Everyday the spirits of millions of people die at the front door of their workplace. There is an epidemic of workers who are uninterested and disengaged from the work they do, and the cost to the U.S. economy has been pegged at over $300 billion annually. According to a recent survey from Deloitte, only 20% of people say they are truly passionate about their work, and Gallup surveys show the vast majority of workers are disengaged, with an estimated 23 million “actively disengaged.”
Performance assessments are real-world scenarios that reflect the ambiguity of real-world challenges. They require higher-order thinking and problem solving. They are concluded with authentic performance.
- Real-world scenario: students assume roles in real-world scenarios.
- Authentic, complex process: scenarios reflect complex and ambiguity of real-world challenges.
- Higher-order thinking: requires critical thinking, analytic reasoning, and problem solving.
- Authentic performance: the ‘product’ reflects what a professional would produce.
- Transparent evaluation criteria: the learning outcomes drive the creation of the task.
Author David Price writes: "If schools are coming into direct competition with the learning opportunities available in the informal social space, it has to be said that this is a pressure, which barely registers within the political discourse.
In the following pages, Price describes three cases across the globe — in London, Sydney, San Diego — that have mapped a vision that answers the questions above. Here’s what they have in common:
- By insisting that their teachers and mentors share their learning, all three have de-privatized teaching and learning.
- By opening up the commons, and by designing workspaces without walls, they have brought Edison’s ‘machine-shop culture’ into education.
- By bringing into the commons, experts, parents and investors, they have given an authenticity to the work of their students that is impossible to simulate in an enclosed classroom.
- By modelling collaborative working to their students they have fostered the peer learning which is at the heart of ‘open’.
- By emphasizing adult and real-world connections, they ensure that students are preparing for the world beyond school by being in that world.
- By making their expertise and intellectual property freely available, they have created high demand from their peers and ensured that knowledge travels fast.
- By seeing technology not simply as an aide to learning but as the imperative for change, they ensure that their programs are relevant to societal needs and societal shifts.
- By trusting in their staff and students, and by giving them freedom and responsibility in equal measure, they have fostered a culture of learning that rewards respectful challenge, shuns unnecessary deference, and therefore constantly stays in motion.
Studies show that focus is a key attribute for performance improvement and success in life. Yet today’s modern workplace is full of distractions, from text to tweets. Check out these effective techniques for increasing focus for adult learners participating in e-learning, classroom training, and other learning events.
Sussex Express Rural learning centre goes green Sussex Express A rural centre which connects children, young people and adults with special learning needs, dementia or mental health conditions directly to the countryside is happy to be going even...
Mine digs in for Bowen community centre Central Western Daily “We believe this is a worthwhile program because the centre provides families in the Bowen and wider community with access to computers and the internet to assist them with homework,...
The Institute of Museum and Library Services has awarded the American Library Association a Laura Bush 21st Century Librarian Program grant to establish a Center for the Future of Libraries. Its goal is to provide library planners and community leaders with information resources and tools that will help them better understand the trends reshaping their libraries and communities and help them incorporate foresight into their planning processes.
What if teachers could lead without leaving the classroom—and in doing so, incubate and execute their own policy and pedagogical ideas?
In recent years, the Center for Teaching Quality has supported two dozen teacherpreneurs — expert teachers who typically have a reduced teaching load of 50% — to lead bold reforms at the school, district, state and national levels. In partnership with districts (and with philanthropic financial support), teacherpreneurs like Noah Zeichner, Ali Wright, Jessica Cuthbertson and Julie Hiltz have achieved remarkable results for students, schools and the profession.
These classroom experts have generated powerful proof points for CTQ’s bold brand of teacher leadership, documented in a series of case studies. Their experiences have also yielded “lessons learned” that we can share with others interested in this model:
Extra time yields extraordinary results.
The best teacherpreneurs “lead from the middle.
Technology keeps teacher leaders connected with the world while based in the classroom.
Blurring the lines between policy and practice makes each stronger.
When educators can teach and lead, they and their schools benefit.
In a sense, narcissism is the dark side of individualism — freedom without responsibility, relationships without personal sacrifice, and positive self-views without grounding in reality.
What comes next? How will narcissism further evolve? In order to maintain elevated self-views in a world with the standard economic and social pathways blocked, individuals will need to migrate into other social realms that are less constrained by reality. For example, individuals could move to online social realities where they can succeed (e.g., social networking, gaming, Reddit), fantasy or “geek” subcultures (e.g., science fiction, live action role-playing), or other alternatives. In essence, growing income inequality in the real world could lead a population of narcissists to feed their self-views in fantasy cultures.
Central Valley to discuss capital project with state Herkimer Evening Telegram “We want to create instructional space that is going to increase and advance STEM (science, technology, engineering and mathematics) and 21st century learning,” he said.
Great stories never grow old! Chosen by children’s librarians at The New York Public Library, these 100 inspiring tales have thrilled generations of children and their parents — and are still flying off our shelves.
Building gardens builds communities Mayo News The Organic Centre recently hosted a conference of the Community Garden Network Ireland with participants from all over the country, including Ballina, Waterford, Dublin, Kilkenny and Sligo.
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