Towards Zero Unemployment
What matters now:
http://sethgodin.typepad.com/seths_blog/2013/03/toward-zero-unemployment-.html
The Galileo Educational Network and the Faculty of Education presents
Innovators, Designers & Researchers: Leading a New Knowledge Network Conference 2013 | May 8 – 10, 2013
The goal of this conference is to create a new knowledge network –
ClickHEREto register! Registration closes on April 26.
Visit the conference website for more information.
Recipe for high-school success: be curious, work late, ignore the textbooks
http://m.theglobeandmail.com/news/national/education/recipe-for-high-school-success-be-curious-work-late-ignore-the-textbooks/article10781804/?service=mobile
Teaching the last backpack generation
http://smartblogs.com/education/2013/03/06/teaching-the-last-backpack-generation/
What do we mean by Learning?
Sarason (2004) writes that "productive learning is the learning process which engenders and reinforces wanting to learn more" (p. x). Never has that been more possible than at this moment of abundant access to information, knowledge, and people via the web. But "wanting to learn more" suggests a transfer of power over learning from teacher to student—it implies that students discover the curriculum rather than have it delivered to them. It suggests that real learning that sticks—as opposed to learning that disappears once the test is over—is about allowing students to pursue their interests in the context of the curriculum. And it suggests that learning should have an authentic place in the world, that it should beshared with the world. I think John Dewey and Maria Montessori, both of whom saw school as a place for students to do real-life learning around the things that interested them, would be thrilled at the potentials that today's technologies bring to that vision.
http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Students-First,-Not-Stuff.aspx
Talent Isn't Fixed and Other Mindsets That Lead to Greatness
In the creative world, we spend a lot of time talking about “talent.” It’s that special sauce—a certain style, a certain perspective, a certain aesthetic. If you’ve got it, you’ve got it. And if you don’t, well… it can’t really be taught, right?
Not exactly.
If we believe that someone’s talent is fixed—including our own—we are effectively writing off any options for growth. But if we believe that talent, or intelligence, or any other ability, evolves as a result of how much effort we put in, the opportunities are endless.
http://99u.com/articles/14379/talent-isnt-fixed-and-other-mindsets-that-lead-to-greatness
What matters now:
- Trust
- Permission
- Remarkability
- Leadership
- Stories that spread
- Humanity: connection, compassion, and humility
http://sethgodin.typepad.com/seths_blog/2013/03/toward-zero-unemployment-.html
The Galileo Educational Network and the Faculty of Education presents
Innovators, Designers & Researchers: Leading a New Knowledge Network Conference 2013 | May 8 – 10, 2013
The goal of this conference is to create a new knowledge network –
- it is about participating, not only attending.
- It is an opportunity to create a knowledge network designed to critically reflect on practice and research in order to improve teaching, learning and research.
ClickHEREto register! Registration closes on April 26.
Visit the conference website for more information.
Recipe for high-school success: be curious, work late, ignore the textbooks
http://m.theglobeandmail.com/news/national/education/recipe-for-high-school-success-be-curious-work-late-ignore-the-textbooks/article10781804/?service=mobile
Teaching the last backpack generation
http://smartblogs.com/education/2013/03/06/teaching-the-last-backpack-generation/
What do we mean by Learning?
Sarason (2004) writes that "productive learning is the learning process which engenders and reinforces wanting to learn more" (p. x). Never has that been more possible than at this moment of abundant access to information, knowledge, and people via the web. But "wanting to learn more" suggests a transfer of power over learning from teacher to student—it implies that students discover the curriculum rather than have it delivered to them. It suggests that real learning that sticks—as opposed to learning that disappears once the test is over—is about allowing students to pursue their interests in the context of the curriculum. And it suggests that learning should have an authentic place in the world, that it should beshared with the world. I think John Dewey and Maria Montessori, both of whom saw school as a place for students to do real-life learning around the things that interested them, would be thrilled at the potentials that today's technologies bring to that vision.
http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Students-First,-Not-Stuff.aspx
Talent Isn't Fixed and Other Mindsets That Lead to Greatness
In the creative world, we spend a lot of time talking about “talent.” It’s that special sauce—a certain style, a certain perspective, a certain aesthetic. If you’ve got it, you’ve got it. And if you don’t, well… it can’t really be taught, right?
Not exactly.
If we believe that someone’s talent is fixed—including our own—we are effectively writing off any options for growth. But if we believe that talent, or intelligence, or any other ability, evolves as a result of how much effort we put in, the opportunities are endless.
http://99u.com/articles/14379/talent-isnt-fixed-and-other-mindsets-that-lead-to-greatness
Illustration: Oscar Ramos Orozco
