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What If Schools Created a Culture of "Do" INSTEAD of a Culture of "Know?"

What If Schools Created a Culture of "Do" INSTEAD of a Culture of "Know?" | :: The 4th Era :: | Scoop.it
Here at Educon yesterday, I had the chance to learn a bit more about design thinking from David Jakes. David's central point was that schools and teachers often get stuck in a "Yeah, but..." mindset when thinking about change.

 

Of course, we'd have to work to take active steps to redefine almost everything about our schools if a culture of "Do" is really going to be possible. 

 

===> Grading will need to change -- from a focus on content mastery to a focus on demonstration of an ability to apply content in novel situations <===

 


Via Gust MEES, Heiko Idensen
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Gust MEES's curator insight, January 3, 2013 10:26 AM

This is exactly my point of view since > 40 years already where I was a student at that time! BRAVO, I hope to see it be reality one day!

 

255's curator insight, January 7, 2013 4:25 AM

Culture of "know" grow up in the culture of "consulting" ? 

Mercor's curator insight, January 7, 2013 5:15 AM

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Impact of the internet age on human culture and education policy/administration
Curated by Jim Lerman
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Introducing this work

Introducing this work | :: The 4th Era :: | Scoop.it

For the purposes of this Scoop.it site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

 

All readers may not agree with this interpretation of the history of information, especially with the division and numbering of the eras. That is not the main point. Rather, it is that humankind is presently existing in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

 

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the advance of digital technology occasion analogous transformations in the corresponding universe of present and future human activity.

 

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL

 

Opinions expressed, scooped, or copied in this Scoop.it topic are my own, or a result of my own judgment, and should in no way be understood to reflect those of my employer.

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Margaret Waage's comment, June 20, 2013 7:43 AM
Jim - I like your perspective. Great subject matter here!
Margaret Waage's comment, June 20, 2013 7:46 AM
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Azania Nduli-AmaZulu UbuntuPsychology.ORG's curator insight, July 8, 2013 6:24 PM

Beautiful!

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Education at a Glance 2017 | OECD 

Education at a Glance 2017 | OECD  | :: The 4th Era :: | Scoop.it
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 char

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Nevermore Sithole's curator insight, October 19, 3:16 AM
Education at a Glance 2017 | OECD
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Developing a System of Micro-credentials: Supporting Deeper Learning in the Classroom

Developing a System of Micro-credentials: Supporting Deeper Learning in the Classroom | :: The 4th Era :: | Scoop.it

Jim Lerman's insight: Excellent, brief document, especially the Framework for Deeper Learning (for educators).

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New Research Compendium Addresses Productivity & Transformation When Applying Technology in Learning Math - Digital Promise

New Research Compendium Addresses Productivity & Transformation When Applying Technology in Learning Math - Digital Promise | :: The 4th Era :: | Scoop.it
Recently, the 60,000-member National Council of Teachers of Mathematics (NCTM) released a new “Research Compendium,” a handbook with 38 chapters, each summarizing the best research on an important aspect of teaching and learning mathematics. For the past three years, I was honored to work on the team that developed the chapter on “Technology for Mathematics Learning.” The aspects addressed in other chapters included summaries of how students learn specific mathematics content and practices, research on teaching, and much more. Writing the technology chapter gave my team the opportunity (and challenge) to comprehensively organize the vast research knowledge about technology in learning mathematics. So what did we discover?
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A Study of the Communities and Resources that Connect Educators Engaged in Making

A Study of the Communities and Resources that Connect Educators Engaged in Making | :: The 4th Era :: | Scoop.it
“A Study of the Communities and Resources that Connect Educators Engaged in Making” investigates maker-centered learning communities for educators, and documents the needs of maker educators in terms of access to shared resources and connections with peers. Toward this end, this study includes analysis of interviews with leaders (N=16) and participants (N=17) of teacher-centered and maker-centered communities and survey responses (N=492) from maker educators. The goals of the study were to: 1) identify both short- and long-term needs of maker educators in terms of access to resources and connections with peers, 2) determine the reasons for joining online and blended maker-centered communities, and 3) highlight common ways educators participate in these communities.
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Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities

Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities | :: The 4th Era :: | Scoop.it
Women use technology to mediate numerous aspects of their professional and personal lives. Yet, few design and create these technologies given that women, especially women of color, are grossly underrepresented in computer science and engineering courses. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, interest, and sense of fit with community. Digital Youth Divas is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls’ STEM interests and identities through virtual and real-world community. In this article, we discuss the framework of the Digital Youth Divas environment, including our approach to blending narratives into project-based design challenges through on- and offline mechanisms. Results from our pilot year, including the co-design process with the middle school participants, suggest that our narrative-centered, blended learning program design sparks non-dominant girls’ interests in STEM activities and disciplinary identification, and has the potential to mediate girls’ sense of STEM agency, identities, and interests.
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Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology – The Center for Innovative Research in Cyberlearning (CIRCL)

Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology – The Center for Innovative Research in Cyberlearning (CIRCL) | :: The 4th Era :: | Scoop.it
The cyberlearning community in the United States brings computer scientists and learning scientists together to design and study innovative learning technologies. The Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology highlights examples of the exciting work our community is engaged in as we integrate the latest innovations in learning science and computer science into new research designs and methods. This work is also driving the need for new learning sciences in areas such as embodied cognition, identity, and affect, and requires advances in methods, such as multimodal analytics, and in computer science, such as in context-sensitive computing.

The report, organized by The Center for Innovative Research in Cyberlearning (CIRCL) and co-authored by 22 members of the U.S. cyberlearning community, describes six design themes emerging across multiple NSF-funded cyberlearning projects:

 

Jim Lerman's insight:

This is an essential document for those interested in the future of technology in learning; it includes many of the leading thinkers and practitioners who are shaping the field. 

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Tips for Presenters at Education Conferences

Tips for Presenters at Education Conferences | :: The 4th Era :: | Scoop.it
I’ve been doing some thinking about things I wish I had known the first time I presented at an educational conference as well as things I observe as I continue to enjoy and learn from the presentations of others at conferences. If you are presenting at an educational conference or to teachers in general, it’s worth considering the following ten tips.

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Gates Foundation to Shift Education Focus

Gates Foundation to Shift Education Focus | :: The 4th Era :: | Scoop.it
Going forward, Gates is expected to say, the foundation will no longer invest in new initiatives designed to tackle teacher evaluation and compensation, although it will continue to collect data on the effectiveness of its previous efforts. Instead, it plans to increase funding for curriculum design and professional development aligned to states' standards – be they the Common Core or others – and also continue its support for charter schools, though it will tailor that focus to schools that are improving outcomes for students with disabilities.

According to Gates, about 60 percent of the new $1.7 billion investment will support the development of new curricula and the foundation's new venture centered around building networks of existing schools, and about 15 percent will support the foundation's charter school work. The other 25 percent will focus on "big bets," which Gates characterizes as having "the potential to change the trajectory of public education over the next 10 to 15 years."

The foundation's vision for building school networks includes funding up to 30 networks, beginning with a focus on high-needs schools and districts in six to eight states where data collection and analysis is used to drive results, particularly when it comes to closing the achievement gap between students of color and low-income students and their white and wealthier peers.
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The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions [k-12] (2011)

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions [k-12] (2011) | :: The 4th Era :: | Scoop.it

"This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of four recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policymakers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice."

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Deepgram opens up its machine transcription platform to everyone

Deepgram opens up its machine transcription platform to everyone | :: The 4th Era :: | Scoop.it

"Deepgram, a startup applying machine learning to audio data, is releasing its machine transcription platform this morning for free. No more will you have to pay for other services like Trint to get the dirty work of automated transcription done. Hint: it has something to do with data.

Machine transcription isn’t solved. In fact, machine anything isn’t solved. And it seems like everyone these days is making haste to build their own Fort Knox of data to solve machine everything. Deepgram’s approach is to make its transcription service free for anyone to upload their audio content and receive searchable text in return.

I uploaded to the service an hour-long interview I did about a week ago to test it out. The file was recorded in a noisy restaurant and consisted of two people having a dialog. The transcription quality was far from perfect — but it wasn’t meaningfully worse than anything else on the market."

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The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute

The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute | :: The 4th Era :: | Scoop.it

"The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements—developed and unanimously signed onto by the Commission’s Council of Distinguished Scientists—that affirm the interconnectedness of social, emotional, and academic development as central to the learning process.

"The brief draws from brain science, medicine, economics, psychology, and education research to describe why it is essential to address the social, emotional, and cognitive dimensions of learning; how these dimensions together shape students’ academic and life outcomes; and how these competencies can be taught throughout childhood, adolescence, and beyond. The evidence outlined in this brief moves the nation beyond the debate as to whether schools should attend to students’ social and emotional development, to how schools can integrate social, emotional, and academic development into their daily work."

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Gust MEES's curator insight, October 11, 7:51 PM

The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements—developed and unanimously signed onto by the Commission’s Council of Distinguished Scientists—that affirm the interconnectedness of social, emotional, and academic development as central to the learning process.

"The brief draws from brain science, medicine, economics, psychology, and education research to describe why it is essential to address the social, emotional, and cognitive dimensions of learning; how these dimensions together shape students’ academic and life outcomes; and how these competencies can be taught throughout childhood, adolescence, and beyond. The evidence outlined in this brief moves the nation beyond the debate as to whether schools should attend to students’ social and emotional development, to how schools can integrate social, emotional, and academic development into their daily work."

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=learning

 

Mark Cottee's curator insight, October 12, 10:08 PM
Short report that just happen to pop into my in tray at the same time as my attention to a MOOC on the science of teaching. 
Ivon Prefontaine, PhD's curator insight, October 13, 4:39 PM
Learniing is linked to healthy social and emotional opportunities children encounter to solve problems. John Dewey argued that learning is problem solving and much of it is social. I think play is essential to learning.
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Research Symposium: The Evidence Base for Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute

Research Symposium: The Evidence Base for Supporting Students’ Social, Emotional, and Academic Development - The Aspen Institute | :: The 4th Era :: | Scoop.it

"The Commission’s Council of Distinguished Scientists, a group of more than two dozen nationally recognized education researchers from a variety of disciplines, has reviewed powerful evidence from numerous fields and developed a set of Consensus Statements of Evidence affirming the interconnectedness of the social, emotional, and cognitive domains as the way in which all students learn.

"At this event, we released a document explaining these statements, which provide a foundation for moving the nation beyond the debate about whether schools should attend to students’ social and emotional development, to how we can integrate all of these domains into the mission and daily work of all schools. The event features:

Stephanie Jones, a professor at the Harvard Graduate School of Education
Camille Farrington, a senior research associate and managing director of the University of Chicago Consortium on School Research
Mary Helen Immordino-Yang, a professor of education, psychology, and neuroscience at the University of Southern California
Maurice Elias, a professor at Rutgers University and director of Rutgers’ Social-Emotional and Character Development Lab
Oscar Barbarin, a professor at the University of Maryland

 

"A subsequent panel weighs in on the implications of the statements for schools and communities from the perspectives of research, policy, practice, and philanthropy.

"Panelists include Antwan Wilson, chancellor of the District of Columbia Public Schools; Marc Brackett, director of the Yale Center for Emotional Intelligence and professor at the Yale Child Study Center; Zoe Stemm-Calderon, director of education at the Raikes Foundation; and Jim Balfanz, president of City Year."

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Why the Increased Focus on Social-Emotional Learning? - by Katherine Prince

Why the Increased Focus on Social-Emotional Learning? - by Katherine Prince | :: The 4th Era :: | Scoop.it
by Katherine Prince

 

"With increasing frequency, social-emotional learning (SEL) is getting renewed attention — in research, in policy and in the classroom. It’s not a new concept, so why is there new interest? Education stakeholders increasingly realize that it prepares students not only for today, but also for tomorrow.

 

"There are some job skills that transcend industry: deep self-knowledge, emotional regulation and empathy and perspective taking. These three areas of social-emotional skills provide a strong foundation upon which people can grow specific functional skills and knowledge. In addition to core academic knowledge, how might we make these skills central to teaching and learning?"


Via Tom D'Amico (@TDOttawa) , Jim Lerman
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Shari Flynt Williamson's curator insight, October 21, 8:38 PM

I was a little skeptical on this.  However, if you think about it-it makes sense.  All of this technology used for social media is impeding students from learning to critically think, collaborate, empathize-among other things.  Helping them learn to work closely with others in a school environment will help them learn to engage well with others at work and in society as a whole when they are adults.

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MicroCredentials for Inservice Educators :: Digital Promise in partnership with BloomBoard

MicroCredentials for Inservice Educators :: Digital Promise in partnership with BloomBoard | :: The 4th Era :: | Scoop.it
BloomBoard is a place for educators to learn, share and discuss the best teaching ideas.

 

Jim Lerman's insight:

An absolutely extraordinary resource for educator professional development and, in many cases, preservice teacher learning.

Digital Promise, in partnership with BloomBoard, offers over 300 mini-courses that may be taken for badges (for free) and many also for graduate credit (for $100, or less, per credit). The array of courses is dazzling and the quality appears to be quite high.

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Lessons from a Global Design-Centered Learning Network - Digital Promise

Lessons from a Global Design-Centered Learning Network - Digital Promise | :: The 4th Era :: | Scoop.it
What happens when students and teachers are invited to define the problems they want to solve and design solutions to address them, using powerful technology for creation and collaboration?

Digital Promise Global set out to answer this question through a year-long research study in collaboration with Designs for Learning. Our research focused on the experiences of a global network of Learning Studios located across Australia, Canada, Finland, Germany, Italy, New Zealand, Norway, Spain, Sweden, the United Kingdom, and the United States.

Learning Studios, a program directed by Digital Promise Global as part of HP and Microsoft’s Reinvent the Classroom initiative, engages a diverse group of learning centers around the world, ranging from traditional school settings to after-school and out-of-school programs, and supports them in bringing design-centered learning to their students. Depending on the setting, the Learning Studio may be made available to students in a classroom, a repurposed school bus that travels to schools across a single district, or in a creative recycling center.

All Learning Studio sites receive a common bundle of advanced technologies for designing and making – including a Sprout by HP, HP Convertible Notebooks, a Dremel 3D printer, and supplemental tools and resources including Makey Makeys, modeling clay, and take-it-apart construction kits. To support educators in the Learning Studios, Digital Promise Global provides professional learning opportunities, facilitates an online learning community, and develops and curates creative projects for students.
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Launching a New Project Guide for 360-Degree Storytelling - Digital Promise

Launching a New Project Guide for 360-Degree Storytelling - Digital Promise | :: The 4th Era :: | Scoop.it
At Digital Promise Global, our global engagement programs support educators to empower young people as creators and changemakers, harnessing emerging technology to make a difference in the world.

In the 360 Filmmakers Challenge, along with our partner Oculus, we’ve offered 360-degree production equipment to high schools across the United States to help young people and their teachers produce original, immersive 360° stories that make an impact. The results include powerful student-produced films, inspiring behind-the-scenes stories, and encouraging indicators of impact.

A year and a half after first launching the 360 Filmmakers Challenge, we are excited to publicly share a collection of tools and resources for 360° production designed for educators and youth. We created the 360 Filmmakers Challenge Production Guide with a few principles in mind:
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Challenge Based Learning - Digital Promise

Challenge Based Learning - Digital Promise | :: The 4th Era :: | Scoop.it
Challenge Based Learning (CBL) provides an efficient and effective framework for learning while solving real-world challenges. The framework fuels collaboration between students, teachers, families, and community members to identify big ideas, ask thoughtful questions, and identify, investigate and solve challenges. This approach helps students gain deep subject area knowledge and develop the skills necessary to thrive in an ever-changing world.

CBL emerged from the “Apple Classrooms of Tomorrow—Today” (ACOT2) project initiated in 2008 to identify the essential design principles of the 21st century learning environment. Starting with the ACOT2 design principles, Apple, Inc. worked with exemplary educators to develop and test the CBL framework. Over the past year Digital Promise, home to a number of the original development team including Karen Cator, Marco Torres and Mark Nichols, has been working with the Apple Education team to update the framework and to assume management of the community and resources.

The CBL Framework is divided into three interconnected phases: Engage, Investigate, and Act. Each phase includes activities that prepare participants to move to the next phase. Supporting the entire process is an ongoing process of documentation, reflection, and sharing.

Engage – Through essential questioning, learners move from an abstract “big idea” to a concrete and actionable challenge.

Investigate – The learners plan and participate in a journey that builds the foundation for solutions and addresses academic requirements.

Act – Evidence-based solutions are developed, implemented with an authentic audience, and then evaluated based on the results.

CBL builds on the foundation of experiential learning and leans heavily on the wisdom of a long history of progressive education. The framework is informed by innovative practices in education, media, technology, entertainment, recreation, the workplace and society.

cbl.digitalpromise.org
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What Is Cyberlearning?

A look at how technology fuels science education, including augmented reality games, connecting with science labs across the globe, and using video games to learn about astronomy.
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With Toronto, Alphabet looks to revolutionize city-building

With Toronto, Alphabet looks to revolutionize city-building | :: The 4th Era :: | Scoop.it

" Inc. is best known for its signature product, the Google search engine. But it is useful to think of it as a company that builds platforms – software that serves as a foundation for a growing array of technologies and services that people use every day.

"With the announcement on Tuesday that its subsidiary Sidewalk Labs would develop a whole new district of Toronto as a working model of a new type of smart city, it's no stretch to say the company is trying to build a platform for the construction and organization of cities.

"Indeed, a 2016 video that presented some of the ideas behind Sidewalk Labs was titled Reimagining the City as a Digital Platform. Sidewalk's chief operating officer, Anand Babu – who comes from Google's machine-learning division (software, AI) – describes a future of city design through which "digital technologies become a peer with concrete and with laws and regulation and taxes."

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Interactive VR Offers the Ideal Platform for Soft Skills Training in Human Resources | LinkedIn

Interactive VR Offers the Ideal Platform for Soft Skills Training in Human Resources | LinkedIn | :: The 4th Era :: | Scoop.it
the best way to train soft skills is to use immediate feedback training. This is the foundation of interactive VR. The idea is to learn by doing. One must be immersed in realistic settings in which verbal and non-verbal cues are present and conversation and interpersonal interaction follows. The training occurs by placing individuals in situations in which their ability to show empathy, to embrace diversity and to avoid bias can be evaluated in real-time. From a brain-based perspective, immediate feedback training targets the basal ganglia learning system. This system learns through “physical repetition”.
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Why Creativity?

Why Creativity? | :: The 4th Era :: | Scoop.it
The second reason we may see limited or no creativity in the process of teaching and learning is the focus on reaching targets. To be more precise the single focus on reaching a target that prevents us doing something different. Doing only that which is already being or has been done (despite success or the lack of it) to achieve the target is a real problem.

Via Nik Peachey, Jim Lerman
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Nik Peachey's curator insight, October 7, 12:41 AM

A thoughtful essay.

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MindRocket Media Group Announces Acquisition of American ED TV

MindRocket Media Group Announces Acquisition of American ED TV | :: The 4th Era :: | Scoop.it

"MindRocket Media Group, the comprehensive multi-channel public relations and editorial firm, has announced the acquisition of American ED TV, the first television media company focused on American education. MindRocket will soon begin production on original television content to be broadcast into more than 70 million U.S. homes through local broadcast affiliates. The American ED TV team, led by its co-founders, Matt Cacciato, Emmy Award-winning executive producer Fred Cambria and Emmy- and Peabody Award-winning anchor Jack Ford, adds invaluable television industry experience and expertise to MindRocket’s media production capabilities, strengthening the firm’s positioning as the premier thought leadership and content provider in the education industry.


"The first program to begin production will be The Jack Ford Report, a 60-minute syndicated broadcast, digital, and on-demand education news program that will bring the real issues of education into 70 million homes―including the top 10 U.S. media markets―each week. The report will look at every factor contributing to student and educator success, including the latest in instructional strategies, curriculum enhancements, developments in education technology, and more. This news program will be hosted by Ford, a 30-year news veteran whose on-camera work has included time at NBC, CBS, ABC, ESPN, and Court TV."

 

Jim Lerman's insight:

This could be what I think is a first: a nationwide,  multi-media network (of sorts), dedicated to education. Let's hope they do a great job of separating the wheat from the chaff.

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Understanding Teacher Turnover: Why It Matters and What We Can Do About It :: press conference and panel discussion

Understanding Teacher Turnover: Why It Matters and What We Can Do About It :: press conference and panel discussion | :: The 4th Era :: | Scoop.it
As students return to school this year, many of them, particularly those from historically underserved groups, are entering one of the more than 100,000 classrooms across the country staffed by an educator who is not fully prepared to teach. Widespread teacher shortages have resulted in difficulty hiring qualified teachers, cancellations of courses, and increased class sizes. While shortages draw attention to recruiting more teachers, 90% of nationwide demand for new teacher hires is actually created by teachers leaving the profession. Reducing teacher turnover—both teachers leaving the profession and those leaving particular schools and districts—can go a long way toward solving shortages.

At this forum new data on the extent, nature, and cost of teacher turnover was presented, and recommendations offered for addressing the issue, including evidence-based policies at the federal, state, and local levels to create a strong pipeline into the profession and provide ongoing support to increase retention.

 

Jim Lerman's insight:

 

This webpage contains links to the full report, a slide deck that provides highlights of the report, video of 2 panel presentations about the report, and more.

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Teacher Turnover: Why It Matters and What We Can Do About It

Teacher Turnover: Why It Matters and What We Can Do About It | :: The 4th Era :: | Scoop.it
When students return to school this year, many will enter one of the more than 100,000 classrooms across the country staffed by an instructor who is not fully qualified to teach. This is because many districts, facing ongoing teacher shortages, are hiring underqualified candidates to fill vacancies. While shortages tend to draw attention to recruitment issues, this report finds that 90% of open teaching positions are created by teachers who leave the profession. Some are retiring, but about 2/3 of teachers leave for other reasons, most due to dissatisfactions with teaching. Teacher attrition in the United States is about twice as high as in high-achieving jurisdictions like Finland, Singapore, and Ontario, Canada.

Addressing early attrition is critical to stemming the country's continuing teacher shortage crisis. It is also important for school effectiveness. The cost of attrition to student learning and district budgets is significant. Teachers are the number one in-school influence on student achievement. Research finds that high rates of turnover harm student achievement. In high-turnover schools, the inexperienced and underqualified teachers often hired to fill empty spots also have a negative impact on student learning. Financially, the report estimates that each teacher who leaves, on average, can cost as much as $20,000 in an urban district.
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Research Illuminates the Path Forward for SEL

Research Illuminates the Path Forward for SEL | :: The 4th Era :: | Scoop.it

"Given the abundance of attention being paid to Social, Emotional and Academic Development (SEAD) and Social and Emotional Learning (SEL) in general, it’s only appropriate that the path forward be guided by research.

While some may put SEL and SEAD solely in the “soft skills” category of education initiatives, the benefits extend far beyond anything “soft.” The results are real — and the data speaks for itself.

A cost-benefit analysis of SEL interventions revealed a positive return on the investment averaging $11 in long term benefits for every $1 invested.

About a year ago, the Aspen Institute launched the National Commission on Social, Emotional, and Academic Development (NCSEAD) which is co-chaired by Linda Darling-Hammond, John Engler and Tim Shriver. The Commission is overseen by Aspen’s Jacqueline Jodl and, working closely with CASEL and many others, seeks to build consensus around a lexicon, metrics and strategies for SEL."

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