Hacked By XwoLfTn
Long life for Tunisia
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Hacked By XwoLfTn
Long life for Tunisia
long life to Palestine
With Zimmerman’s innocence decided, the underlying issues of race and profiling continue to ignite quarreling responses and catalyzing debates about race in America. Here are some helpful sources that can help you talk to your kids about the issues surrounding these debates.
In an NPR post entitled, The Talk: What Did You Tell Your Kids After the Zimmerman Verdict, speakers share their stories about informing their children about race.
NPR code switch posted twitter responses from parents sharing how they explained the verdict to their kids. Twitter Reacts To Zimmerman Acquittal
The Wall Street Journal offers tips on how to use this case as a, “vehicle for change”. Five Tips on Talking to Kids About Race and the Zimmerman Verdict
In an interview on HLN Raising America, founder and editor of MyBrownBaby.com Denene Millner, Radio Host Bert Weiss and Ryan Smith discuss their ideas about race and how skins matters in America. Talking Race and Trayvon Martin With Your Kids
Learn how to “plant seeds of peace” with suggestions from the Huffington Post, How to Talk to Your Child About Trayvon Martin’s Death
The dualities of race has undoubtedly played a huge role in the reaction we are seeing across the states since the verdict. As Ghandi is falsely attributed as saying, “Be the change you wish to see in the world.” By teaching our children to move beyond superficialities, like race, we are equipping a generation to transform a society into a more tolerant and equitable multi-racial community. We desperately need this progress in America.
The below section is by the prolific Larry Ferlazzo, who allowed us to repost his piece, “Thoughtful Resources on Trayvon Martin Case and Verdict.” You can visit his site for more education related resources and check out his regular column at Education Week.
The verdict is in, and here are some thoughtful additions to The Best Resources For Lessons On Trayvon Martin. Feel free to suggest additions:
On The Killing Of Trayvon Martin By George Zimmerman is from The Atlantic.
Trayvon Martin killing: what if George Zimmerman were black? is from The Telegraph.
Thank You, Rachel Jeantel is from The Nation.
I Don’t Feel Your Pain is from Slate.
Trayvon Martin In Death: Whose Story Is It? is from NPR.
Fear of a Black President is from The Atlantic.
The Zimmerman Jury Told Young Black Men What We Already Knew is from Gawker.
The upcoming new ibook by Kathleen Cushman, “The Motivation Equation,” stands to expand on her pioneering work in leveraging students’ voices in shaping learning environments, pedagogical practices, and transforming how we talk about learning. And thank goodness.
Often missing from our education discourse is, ironically, the most important element of our education system: the learners.
In this newest endeavor (you can read an early release of the book for a limited time here), Kathleen seeks to provide information on “designing lessons that set minds free.” QED’s Chief Education Officer, Kim Carter, had this to say after reading the book:
Motivation is the holy grail of learning. Who doesn’t believe if learners are motivated, they have a much greater likelihood of successful learning? From the Introduction’s explanation that “motivation is not something you have at the start” to its Appendices packed with additional resources, The Motivation Equation is brilliant on so many levels. Let me name four:
- Kathleen’s synthesis of the essential mind, brain and education science related to motivation into 8 steps or conditions is mind-bogglingly clear.
- More importantly, the 8 steps are readily accessible and practical.
- The Motivation Equation is rich with student voices – offering a “unique ‘trialogue’ among students, teachers, and learning scientists” – which anchor the steps and the research in familiar realities.
- The Motivation Equation is the best (ever) use of the e-book medium that I have seen to date. Unerring integration of sound and video clips, call-out boxes for brief bios and research notes, links to additional resources, survey templates, and protocols for engaging learners in exploring their own motivation represent a treasure trove of value-added resources.
Do you want to ….
If you answered yes to any of the above questions read the infographic below which is all about competency based learning.
This chapter opens with the voices of alumni, looking back on their experiences as students of Mission Hill and distilling the wisdom they gained from it. A short collection of the alumni voices below:
I learned how to be a critical thinker. I learned how to play off my strengths. . .
I had teachers who were here to care for me, to make sure I was able to take of myself and to learn.
When you feel respected and you respect them, it is so much harder to not try and to just think that something is not important . . .
. . . constantly putting myself in somebody else’s shoes. Questioning things.
Deborah Meier, founder of Mission Hill, shares her perspective on issues shaping education today,
I think what we are facing in America today and around the world is not a crisis of education, but a crisis of faith, respect for democracy, which rests on having respect for the judgement of ordinary people.
In response to this, Mission Hill gives respect to the process, not just the product — discourse, listening, communicating, and providing students and teachers an authentic and empowered voice in the school.
Challenging this actualization of their mission in action? Race to the Top and the race to test, test, test students. This process limits the flexibility of teachers to attend and respond to the nuanced needs, interests, strengths of the individual students.
Again, Deborah Meier,
The whole point of an education is to help you learn to exercise judgement, and you can’t do that if the expert adults in your school are not allowed to exercise theirs.
This chapter, “The World of Work,” offers a look at applying a school-wide theme through integrated projects. Teachers organize opportunities for authentic experiences based on the ideas and recommendations of the kids in an effort to allow students to “see their ideas actualized.” This practice for building student agency works because it helps them develop confidence in the value of their own ideas.
Designing and implementing such learning experiences also changes the relationship of the educator with her/his own work. Rather than simply attending to the scope and sequence of a curriculum, she/he must first and foremost attend to the needs, interests, and passions of the students. By finding ways of connecting those with activities and experiences that build the learners’ skills and understandings about the world, the “work” of the educator is more dynamic, responsive, and professional.
(Make sure you see the final product of the project the older students are working on!)
Maryellen Weimer (whose bio includes: Penn State Professor Emeritus of Teaching and Learning and Editor-in-chief of Teaching Professor) addresses the wide spread use of the term “learner-centered” in her post, “Five Characteristics of Learner-Centered Teaching” on The Teaching Professor Blog at Faculty Focus. At the heart of her concern is this: “With widespread use comes a certain definitional looseness.”
To help tighten up the definition, she offers five clarifying characteristics, quoted below with a single descriptor pulled from her explanations. For more fully fleshed out descriptions, visit her original post, or better yet, check out her book, “Learner-Centered Teaching.”
1. Learner-centered teaching engages students in the hard, messy work of learning.
On any given day, in most classes teachers are working much harder than students.
2. Learner-centered teaching includes explicit skill instruction.
Learner-centered teachers teach students how to think, solve problems, evaluate evidence, analyze arguments, generate hypotheses—all those learning skills essential to mastering material in the discipline.
3. Learner-centered teaching encourages students to reflect on what they are learning and how they are learning it.
They challenge student assumptions about learning and encourage them to accept responsibility for decisions they make about learning; like how they study for exams, when they do assigned reading, whether they revise their writing or check their answers.
4. Learner-centered teaching motivates students by giving them some control over learning processes.
Learner-centered teachers search out ethically responsible ways to share power with students.
5. Learner-centered teaching encourages collaboration.
Learner-centered teachers work to develop structures that promote shared commitments to learning.
It is pretty easy to see how these core characteristics can apply to any age learner — be they kindergarteners or faculty in a school system. If we want our educators to be learning models for students, we would do well to employ some of these characteristics at all levels of learning.
Chapter 7 of this fantastic series delves into the fuel that keeps the fire going — questioning everything in relation to the whole child:
Building a community of curiosity, which changes teachers’ perspectives on teaching, learning, and their own empowerment as educators, empowerment they then pass on to students.
Such a paradigm shift or “mindset switch” is vitally important to sustaining transformational learning.The YouTube ID of Insert video URL or ID here is invalid.
Below is a provocative infographic from Open Colleges, an online university in Australia.
What do you think about these? Agree? Disagree? Little bit of both? Share your thoughts in the comments.
<img alt="" src="http://informed.s3.amazonaws.com/informed/wp-content/uploads/2013/05/600px_final the original source.jpg” />
An Infographic by Open Colleges
More schools are starting to question whether traditional age-based classrooms are the best way to go, and to change the dynamic of teaching to the middle, they’re experimenting withcompetency-based learning, a system that moves kids along at different paces once they’ve shown they can grasp a key concept of a unit.
Kim Carter, executive director of QED Foundation, is a big supporter of competency-based learning.
“The choice is, do we want an education system that’s obsolete or do we want a system that is valued and creates value,” Carter said. The foundation offers training, coaching and consulting that focuses on student agency, as well as communities of collaboration both inside and outside school. Eventually, she says, that pace should be negotiated, with the student gradually taking over more responsibility for her learning.
Competency-based education is gaining momentum across the country. Already New Hampshire and Maine schools have transitioned to the model. Schools in Oregon, Iowa, Minnesota, and many other states are following suit. The Common Core State Standards are also pointing in the direction of requiring competency rather than just a passing grade. Though Carter says the language of the Common Core favors performance-based assessments — students will have to show what they can do — she thinks it’s unfortunate that a test will measure the learning, because at best, a test approximates meaningful assessment, but does not demonstrate real-world application of knowledge.
“The standardized tests that allow us to compare across states tell us nothing about the individual,” Carter said. “They were not designed to tell us anything about the individual; they are designed to measure the effectiveness of programs. That’s a very different thing.”
If learning becomes more personalized, tests should too. “The whole idea of competency is the ability to apply, document, and defend your learning,” Carter said. She proposes that schools use a common rubric to assess “uncommon learning.” In other words, she proposes teachers need to be strict in their expectations and required criteria, but more flexible in terms of how a student gets there. Students don’t all have to read the same book or create the same project, but they do have to demonstrate that they understand and can use the core competencies.
If a student gets 50 percent in a class in a traditional school, she fails and has to repeat the course or grade level until she scores higher, even if the score means that she understood half the material. Forcing her to repeat everything is inefficient and puts the student at a disadvantage for the rest of her academic career. In competency-based classrooms, students relearn and demonstrate competencies in only the areas that challenge them before moving forward.
“‘Batch and queue’ is horribly inefficient and destroys kids’ concept of self,” Carter said. “It’s likemanufacturing, where you put everything through the same system and compare it to standards at the end. If it doesn’t match, put it through again.”
CHALLENGES TO IMPLEMENTATION
Shifting to a truly competency-based system means big changes for schools and would produce a ripple effect. “If you are truly going to go competency based and not just have a veneer of change, it will require retooling our systems,” said Carter.
Teacher training tailored to a competency-based education system is still one of the biggest hurdles. Many training courses have been the same for decades and don’t reflect some of the changing trends in education, Carter said. Successfully implementing a competency-based system is no easy feat — it means valuing what a child can demonstrate he knows, rather than assuming a correctly answered test question signifies he can apply that knowledge.
“Competency-based education is a huge shift, not just in terms of actual practices, or what we do in the classroom, or how we document what happens in the classroom, but a change in what we believe,” Carter said. And teachers need to act their way into believing, they can’t just be told to do it. She points to nursing or other higher education programs that ensure graduates have the basic skills and competencies before they can progress as good models to follow.
The other big barrier is teacher evaluations. Right now teachers are assessed by how well students do on a test. But understanding how well a student really knows the material should take more than that, just as teacher assessments should be based on more data points, Carter said. Teachers and students are trapped in the same system, one that is at odds with competency-based models.
“Our whole evaluation system is pretty young in the sense that we have only a few rudimentary means of assessing what students know,” Carter said.
Ultimately, teachers need to be trained and supported in the same way as students. And for both groups the standards have to mean something. Carter fears that if the education system continues as it has been, it will not only be obsolete, it will provide diplomas that have little validity.
In an excerpt from an interview with a “young adolescent in jail for selling drugs,” author Thomas J. Cottle lays bare the nuanced complexity of educating youth who have a fragile, if any, grip on hope. Two moments pulled from his post illustrate, at a minimum, problems with the lesson our system implicitly teaches students: […]
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