JAM On It!

Early Colleges are scalable • Early Colleges are an effective model for helping underserved youth to graduate from high school and go on to college • There is no single Early College model but key attributes are shared...

The Global Jam on Technology Requirements for Social Innovation took place on July 18-19, 2007. Seven organizations sponsored the JAM, donating their resources and time.

The Jam goal was to bring NGO/CBO/government/public policy professionals together with consultants, academics and technologists to discuss the work and needs of the sector and their implications for the development of collaborative technologies.

Sponsors
The Global Jam was led by a team of people headed by Diana Woolis, Knowledge in the Public Interest, and Jeff Kwaterski, Impact Alliance and included Aimee Maron-PACT Ecuador; Jen Hunter- The Learning Catalyst, Kim Lowery-Kabissa, Nancy White-Full Circle Associates and Roshani Kothari-One World.

SUMMARY: Developing a Pedagogy Matters Manifesto

February 20, 2011

From Michael Dubson

The following is a summary of this discussion from 9:00 to 12:00 this morning. This is a tough one to summarize because it is not only a lot of ideas, but those ideas are flowing into the creation of a document. I didn’t want to simply rewrite the document, and the flow of ideas is cumulative into its creation–so I will try to capture the ideas using alternate langauge. Here goes:

1. A well educated population is necessary for the sucessful function of a democratic society.

2. Commitment to education is critical for prosperity of local, state, national and global communities.

3. Teachers must be commited to excellent teaching, show intentionality and transparency in pedagogy, and develop and display passion for the classroom experience.

4. Students who get into college level courses are more likely to graduate.

5. College faculty know it’s all about the students; students must be kept at the forefront of all activires.

6. Professional development is crucial to reinvigorate teachers; teachers must reflect upon classroom pratcie. Engaged teachers will continue to improve the educational experience for students.

7. Advance pedagogy for graduate education in regards to teaching developmental students

8. We must educate ourselves in how to present ourselves to students, families, voters, politicians and the media.

9. We must participate in the democratic process in our work.

10. We must pledge to work for the good of the whole student both in the classroom and through college services.

11. Part-time faculty must be included in the discussion of faculty

12. More full-time jobs must be created, qualified and dedicated part-time faculty should be given those jobs, and teachers should be respectfully compensated.

13. “Regular teachers” need to be involved in the polticial process, not having it just left to unions, administrators and city and state officials.

That’s a lot–some of these ideas are already incorporated in the emerging document, others are still caught up in the composing/revision process.

During a JAM, people share resources- documents, links etc.  Part of the KPI JAM curation services include customized social booking.  The Pedagogy Matters site is one example.

pedagogy_matters - KPI_Library Bookmarks on Diigo

The Education Commission of the States, through its Getting Past Go initiative, invites you to join other state education and policy leaders for an online Jam, The Heart of the Matter: Assessment, Placement and Delivery in Developmental Education scheduled for Thursday, April 29, 2010, from 12:00 - 7:00 pm eastern time.

Co-sponsored by Middle College National Consortium and Jobs For the Future this JAM is focused on addressing several pressing questions:

“Are EC students college-ready? How well do EC students do in college? Do EC graduates complete college at higher rates?
 ddw