Even though states and districts are choking on data, Bernard Fryshman writes, there’s still very little understanding of what constitutes great teaching.
Preparing a teacher is in a certain sense far more challenging than preparing other professionals. For all its variations, the physician’s focus on the human body is limited. So is the building studied by the architect and the court of law facing the lawyer.
The classroom awaiting the teacher, on the other hand, is almost infinite in its variations. We mentioned the hundred or so language groups. Now consider categories such as race, religion, sex, economic background, and age. Keep in mind variations in ability, in social problems—interests, physical and mental changes—the list is unending. In a word, there is no professional preparatory program that can encompass every population, let alone every eventuality.
See on Scoop.it – Hot Issues in Education
The increase in English as a medium of instruction (EMI) has important implications for education. This research begins to map the use of EMI in order to understand why and when it is used.
There is a fast-moving worldwide shift towards using English as a medium of instruction (EMI), not so long ago known as CLIL, for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
See on Scoop.it – Hot Issues in Education
The Independent Project is a result of a high school student’s mission to create a school where students would feel fully engaged, have an opportunity to develop expertise in something, and learn how to learn.
In this school, as in the majority of schools around the world, students were learning plenty of information, but not much about how to gather or create their own data, until a student came up with a project, students were going to chose what to learn, when to learn it and how to do it. The selected gorup explored math, science, social science and literature topics that interested them, choosing one question each week, researching it, and presenting their findings to the group. They also chose books to read, discuss and write about in some form; worked on a semester-long individual project on a subject that excited them (the only requirement was that the project require effort, learning and mastery); and collaborated on a three-week-long group endeavor (they decided to make a video about education and their project). They were responsible for giving a final presentation about their project, which helped to give them a specific goal to work toward.
If our students look at the work we’re asking them to do today and say “It doesn’t matter,” we’re missing a huge opportunity to help them become the learners they now need to be.
Instead of passing paper, digital or otherwise, back and forth between students and teacher, what if we allowed students to do real work for real audiences that can read and interact far beyond the limits of the school walls, schedule, and curriculum? What if we let our students do work that they actually cared about and wanted to create, not for a grade but because of its potential contribution to and effect on the world?
Setting aside the two predominant narratives of education, there’s a third vision taking shape that’s yet to be defined. What would a reimagined education system value and teach?
Education needs to radically shift away from current models. The new model should strive to create powerful learning experiences and hold that technology as a crucial factor in future learning.
We need to begin to think about schools in a fundamentally different way, we should focus on creating an education system that supports inquiry-based, student-centered learning, where students are encouraged to find entry points into the mandated curriculum in ways that are meaningful to them. Technology, of course is an integral part of this vision because it allows students to create and demonstrate their knowledge.
For educators ready to try the idea of design thinking, you’ll be glad to know it does not require extensive transformation of your classroom. That said, it can be a transformative experience for all involved. Here, we try to answer your questions about the different integrating components of a design learning experience into familiar, pre-existing scenarios that play out in every school.
For all of us that have read, heard, talked, discussed and tried teaching by design or the backwards design, here’s the how
Teenager Logan LaPlante explains why he’s committed to making his education about learning how to live a healthy and happy life, not just how to make a living.
Just listen to this kid, we need to learn so much from him