There’s a major disconnect between what companies look for in their top performers and best leaders, and what students learn in school. Why don’t we better align these skill sets? For instance, among educators there is lots of talk these days about “grit”: the tenacity to focus on working toward a goal despite obstacles and... Read more »
By: Scott Davis Business Analyst, Pearson It is often quite difficult to relate inputs to outcomes in the world of education. Traditionally, much work has been done to develop and provide inputs into the process of education. These inputs, such as a textbook, an assessment, a learning technology or platform, a course, a qualification, a high-stakes test or professional development for teachers are put into the hands of an educational leader, a skillful teacher, or an eager student. And, for all of the investment, expertise, and care that go into their creation, that has typically been where the involvement ends. Rarely has one been able to measure or predict the learning outcomes from using these inputs.
Competency-based learning is an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process. It is concerned chiefly with a student’s progression through curriculum at their own pace, depth, etc. As competencies are proven, students continue to progress
Mid-year or more frequently, I ask students to complete an evaluation form. I craft the questions carefully so simple answers are hard to write. Instead, I try to create specific, complex questions that cover the material, the classroom activities and the students—peers and the individual.
Many teachers shake their heads and avoid these exercises. They scoff that students would actually take the forms seriously or that the students will say anything useful. But I find the nature of the questions often elicits a straight answer—short, but helpful.
It has no teachers. No books. No MOOCs. No dorms, gyms, labs, or student centers. No tuition.
And yet it plans to turn out highly qualified, motivated software engineers, each of whom has gone through an intensive two- to three-year program designed to teach them everything they need to know to become outstanding programmers.
Edutopia blogger Beth Holland recalls the robot teacher from the Jetsons and updates that 1960s cartoon view of education's future to include customized learning, embedded technology, ongoing feedback - and human teachers.
How often have we sat in a Staff Meeting or Professional Development day and listened to the talk turn into a complaint session with no real solutions being offered? I have one suggestion, join Twitter and start tweeting. This has been an invaluable tool for me. I started about a month ago professionally, meaning before …
“Education is what people do to you and learning is what you do for yourself,” said Joi Ito in his TED2014 talk. “You’re not going to be on top of mountain all by yourself with a #2 pencil … What we need to learn is how to learn.” Indeed, traditional education may not be for …
Oh, Twitter. You’re so useful for teachers. You connect educators so that they can share tools, tips and tricks, offer insight, and support one another. You bring your sexy social media-ness into the classroom to keep kids interested in what they’re learning when they think they’re actually (sort of) having fun instead. That said, there are still skeptics. How can 140 characters be so effective? Does anyone even care what I have to say? How do teachers really use it?
One of education’s primary goals is to groom the next generation of little humans to succeed in the “real world.
Yes, there are mounds of curricula they must master in a wide breadth of subjects, but education does not begin and end with a textbook or test. Other skills must be honed, too, not the least of which is how to get along with their peers and work well with others. This is not something that can be cultivated through rote memorization or with strategically placed posters.
For all of its potential, education technology suffers from a flaw that public education has struggled with since its inception–equity. However you want to phrase it or refract it as an issue, the bottom line is that some people have more than others, and that creates gaps. Lots of them.
So we thought an over-generalizing and necessarily reductionist post that takes a swing at a timeless and painful theme that has more to do with social justice than teaching may be a good way to get this week started.
How do we create learning that lasts? It's a hard question to answer, and in some cases an even harder reality to achieve, particularly with the pressure of exams and performance scores hanging over our heads.
The concept of homework as we have known it in the past is changing rapidly, since it often distorts the overall picture of learning. Flipped classrooms, the ability to use the same technology and tools both in and out of the classroom, and personalized learning are making ripples in the education world. And while most of us think about these things and how they apply to the classroom and what we do there, we don’t always talk about how that changes what we have our students doing at home (aside from perhaps discussions on flipped classrooms).