"The Future of Employment study makes clear that what matters most today is what you can do with what you know, rather than how much you know." - Dr. Tony Wagner
We need to create schools that coach students for skill and will, in addition to teaching content. If we don't make this transition quickly, a growing number of our youth will be unemployable at the same time that employers complain that they cannot find new hires who have the skills they need. - Dr. Tony Wagner
2 Hands-On Games To Build Thinking Skills In Students
Executive Functions (EF) are the higher-level brain functions–e.g., planning, analyzing, evaluating, and designing–that education seems to covet most in students. But are there ways we can promote EF function and literacy–that is, ability and awareness of that ability–in students? Below are two games that can help.
"A new study in the journal Learning and Instruction examines how subtle facets of student engagement are critical for long-term academic success, reports Sarah Sparks in Education Week. Researchers tracked 1,000 mostly minority students from 23 public middle schools in a suburb of Washington, D.C. At the beginning of 7th grade and the end of 8th grade, researchers interviewed students about emotional support from administrators, teachers, and other students; ability to choose projects and teammates for class assignments; and whether they considered class material relevant to their lives. Separately, researchers assessed students on behavioral engagement, including how often the student completed homework on time, followed school rules, and responded in class discussions; emotional engagement, including whether the student felt interested in class subjects and accepted in the school culture; and cognitive engagement, including how well the student managed and monitored his or her own learning. Researchers found that what improves student behavior only sometimes engages them emotionally and cognitively. Students who said teachers set clear expectations and responded consistently were more likely to participate in class and feel connected. Teacher emotional support didn't directly affect student cognitive engagement -- rather, students were more likely to take ownership of learning when studies were personally interesting. Similarly, control over schoolwork did not improve student motivation or enhance feelings of competency unless choices were aligned with personal interests. "
There are a number of barriers for global citizenship that have been mentioned in this weeks readings. There is a lack of awareness for global citizenship in the education system as well as a sense of resistance to change ...
Throughout the academic year working with the Center for Teaching Excellence, I built my teaching philosophy from the ground up, holding each of my assumptions under close examination. In the end, I crafted the following Manifesto for Active Learning.
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