Quote of the day: "Great teachers take responsibility for their own learning and do not wait for their district to tell them when and what to learn." SPOT ON. There is no room for passivity in the profession of education, and certainly no time to play the victim.
Key findings from the NCLE survey, explored in more detail in the body of the report, yield the following conclusions about how US educators are currently working together to meet rising literacy expectations and how best to support them going forward.
Literacy is not just the English teacher's job anymore.Working together is working smarter.But schools aren't structured to facilitate educators working together.Many of the building blocks for remodeling literacy learning are in place.Effective collaboration needs systemic support.
Via Mel Riddile
Educators around the country are exploring innovative ways to teach the new common-core literacy standards, and some are calling attention to an approach they say is working well: cross-subject thematic units.
Teaching students to use textual evidence is a key component of the Common Core. Learn how to teach students to cite textual evidence, engage in collaborative discussions and draw evidence from literary text in preparation for writing.
In Search Of The Benefit Of Homework or There Is No Homework In Finland! by Dawn Casey-Rowe, Social Studies Teacher and Learnist Evangelist The debate about homework is growing heated in education circles.
Jenna Quarelli-Buck's insight:
Interesting. I have thought about these very questions. A great place to start a discussion!
As I prepare a presentation on 21st Century Skills, I find myself dealing with having to first be clear on what they are NOT. Only because for many, the term "21st Century" is synonymous with technology. In this post, I won't get into the details of why it's not.
What I would like to share is my realization that terrible times lie ahead for bad teachers. Conversely, there has never been a more exiting time for a good educator than today and the near future!
In order to make a statement like that, I owe it to my readers to give my definition of each type of teacher.
Do not want to learn new things.
Have "the book" lead instruction and feel the need to always stick to it.
Are comfortable doing the same lessons (the same way) year after year.
Never step out of their comfort zone. Live in their own bubble and do not see the need to live outside of it.
Only teach facts and assess the ability to memorize those facts ("Any teacher that can be replaced by a computer, deserves to be." -David Thornburg).
Design tests to be easily gradeable.
Think that all progress in education are "fads."
Do not learn new things... oops, I already wrote that! It bears repeating because SOOOO much can be learned from other colleagues!
Care whether their students find the learning relative.
Are ALWAYS looking for new ways to engage their students.
Embrace quality professional development as often as they can.
Learn from and share with other educators.
Have gotten this far into this post and are nodding their heads ;-)
My hopes are that we QUICKLY get to the point where teachers who do not inspire and engage will be seen as employees who are simply not doing their jobs and be let go. Or, they may move to schools that don't "get it" (yet) and find a safe haven there for now. Either way, it's time for ALL teachers to pick a side. And yes, there's plenty of room on the "good side" for bad teachers to make the change. Here's hoping!
Prior to leading the National Education Association and the N.C. Association of Educators, John Wilson taught special education for 23 years. He is a past chair of the Partnership for 21st Century Skills, the Learning First Alliance, and the N.C.
Jenna Quarelli-Buck's insight:
Interesting...especially considering some of the conversations in Arizona!
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