This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
Are you new to the International Studies Schools Network (ISSN)? If so, this three-part workshop is for you! Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Are you new to the International Studies Schools Network (ISSN)? If so, this three-part workshop is for you! Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
An opportunity for ePortfolio and Portal users from around the Colleges of the University of London (and beyond) to share their experiences and discuss issues with experts and other users.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
An opportunity for ePortfolio and Portal users from around the Colleges of the University of London (and beyond) to share their experiences and discuss issues with experts and other users.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.
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]
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Southern Fried STEAM: Innovative Learning Project, Not a Stir FryKim Moore
An introduction to the Innovative Learning Project on Biodiversity and Habitats for student exploration in elementary, middle, and high school. This approach encourages problem-based learning, real world application, college and career connections, blended and flipped classrooms all while supporting the Next Gen Science Standards!
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Tony Wagner NAIS presentation
1. The Global Achievement Gap Tony Wagner, Co-Director Change Leadership Group Harvard University, Graduate School of Education tony_wagner@harvard.edu www.gse.harvard.edu/clg www.schoolchange.org
2. “The formulation of the problem is often more essential than the solution.” Einstein What is the “crisis” in the American education really about? And why should independent schools be concerned? School reform is just another fad. If it ain’t broke, don’t fix it! Their schools are the problem, not ours! Incremental change is the only way to go
3. The New Educational Challenges: “The Rock & The Hard Place” The Rock: NEW SKILLS for Work, Continuous Learning & Citizenship in a “knowledge society” for ALL STUDENTS Convergence of skills needed for careers, college, citizenship Students lacking skills relegated to marginal employment & citizenship The Hard Place: The “Net Generation” is differently motivated to learn Re-Framing the Problem: Reform vs. Reinvention We do not know how to teach ALL students NEW skills and motivate the Net Generation. These are new education challenges that require development of new assessments, different ways of teaching, and new ways of working together and with our students.
4. The Seven Survival Skills for Careers, College, And Citizenship Critical Thinking and Problem-Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination
5. What is The “Global Achievement Gap”? The Global Achievement Gap is the gap between what even our best schools are teaching and testing Versus The skills all students will need for careers, college, and citizenship in the 21st century
6. What Motivates The “Net” Generation? Accustomed to instant gratification and “always-on” connection Use the web for 1) extending friendships, 2) interest-driven, self-directed learning, and 3) as a tool for self-expression Constantly connected, creating, and multitasking in a multimedia world—everywhere except in school Less fear and respect for authority—accustomed to learning from peers; want coaching, but only from adults who don’t “talk down” to them Want to make a difference and do interesting/worthwhile work
7. Whose Radical Ideas Are These? We propose that the Faculty adopt a system of general education in which students are required to take one half course in each of the following eight categories: • Aesthetic and Interpretive Understanding • Culture and Belief • Empirical Reasoning • Ethical Reasoning • Science of Living Systems • Science of the Physical Universe • Societies of the World • The United States in the World In addition, we strongly recommend that the Faculty launch an initiative in activity-based learning and increase class discussions
8. Harvard College “These courses aim not to draw students into a discipline, but to bring the disciplines into students' lives . . . in ways that link the arts and sciences with the 21st century world that students will face and the lives they will lead after college.” http://www.generaleducation.fas.harvard.edu/icb/icb.do
9. And they also said . . . “We look at whether the applicant has taken the high school’s most demanding courses. But whether the classes are designated as A.P. or not is irrelevant. Abolishing A.P. classes won’t hurt the kids.“ Marlyn McGrath-LewisDirector of AdmissionsHarvard University
10. Meeting The New Education Challenges:From Education 2.0 to Education 3.0 From narrow focus on “Timeless Learning” (academic content that has stood the test of time): Rigor is content mastery (getting more right answers) Studying existing content by disciplines Learners working alone & in competition Motivated mainly by extrinsic rewards (grades) Taught by isolated content experts through memorization/recall Assessed mainly by multiple choice, computer scored tests Tomastering the competencies of “Just-in-Time Learning” Rigor is figuring out the right question/problem to be solved Exploring new questions/problems within & across disciplines Learners working in teams Motivated more by intrinsic rewards (pride in mastery, contributing) Taught by teamed coaches through exploration & discovery Assessed through auditing strategies, portfolios, & exhibitions of mastery (merit badges)
11. Rigor in The Classroom: 5 “Habits of Mind” Learning to Ask The Right Questions Weighing Evidence How do we know what’s true and false? What is the evidence, and is it credible? Awareness of Varying Viewpoints What viewpoint are we hearing? Who is the author, and what are his or her intentions? How might it look to someone with a different history? Seeing Connections/Cause & Effect Is there a pattern? How are things connected? Where have we seen this before? Speculating on Possibilities/Conjecture What if? Supposing that? Can we imagine alternatives? Assessing Value—Both Socially and Personally What difference does it make? Who cares? So what? From www.missionhillschool.org
12. The Three Cornerstones of School “Re-Invention” Holding Ourselves Accountable for What Matters Most Use The College and Work Readiness Assessment to assess analytic reasoning, critical thinking, problem-solving, and writing (www.cae.org) video focus groups with recent grads Doing the New Work: teaching & testing the skills that matter most Start with the 3 C’s: Critical Thinking, Communication, and Collaboration—in every class and at all grade levels Require all students to do internships and group service projects, and consider phasing in culminating projects and digital portfolios for all students (and eventually teachers) Doing the New Work in New Ways Every teacher on teams for collaborative inquiry Video teaching, supervision, and meetings
13. Some Possible First Steps Consider a strategic planning process to identify critical outcomes for all students See Virginia Beach School District & St. Gregory’s School models Create Voluntary Teams of Teachers to: Develop & video lessons for critical thinking/communication skills Pilot digital portfolios and 5th, 8th, & 12th exhibitions of mastery Develop Administrators’ Skills for Giving Meaningful Feedback Learning walks in teams, with time to debrief--instructional rounds Looking at videos of lessons video supervision conferences with volunteers
14. Questions To Consider: What skills are you teaching, and how are you assessing them? What are you doing to systematically improve instruction, and how do you know it is working? How well are your students prepared for college, careers, and citizenship, and how do you know? Is your school “adding value?” How do you know?
16. Resources The College and Work Readiness Assessment http://www.cae.org/content/pro_collegework.htm “Problem-Solving For Tomorrow’s World,” PISA 2003 http://www.oecd.org/dataoecd/25/12/34009000.pdf Other PISA tests: www.pisa.oecd.org ETS “ISkills Test” www.ets.org/iskills “Towards a More Comprehensive Conception of College Readiness” by David Conley http://www.gatesfoundation.org/nr/downloads/ed/researchevaluation/CollegeReadinessPaper.pdf Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (City, Elmore, Fiarman, Teitel) National Student Clearinghouse http://studentclearinghouse.org/highschools/default.htm
17. Resources High Tech High website (videos, curriculum, digital portfolios) http://www.hightechhigh.org/ Coalition of Essential Schools website (videos, workshops, other resources) http://www.essentialschools.org/ Francis Parker Essential School (7-12) www.parker.org Mission Hill School (k-8) www.missionhillschool.org Catalina Foothills 21st century skills overview http://www.cfsd16.org/public/_century/centMain.aspx Virginia Beach Strategic Plan: http://www.vbschools.com/compass “Two Million Minutes,” a documentary film comparing 6 high school students in the US, China, and India http://www.2mminutes.com/index.html Partnership for 21st Century Skills http://21stcenturyskills.org/ NY Performance Standards Consortium (28 high schools using common assessments) http://performanceassessment.org/index.html Free digital portfolio software: http://grover.concordia.ca/epearl/en/epearl.php