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Rethinking Public Education
Resources for those who see a different future for public education and the students counting on us.
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Slowing Down Change

Slowing Down Change | Rethinking Public Education | Scoop.it
cc licensed ( BY ) flickr photo shared by kewl
Sometimes I wish that I had more great ideas.
Mary Perfitt-Nelson's insight:

It is important to be visionary and forward thinking but it is also important to be supportive and patient. The best leaders will find the balance between the two.

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Researchers Recommend Core Changes in Education | DML Hub

Researchers Recommend Core Changes in Education | DML Hub | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

Connected Lerning Research report regarding the future of education.  Some suggestions:  

Address inequity in education; Engender 21st century skills and literacies in all youth; Attune to the learning possibilities of a networked society."

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Lessons for a Principal from a 9 Year Old Boy

Lessons for a Principal from a 9 Year Old Boy | Rethinking Public Education | Scoop.it
I assume you are one of the millions that are as inspired as I am by “Caine’s Arcade,” the endearing story of a boy who created his dream from the ground up – out of cardboard.  Every time I watch these videos, I flash back to my own childhood,...
Mary Perfitt-Nelson's insight:

Great reflections on Cain's Arcade

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"What are you going to do?" Engaging Video for Young Adults Asking the ?

"What are you going to do?"  Engaging Video for Young Adults Asking the ? | Rethinking Public Education | Scoop.it
Facebook is a social utility that connects people with friends and others who work, study and live around them.
Mary Perfitt-Nelson's insight:

I really love this video.  Following strengths and passions is the only way to spend your life!  

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My Leap of Faith UnResolution…

My Leap of Faith UnResolution… | Rethinking Public Education | Scoop.it
 flickr image via Scarto
In teaching and learning, whether we’re jumping off a cliff, or jumping off a curb, the important thing is that we’re jumping off something.

Via Karen Rockhold
Mary Perfitt-Nelson's insight:

Love this!  

 

"That’s OK because we’re all different, and it’s the differences among us as teachers and learners that make what we do so infinitely engaging and interesting. Each one of us is at a different place and time along our own learning path, and there is no need for anyone to slow down, or catch up. We are where we are, and that is where we all need to be."


There is room for everyone.  Understanding differences is the first step toward supporting,  encouraging and collaborating well with peers.  

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Sean Grainger's comment, December 31, 2012 10:45 AM
Thanks for scoping this Karen. It was originally posted at http://www.seangrainger.com/. Happy New Year!
Sean Grainger's comment, January 1, 2013 10:18 AM
Thanks Mary... you may be interested in this book https://rowman.com/ISBN/9781610485418 Chapter 17 - Multicultural to Intercultural: Developing Interdependent Learners
Kids from every corner of the globe attend Canadian schools; simply acknowledging this multiculturalism isn't good enough anymore. This educator asserts the need to move beyond a reciprocal appreciation of our differences toward an intercultural perspective that maximizes the social, emotional and academic potential of every student. We do this by fostering and teaching intercultural competence... the ability to effectively communicate with and learn from people of other cultures. This author introduces the Hope Wheel; an action oriented learning tool designed to support the development of respect, understanding, relationships and responsibility as students become interdependent travellers on the journey toward socio-cultural and academic competence. To help prepare our children for the realities of their future, and to function more productively within the realities of the present, educators must embrace the diversity of our world and do everything they can to help kids connect with and learn from each other.
– Sean Grainger, teacher and administrator at Glendale Sciences and Technology School, Alberta, Canada
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Real lessons from Finland: Hard choices, rigorously implemented

Real lessons from Finland: Hard choices, rigorously implemented | Rethinking Public Education | Scoop.it
To understand what is going on in Finland, its perhaps important to start not with a snapshot of their test scores and existing education structures but with a historical perspective.
Mary Perfitt-Nelson's insight:

 systems moving from poor to fair rely far more heavily on policies that “tightly control teaching and learning processes from the center because minimizing variation across classrooms and schools is the core driver of performance improvement at this level.” Systems working to go from good to great, by contrast, “provide only loose guidelines on teaching and learning processes because peer-led creativity and innovation inside schools becomes the core driver for raising performance at this level.

What does that have to do with education reform in America? A lot, actually.

 

They released themselves from a top-down approach and gave more autonomy to the teachers/schools.  They valued the group over the individual.  They committed to the plan and implemented it well.  

 

Easy!

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Thaisa Ferreira's curator insight, December 29, 2012 7:52 AM

I have been watching how the educational system works in Finland and now Mary shares this awesome article about choices and perspectives .Good reading :)

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How 17-Year-Old Nikhil Goyal Is Disrupting Education - Edudemic

How 17-Year-Old Nikhil Goyal Is Disrupting Education - Edudemic | Rethinking Public Education | Scoop.it
At 17 years old, Nikhil Goyal is shaking up America’s education system. Goyal is a senior at Syosset High School, a public school in New York.
Mary Perfitt-Nelson's insight:

This 17 year old is inspiring.

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Student Voice in Educational Reform

Student Voice in Educational Reform | Rethinking Public Education | Scoop.it
This past week, major news publications featured the voices of two young people who clearly articulate the need of the educational systems to change to better meet their needs -  educationally, per...
Mary Perfitt-Nelson's insight:

Yes..........this is hard to listen to, at times.  There is a serious thread of truth, though.  We don't want "privatization".  Change, then, is mandatory.  

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Bloom’s Taxonomy: The 21st Century Version

Bloom’s Taxonomy: The 21st Century Version | Rethinking Public Education | Scoop.it

So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm.


Via Andrea Zeitz
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Cultures of Thinking: Six Principles

Cultures of Thinking:  Six Principles | Rethinking Public Education | Scoop.it

1. Skills are not sufficient; we must also have the disposition to use them.
Possessing thinking skills and abilities alone is insufficient for good thinking. One
must also have the disposition to use those abilities. This means schools must
develop students’ inclination to think and awareness of occasions for thinking as
well as their thinking skills and abilities. Having a disposition toward thinking
enhances the likelihood that one can effectively use one’s abilities in new
situations.
2. The development of thinking and understanding is fundamentally a social
endeavor, taking place in a cultural context and occurring within the constant
interplay between the group and the individual. Social situations that provide
experience in communicating oneʼs own thinking as well as opportunities to
understand othersʼ thinking enhance individual thinking.
3. The culture of the classroom teaches. It not only sets a tone for learning, but
also determines what gets learned. The messages sent through the culture of the
classroom communicate to students what it means to think and learn well. These
messages are a curriculum in themselves, teaching students how to learn and
ways of thinking.
4. As educators, we must strive to make students thinking visible. It is only by
making thinking visible that we can begin to understand both what and how our
students are learning. Under normal conditions, a studentʼs thinking is invisible to
other students, the teacher, and even to him/herself, because people often think
with little awareness of how they think. By using structures, routines, probing
questions, and documentation we can make studentsʼ thinking more visible toward
fostering better thinking and learning.
5. Good thinking utilizes a variety of resources and is facilitated by the use of
external tools to “download” or “distribute” oneʼs thinking. Papers, logs,
computers, conversation, and various means of recording and keeping track of
ideas and thoughts free the mind up to engage in new and deeper thinking.
6. For classrooms to be cultures of thinking for students, schools must be
cultures of thinking for teachers. The development of a professional community
in which deep and rich discussions of teaching, learning, and thinking are a
fundamental part of teachersʼ ongoing experience provides the foundation for
nurturing studentsʼ thinking and learning.

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Rethinking What Kids Think About Learning

I watch my niece finish up an assignment for science class when she said something that is heart breaking for educators.

 

Very sad commentary on how kids view much of what they do in school.  How do we change this? Can we?  

 

As I reflect on what I know about my kids, it seems things changed once they had a goal that wasn't just "to graduate".  If the goal is diffuse and nebulous, then it seems you would be more likely to get responses such as these (UNLESS it was an area of interest OR the teacher was amazingly inspiring).  

 

My 19 year old went from being a 16 year old skateboarder who spent most of the time in class listening to headphones to a college kid posting Richard Feynman -The Law of Gravitation on FB.  I never saw it coming.  He is very engaged now.  And NOT because of a future job, but because he is now "turned on" to physics.  

 

 

 

 

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Learning no longer has to stop

Learning no longer has to stop | Rethinking Public Education | Scoop.it
we are often forced to ask students to put their learning on hold … if not stop it all together while they compete for resources.
That is a topic for next year.  STOP
Today’s lesson is on page 43.  Turn to that page and do only questions 4 and 5.

Via Jesse Soininen
Mary Perfitt-Nelson's insight:

For my #miched tweeps

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Mary Perfitt-Nelson's curator insight, February 3, 2013 8:36 PM

This is why some kids get in trouble for putting in headphones.  

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Kidnap the Teacher: Fundraiser

Kidnap the Teacher:  Fundraiser | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

My daughter is Director of Community Service for her HS student government. Her committee had to come up with a fundraiser for Common Ground (http://commongroundhelps.org/).  Their idea was accepted:  each teacher will have a piggy bank in their classroom.  Students can donate money.  The teacher who raises the most money will be "kidnapped" for the day and the student government will pay for their substitute.  The teacher will be able to have the entire day available for learning and planning.  

 

Very cool way to raise money AND give teachers more time to do their job well.  

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What if school was more like this?

What if school was more like this? | Rethinking Public Education | Scoop.it
This was written by George Couros who is Division principal of Innovative Teaching and Learning for Parkland School Division in Alberta, Canada. He is suspiciously well dressed and has the healthiest head of hair I've ever seen.
Mary Perfitt-Nelson's insight:

The story of Cain is inspiring.  Yes, what if school were more like this.

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Core Strategies for Innovation and Reform in Learning

Core Strategies for Innovation and Reform in Learning | Rethinking Public Education | Scoop.it
Core Strategies for Innovation and Reform in Learning
Mary Perfitt-Nelson's insight:

"These strategies -- and the educators who implement them -- are empowering students to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact."


Nice and concise!  

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We Need Teachers, Not Facilitators! : Stager-to-Go

We Need Teachers, Not Facilitators! : Stager-to-Go | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

yes.....the relationship is core

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Educational Technology and Mobile Learning: The Best 33 Educational Technology Blogs for 2012

Educational Technology and Mobile Learning: The Best 33 Educational Technology Blogs for 2012 | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

Edublog awards.......best of the best for innovative teaching and learning

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Jesse Soininen's curator insight, December 28, 2012 1:20 PM

via Mary Perfitt-Nelson

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High School Nixes Letter Grades On Report Cards For 'Honest Appraisals'

High School Nixes Letter Grades On Report Cards For 'Honest Appraisals' | Rethinking Public Education | Scoop.it
This piece comes to us courtesy of New Haven Independent. When students showed up for report card night at High School in the Community, they didn't get the usual B, C, or D.

Via Jem Muldoon
Mary Perfitt-Nelson's insight:

Hmm.  Mastery Learning shows up, again! 

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Ray Kurzweil: Memorization is For Robots. People Learn By Doing. | Think Tank | Big Think

Ray Kurzweil: Memorization is For Robots. People Learn By Doing.  | Think Tank | Big Think | Rethinking Public Education | Scoop.it

What’s the Big Idea? 

What do elementary pedagogy and artificial intelligence have in common? Leaders in both fields have abandoned the study of the trees for that of the forest.  

From preschool through high school, progressive educators have long advocated for project-based learning as against old-school rote memorization. The goal is transferability of knowledge, as opposed to narrow, domain-based learning. Young children, for example, master the principles of addition faster, and can apply them more broadly, by grouping real-world objects than by manipulating numbers on paper.  

A similar shift is happening in the field of artificial intelligence. Scientists are significantly improving machine-thinking by reverse-engineering human cognition. According to Ray Kurzweil, a pioneer in voice recognition technology and the author of How to Create a Mind: The Secret of Human Thought Revealed, the future of artificial intelligence is in pattern recognition. The basic algorithms of human thought, Kurzweil says, just aren’t that complicated. From an observation about the weather to a sophisticated joke, cognition at every level operates according to a few simple principles. Researchers have gotten lost, he says, in the diversity and complexity of individual neurons and are missing the bigger picture.

View the Video: Ray Kurzweil on project-based education 

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Via Lynnette Van Dyke
Mary Perfitt-Nelson's insight:

Love this!  "toward methods of learning that will capitalize on our brain’s unique capacity for curiosity, discovery, creativity, and intellectual delight. "

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Homework: New Research Suggests It May Be an Unnecessary Evil

Homework: New Research Suggests It May Be an Unnecessary Evil | Rethinking Public Education | Scoop.it

It is important to review the original research. That being said, we need to think about the implications of homework for all students, especially for students with SLD.    


Via susan koceski
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The Most Powerful Educational Disrupter

The Most Powerful Educational Disrupter | Rethinking Public Education | Scoop.it
The evolution of education continues at a staggering pace.

 

This disrupter has the power to:
1. Bring about massive educational change.
2. Engage large groups of students and educators.
3. Create educational environments in the real and virtual world.
4. Design and execute dynamic and interactive learning.
5. Continue the educational evolution and add to the movement.

 

Stay hopeful!

 

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Bloom's and ICT tools

Bloom's and ICT tools | Rethinking Public Education | Scoop.it

Many teachers use Bloom's Taxonomy and Bloom's Revised Taxonomy in developing and structuring their teaching & learning experiences. Bloom's Digital taxonomy is an attempt to marry Bloom's revised taxonomy and the key verbs to digital approaches and tools.


Via JackieGerstein Ed.D.
Mary Perfitt-Nelson's insight:

Create, create, create!  Design.  Build!  Love the direction here!

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glenn blakney's curator insight, December 25, 2012 8:21 AM

I try to weave Bloom into every lesson and build to the end of the trimester at the top.

Nancy L Zingrone's curator insight, January 26, 2013 2:51 PM

This is a much better trajectory for the elements in the taxonomy. Creativity is both the pinnacle of what we do and at the heart of what we do.