The document that triggered Goldrick-Rab's energetic critique (see previos Scoop on this page, "Is This Time Different?") Published by the chief information officers of the Big Ten schools and the University of Chicago.
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by Christina Quattrocchi
"Innova Schools aspires to be more than just an example of how first world ideas about blended learning and design thinking can be adapted in a developing country. It is trying to transform its country by closing the academic achievement gap, building Peru’s next generation of leaders, and making a profit while doing so."
by Ben Hewitt
"It was also a watershed moment for our family. Because as soon as we liberated ourselves from a concept of what our son’s education should look like, we were able to observe how he learned best. And what we saw was that the moment we stopped compelling Fin to sit and draw or paint or write was the moment he began doing these things on his own. It was the moment he began carving staves of wood into beautiful bows and constructing complex toys from materials on hand: an excavator that not only rotated, but also featured an extendable boom; a popgun fashioned from copper pipe, shaved corks, and a whittled-down dowel; even a sawmill with a rotating wooden “blade.”
"In other words, the moment we quit trying to teach our son anything was the moment he started really learning."
by Chris Lehmann
"[After the trial where the man who killed Jordan Davis was not found guilty of his murder, a group of amazing educators and education activists (I was lucky to be one of the folks involved) came together to create a teaching guide for talking about Jordan Davis' killing and the trial that followed. Many of the resources -- and equally as important, the frameworks for thinking about creating curriculum -- are equally applicable for creating conversations and curriculum around talking about Mike Brown. And we need to talk about Mike Brown.]
"When I heard that Mike Brown was shot – unarmed, multiple times – by a police officer, my thoughts immediately went to the many stories I have heard over the years from my students of color about their experiences with the police. Their stories are not monolithic, and I have students of color who are the sons and daughters of police officers who often bring a different lens to these conversations, but overwhelmingly, the conversations I have heard have spoken to a deep level of distrust and fear between students of color and the police."
by Kerry Gallagher
"I am an ambitious teacher with big dreams at the start of each school year. You probably are, too. So how can you and I ensure that this year will be the year? The year that students will really use all of the amazing resources that their school, friends, and the Internet provide? The year their work will be noticed and discussed by people outside of their classroom, school, community, and--dare we dream--country?
"Before the kids even enter my classroom, I put together five strategies I’m planning to use during the first days of school to make these dreams a reality."
by Angela Maiers
"Every student has a passion project inside, waiting to emerge if invited to do so. These dreams lie just beneath the surface, built on experiences and stories, fears and achievement. They just need a spark to catch fire.
"It is the job of teachers and other adults to provide that spark. We need to give our students the opportunity to shatter the rules, become their own teachers and captains of their own ship on a journey where they set the destination and the route.
"Genius Hour — a regular time in class during which students get to pursue their own passion projects — is a gift that opens students up to the world of their own talents and interests. It allows them to reach beyond the routine, unlearn the rules they’ve been programmed to follow and embrace the uncertainty of their own audacious dreams".
Leading Children to Pursue their Passions in the Classroom: - http://psolarz.weebly.com/passion-time.html Creating Passion Projects:
Jim Lerman's insight:
A rich collection of resources on doing "Passion Time" (Genius Hour) with students of any age. Be sure to scroll over the "Educators" button near the top of the page for even more resources.
The Blended Synchronous Learning Handbook is the primary output of the Blended Synchronous Learning Project. It includes the summative findings of the Blended Synchronous Learning case studies, a Blended Synchronous Learning Design Framework, and a range of other resources and information to support blended synchronous learning design research and practice.
Via Nik Peachey
by Sharon Riley
"Florida's newest public university—Florida Polytechnic University (FPU)—is so new it doesn’t even have accreditation yet. Its mission is to educate students in the STEM fields, and Chief Information Officer Tom Hull describes it as part of a future “Silicon Valley East” between Orlando and Tampa. FPU features a lot of innovative, not to say controversial, departures from tradition, including a no-tenure model for its 26 newly hired professors and a library without physical books."
"At the heart of the MakerParty campaign, Webmaker tools/resources, and Hive Learning Network is the Web Literacy Map, which outlines what we at the Mozilla Foundation think are the important skills and competencies needed to be literate on the web. Each web literacy competency has a dedicated page that features the best resources on the web to help you “Discover, Make, and Teach” those skills.
"Hive Learning Network, a project of Mozilla, is comprised of organizations (libraries, museums, schools and non-profit start-ups) and individuals (educators, designers, community catalysts and makers). Together, they create opportunities for youth to gain digital and analog skills to learn within and beyond the confines of traditional classroom experiences, design innovative practices and tools that provide opportunities for greater impact, and contribute to their own professional development within an active community of practice."
by Danny Crichton
"Quality of life is perhaps the single largest factor underpinning human happiness, and that quality is largely determined by one’s job. It should be no wonder then that so many activists and politicians have made improving work a key element of their advocacy for generations. The history of America is, in many ways, the history of work.
"So when I look around the world today and observe who are the next champions of workers, I surprisingly don’t see them where you would normally expect. Unions were once the bastions of progressive improvements for labor, but they have been relegated to defending the status quo and are facing serious irrelevance in the United States today. Politicians as well seem almost ignorant of the changes underway in our economy, proposing laws that do little to help people and everything to help their campaign donors."
Jim Lerman's insight:
Not so sure how I feel about this piece, but it does raise interesting arguments. Is technology the friend or foe of the working class? Were the Luddites the vanguard or the rear guard of the working class? If you don't know the history of the term, it's worth looking up. Wikipedia will do.
Technology is a seemingly irresistible force...so in many ways "Resistance is futile." On the other hand, we are not doing a fantastic job (or even a good one) of preparing the majority of our young people to flourish in the world of the present, to say nothing of the world of the future.
If memory serves, it was Henry Ford who spoke about how much he paid his workers. He wanted them to be able to afford the cars they built, arguing that to pay them less than that would lead to overproduction and the collapse of the auto market. How many people on Facebook make enough to buy a cell phone, a new computer every couple of years, a big flat-screen TV, and a car...much less a home, and afford to pay for health insurance, and send their kids to college, and, and, and.
post by Sharanda Payseur on English Companion, July 8, 2014
"I have done the same thing. I created a technology-based course for our freshmen. It really helps other teachers. We were spending too much time in class teaching students how to use Web 2.0 and research and digital citizenship skills in our content classes. Now, students get it in my tech class.
"We call it Intro to Pub because I was only English certified at the time. Now, however, it's just easier to keep the name the same. But I make it all up. Here is a link to my website if you want to look at it. I have lessons posted and student projects.
"However, I do incorporate English through Stems vocab and Grammar (Magic Lens) to get them ready for English 9 in the Spring semester.
"There are several digital citizenship sites you can use. I also work with other teachers to have students create interdisciplinary projects incorporating the Web 2.0 skills they learn in my class that help reinforce information from other classes. (Common Sense Media, DDL, Coding, Computer Tutorials)
"We also only use Creative Commons images for all work posted online. I spend a lot of time teaching students how to find and cite their resources and use them correctly.
"If you have any questions, email me: firstname.lastname@example.org
Next year, I'll be changing things up some, but I'm super excited with this course.