Not long ago, principals were simply expected to be administrators. But the days of simply administering a school are gone; today, principals are expected to lead academic improvement in their schools.
Thoughts triggered by reading The Creating Brain: The Neuroscience of Genius, a book that scrutinizes the complex factors involved in the development of creativity, including the role of patrons and mentors, "non-standard" educations, and the possession of an "omnivorous" vision.
"The real enemy is the man who tries to mold the human spirit so that it will not dare to spread its wings." In an age obsessed with practicality, productivity, and efficiency, I frequently worry that we are leaving little room for abstract knowledge and for the kind of curiosity that invites just enough serendipity to allow for discovery of ideas.
"Aphoristic thinking is impatient thinking." In devouring the newly released volume of Susan Sontag's diaries, As Consciousness Is Harnessed to Flesh: Journals and Notebooks, 1964-1980 (public library),these passages addressthe reckless reduction of complex ideas into sticky soundbites and catchphrases...
That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it. Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian.
While it seems clear that students will increasingly be expected to be adept at using digital tools in their professional and personal lives, there isn't great clarity on how exactly these tools should be used.We can't just buy iPads (or any device), add water, and hope that strategy will usher schools to the leading edge of 21st century education.
Science teacher Brian Bennett has been working on flipping his classroom for three years, first in South Korea and now at William Henry Harrison High School in Evansville, Ind. Article focuses not only on what it can look like, but why do it and a rethinking of the role of schools.
Timed math tests can transform children's brains, leading to low math achievement even among highly capable students, writes Jo Boaler. Children of all ages are more likely to tell you that the reason for learning math is to show whether they “get it” instead of whether they appreciate the beauty of the subject or the way it piques their interest.
If you ever wondered whether professional scientists are skeptical about some of the incredibly fun, attractive and brief online videos that purport to explain scientific principles in a few minutes, you’d be right.
Just came across this article which, once again, has me despairing about the way people talk about games-based learning. Gates speaks with two fundamental flaws in his thinking (it may have been more but the second half ...
Some argue that learning is changing as a direct result of technology. Learners are indeed consuming, creating, organising and sharing a lot more content than they ever previously did. The exponential rise in user generated content on social media sites bears testament to this, and when these kind of activities spill over into the formal learning domain, previously well established learning theories are challenged. We now see the emergence of a number of new theories that attempt to explain learning in the 21st Century. That's why I want to ask the questions: What is learning? Does it differ from learning prior to the advent of global communications technology?
Via Anne Whaits, Carlos Marcelo
I spend a lot of time, these days, talking and writing about how we are asking teachers to redefine what it means to be a teacher — and, in all fairness, how difficult that is. I try to present myself as a master learner, suggesting that part of what teachers should be, today, is constant and resourceful learners — master learners. But perhaps a significant part of this exercise in redefinition should involve our students
At some point we need to decide which is the most important in this “21st Century/Contemporary Teaching/Personalised Learning Education Environment we purport to be in today. Creativity is one of the great goals that drives the push for contemporary teaching and learning. Do our actions support its development?
While neuroscience hasn’t yet radically changed the way we think about teaching and learning, it is helping to shape educational policies and influencing new ways of implementing technology, improving special education, and streamlining day-to-day interactions between teachers and students. While there is still a long way to go before we truly understand the science of learning and how to use those findings in the real world classroom, it’s important to highlight some of the key ways that neuroscience is changing the classroom of today for the better.
The trouble is that digital technology is a huge category, and many do not bother to unpack it. Electronic whiteboards, iPads, student response clickers, and online content get lumped together in the technology line item, and collectively promoted as the key to personalized learning.
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