated, “The traditional factory model of
schooling is incompatible with the idea that students are workers, that
learning must be active, and that children learn in different ways and at
different rates”.
That dysfunction has been given scientific objectivity by the findings of
recent research:
First, The brain is driven by curiosity and the need to make sense of all
its many experiences.
Second, Intelligence is more than just a general capacity to learn; it is
shrewdness, cleverness and knowledge all rolled together with
emotional intuition, balance and a strong sense of practicality.
Essentially it is about cognitive and emotional self-regulation, the ability
to apply ‘intelligence’ in a self-reflective and meaningful way.
4. Third, The brain is empowered by the experience of its ancestors with
‘predispositions’ opening up like windows of opportunity at those
stages of life which evolution has found are the most appropriate to the
individual’s development.
Fourth, Children’s search for meaning starts very young. It is those
children who are already anxious to make sense of issues that matter to
them in their own private lives, who come to formal schooling anxious
to use whatever it can offer them to help their personal objectives. Not
the other way around.
Fifth, The adolescent brain is a critical evolutionary adaptation that
has built up over thousands of generations, and is essential to our
species’ survival. Adolescence forces young people in every generation
to think beyond their own self-imposed limitations, and exceed their
parent’s aspirations. Adolescence is an opportunity, not a threat.
5. Sixth, The brain works best when it is building on what it already
knows; when it is working in complex, situated circumstances, and
when it accepts the significance of what it is doing. It is at its best when
it is exercised in highly challenging but low-threat environments.
Seventh, Given the inherent limitations of schooling it seems essential
for a child to have an intellectual life outside school. Thus equipped, the
child is in a position to use schooling as a source of learning
opportunities without being drawn into short-cut strategies that work
well for handling school-based tasks but often lead nowhere in the life-
long development of expertise.
Eighth, Learning is an immensely complex business, so, to put faith in a
highly directive, prescriptive curriculum, is to so go ‘against the grain of
the brain’, that it inhibits creativity and enterprise……the very skills
needed in the complex, diverse economy and community for which we
need to prepare our children.
6. Cognitive scientists, working alongside neurobiologists
and anthropologists, have become much interested in
the processes that make apprenticeship such a successful
model of learning.
They advocate a Constructivist approach to
learning, with its progressive deepening of earlier
understandings, and the joining together of what had
earlier been separate, disconnected ideas. It is through
experience mixed with reflection that humans weave
their own experiences and knowledge of the world into
unique patterns. Constructivists see the role of the
teacher as ‘guide on the side’ rather than the
conventional ‘sage on the stage’.
7. Cognitive apprenticeship takes constructivism a stage further by
showing how our brains, over vast periods of time, have become
conditioned to learn through a process of
(1) Showing – the ‘teacher’ or parent, craftsman or artist captures
the imagination of a young learner who becomes sufficiently
intrigued to want to know how to do it for itself;
(2) Coaching – the ‘teacher’ shows the novice learner how to identify
the sub tasks that have first to be completed, each with its own
particu-lar form of expertise;
(3) Scaffolding – the ‘teacher’ provides sufficient temporary support
as learners go beyond what they had earlier thought were the
limits of their skills;
(4) Fading – the ‘teacher’ has to be as proficient at removing
the scaffolding when it is more appropriate to the individual
to struggle to stand on his or her feet, as they had been
when putting the scaffolding in place;
8. (5) Dialogue – through the whole of the apprentice / master
relationship the novice learner shares ideas with other
learners as they try to describe what they are doing and
reflect on the outcome.
“Learning is not time-out from productive activity;
learning is the very heart of productive activity”
9. Within a cognitive apprenticeship both the task, and the
process of achieving it, are made highly visible from the
beginning. The student understands where they are going and
why. Learners have access to expertise in action. They watch
each other, get to understand the incremental stages and
establish benchmarks against which to measure their progress.
These are the processes that are at the heart of apprenticeship.
They have evolved over thousands of generations as parents
sought the most effective way of helping their children to
understand the world.
The definition of success was when the apprentice could
demonstrate that Jack was as good as his master, and maybe
even better.
10. Contemporary research takes us beyond the Roman
definition of education as obeying the rules, to the
ultimate aim of modern education as the weaning of
the novice of his dependence on someone else
(Nietzsche). This is best defined in terms of
Subsidiarity, another Hebrew concept recorded in the
book of Exodus, and now inscribed within the
framework of the European Union constitution as
meaning: “It is wrong for a superior to hold the right
of making decisions which an inferior is already able to
make for himself.”
11. Subsidiarity is not the same as delegation where a pre-
designed task is assigned to a junior to carry out on your
behalf, largely in the way you defined, and then to be
answerable to you for completing it to your satisfaction.
Subsidiarity could not be more different. Like parents letting go
of their children, or a shipbuilder sending his boat into
unknown waters, so Subsidiarity is a relationship of trust, not
control. Subsidiarity is the exact opposite of Behaviourism.
The problem we all share, as we try to shape a new model of
schooling is that we ourselves were often trained as
Behaviourists and are now required to lead a revolution about
a very different kind of process.
12. “The method people naturally employ to acquire
knowledge is largely unsupported by traditional
classroom practice. The human mind is better
equipped to gather information about the world by
operating within it than by reading about it, hearing
lectures on it, or studying abstract models of it.
Nearly everyone would agree that experience is the
best teacher, but what many fail to realise is that
experience may well be the only teacher.”
(Santa Fe Institute 1994)
13. Elements of Change Required (as defined and
accepted by British Columbia):
The weight of this research strongly supports a number of elements that
cannot be provided in current systems. Schools and administrators have
made many changes, but have largely reached the practical as well as the
legislative edge of what we can do alone. These changes can be
summarised as:
1. Individualized learning paths versus pre-programmed paths from which
students choose their course of study.
2. A much greater emphasis on experiential and situational
learning, especially as students get older.
3. A much greater emphasis on constructivist and inquiry-based practices.
4. A much greater use of community members and organizations in the
direct delivery of educational programs, and in the support of
apprentice-like learning outside the school.
14. Elements of Change Required (continued....)
5. The evolution of the teacher from the role of instructor when children are
young to a much more complex and professional role of learning
facilitator as students get older.
6. A student-teacher ratio that varies greatly depending on age and learning
activity (this is NOT about class size as we know it)
7. A de-emphasis of courses from Reception through to Grade 12 and a
move toward ensuring deep learning that matches developmental
levels, and is naturally interdisciplinary.
8. Rich assessment and reporting based on competencies rather than
courses or disciplines, and that uses language and artefacts rather than
scores to show achievement.
9. Post Secondary transition based on the dem-onstration of competencies
rather than marks in prerequisite courses.
10.A sliding scale of student dependency on teacher and school-as-place
that decreases with age, so allowing growth in student choice and
responsibility.
15. The rest of the argument as presented in Canada says...
Obvious as all this will appear to many in disparate parts of the world who
have studied Overschooled but Undereducated, to others the changes are
virtually too big to contemplate. “A big challenge, a tall order?” wrote a
recent reviewer in The Irish Times. “Yes, but this book makes a very
convincing argument for the revitalisation of education to save it from
trivialising the very young people it claims to be supporting. Education is
like a suit, said the proverbial wise tailor, ‘it has to fit’. Schooling is not
fitting very well now. The longer we have to wait the more the present
system approximates to the emperor’s new clothes.”
It will not be easy to do, “yet progress is only possible if, once or twice in a
generation, someone confronts us with an image in the mirror that makes
us feel that we have grown old and stale prematurely. We have to
transform ourselves quickly or surely we will perish” wrote Paul
Cappon, CEO of the Canadian Council on Learning, while Professor Charles
Handy of the London Business School wrote, “The message is critically
important ... for the very continuation of our society is at stake”.
16. The rest of the argument as presented in Canada says...
Firstly this must start by ensuring that all those –
politicians, legislators, administrators and school and teacher leaders really
understand the nature of what is involved – if they are to make the changeover
between two very different ways of doing things. There is a paradox... this is so
urgent it must not be rushed.
Secondly, it will require a systematic drip-feeding of these ideas into whichever
communities wish to be involved. This will require an integrated media campaign
through press, radio and television.
Thirdly, it will require finding several well-defined pilot areas in which there is the
confidence to spearhead these changes on behalf of the rest of the country or
province. It cannot be done everywhere all at once.
Fourthly, discussions would have to start with those university education faculties
whose support and involvement would be critical if new generations of teachers are
to be equipped for their new role, and existing teachers retrained.
Such whole systems change has to be backed with the moral imperative to apply
this for the benefit of all pupils. Native wisdom in many places recognises that
today’s adults have not inherited the land from their parents, but have been loaned
it by their children; consequently in the saga of the ages, if a generation fails, the
fault lies squarely with the previous generation for not equipping the young well
enough for the changes ahead.