FIRST Global organizes a yearly international robotics challenge to ignite a passion for Science, Technology, Engineering, and Mathematics (STEM) among the more than two billion youths across the world.
The not-for-profit public charity provides the framework for an “olympics”-style robotics challenge where one team from every nation is invited to participate in a global robotics event that builds bridges between high school students with different backgrounds, languages, religions, and customs.
By bringing these future STEM leaders together in an engaging and collaborative competition that drives home the importance, excitement, and applicability of STEM education, FIRST Global inspires students to learn the skills they will need to make the discoveries their parents and grandparents would consider miracles, impossibilities, or just plain science fiction.
FIRST Global organizes a yearly international robotics challenge to ignite a passion for Science, Technology, Engineering, and Mathematics (STEM) among the more than two billion youths across the world.
The not-for-profit public charity provides the framework for an “olympics”-style robotics challenge where one team from every nation is invited to participate in a global robotics event that builds bridges between high school students with different backgrounds, languages, religions, and customs.
By bringing these future STEM leaders together in an engaging and collaborative competition that drives home the importance, excitement, and applicability of STEM education, FIRST Global inspires students to learn the skills they will need to make the discoveries their parents and grandparents would consider miracles, impossibilities, or just plain science fiction.
Makerfest at LTESCH in Luxembourg (Europe) A <===> Makerfest <===> was organized at Lycée Technique ESCH/ALZETTE on 04-07-2017. Over 1.000 persons, apparently 2.000 expected, were present on the second Makerfest at LTESCH (Luxembourg), organized by BEECREATIVE, Service National de la Jeunesse, SCRIPT. Lots of different schools from around the country were present with their students (learners)…
Makerfest at LTESCH in Luxembourg (Europe) A <===> Makerfest <===> was organized at Lycée Technique ESCH/ALZETTE on 04-07-2017. Over 1.000 persons, apparently 2.000 expected, were present on the second Makerfest at LTESCH (Luxembourg), organized by BEECREATIVE, Service National de la Jeunesse, SCRIPT. Lots of different schools from around the country were present with their students (learners)…
Empower your practice, spark professional learning goals with the ISTE Standards for Educators.
The ISTE Standards for Educators are your road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning. Connect with other educators in the ISTE Standards Community and learn how to use the standards in the classroom with the ISTE Standards for Students ebook.
Empower your practice, spark professional learning goals with the ISTE Standards for Educators.
The ISTE Standards for Educators are your road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning. Connect with other educators in the ISTE Standards Community and learn how to use the standards in the classroom with the ISTE Standards for Students ebook.
If you want to build your own gadgets using the Raspberry Pi but don't have the kit or even a Pi, there could soon be another way to get started.
Microsoft is building an online Raspberry Pi simulator that allows users to write code to control emulated hardware, and that currently lets users interact with an LED and collect data from a sensor.
The simulator shows a graphic of a Pi wired to a combined humidity, temperature, pressure sensor and a red LED via a breadboard, a plug board that allows circuits to be wired together rapidly. Users can type in a side panel to enter Node.js JavaScript code, which can be used to control the LED and collect dummy data from the simulated sensor. That code can be executed using a command line at the base of the panel.
If you want to build your own gadgets using the Raspberry Pi but don't have the kit or even a Pi, there could soon be another way to get started.
Microsoft is building an online Raspberry Pi simulator that allows users to write code to control emulated hardware, and that currently lets users interact with an LED and collect data from a sensor.
The simulator shows a graphic of a Pi wired to a combined humidity, temperature, pressure sensor and a red LED via a breadboard, a plug board that allows circuits to be wired together rapidly. Users can type in a side panel to enter Node.js JavaScript code, which can be used to control the LED and collect dummy data from the simulated sensor. That code can be executed using a command line at the base of the panel.
Self-Management is an alternative to the traditional, hierarchical method of organizing we see most often in modern organizations. There are a few key ideas that are central to the Self-Management philosophy, namely that:
People are generally happier when they have control over their own life (and work) It doesn't make a lot of sense to give the decision-making authority to the person that furthest (literally) away from the actual work being done.
When you give good people more responsibility, they tend to flourish
The traditional hierarchical model of organizations is not scalable—in fact, it's a recipe for a slow painful death
There's an undeniable link between freedom and economic prosperity in nations around the world—and, further, an undeniable link between lack of freedom and corruption at the national level.
The same is true of human organizations in general.
Self-Management is an alternative to the traditional, hierarchical method of organizing we see most often in modern organizations. There are a few key ideas that are central to the Self-Management philosophy, namely that:
People are generally happier when they have control over their own life (and work) It doesn't make a lot of sense to give the decision-making authority to the person that furthest (literally) away from the actual work being done.
When you give good people more responsibility, they tend to flourish
The traditional hierarchical model of organizations is not scalable—in fact, it's a recipe for a slow painful death
There's an undeniable link between freedom and economic prosperity in nations around the world—and, further, an undeniable link between lack of freedom and corruption at the national level.
The same is true of human organizations in general.
Worth a read What was once organisation now individual I label in self-leadership so as not to confuse it with 21st century management Search management on my blog for more about this http://blog.ianberry.biz/
Our new research found that there are certain aspects of a person’s personality that can influence their creativity.
Psychologists often measure creativity using divergent thinking tasks. These require you to generate as many uses as possible for mundane objects, such as a brick. People who can see numerous and diverse uses for a brick (say, a coffin for a Barbie doll funeral diorama) are rated as more creative than people who can only think of a few common uses (say, for building a wall).
The aspect of our personality that appears to drive our creativity is called openness to experience, or openness. Among the five major personality traits, it is openness that best predicts performance on divergent thinking tasks. Openness also predicts real-world creative achievements, as well as engagement in everyday creative pursuits.
As Scott Barry Kaufman and Carolyn Gregoire explain in their book Wired to Create, the creativity of open people stems from a “drive for cognitive exploration of one’s inner and outer worlds”.
This curiosity to examine things from all angles may lead people high in openness to see more than the average person, or as another research team put it, to discover “complex possibilities laying dormant in so-called ‘familiar’ environments”.
Our new research found that there are certain aspects of a person’s personality that can influence their creativity.
Psychologists often measure creativity using divergent thinking tasks. These require you to generate as many uses as possible for mundane objects, such as a brick. People who can see numerous and diverse uses for a brick (say, a coffin for a Barbie doll funeral diorama) are rated as more creative than people who can only think of a few common uses (say, for building a wall).
As Scott Barry Kaufman and Carolyn Gregoire explain in their book Wired to Create, the creativity of open people stems from a “drive for cognitive exploration of one’s inner and outer worlds”.
This curiosity to examine things from all angles may lead people high in openness to see more than the average person, or as another research team put it, to discover “complex possibilities laying dormant in so-called ‘familiar’ environments”.
Everyone is born with the potential for greatness. What happens next is up to you. You get to choose which path you take, how high to set the bar for yourself, and how hard you’re willing to work to clear it. You get to decide how to spend your time, who to spend it with, and what you’re willing to forgo when time runs short. Every choice that you make and every action that you take has consequences, but who better to decide what’s best for you –– than you.
It’s your life to live. Own it!
Securing the ultimate prize takes strength and courage. You’re going to face challenges that seem insurmountable and suffer setbacks along the way, but faith, hard work, and determination will see you through. Don’t listen to naysayers or allow others to lead you astray; follow your heart and let your dreams lead the way. You owe it to yourself to be the best you can be. You’ll travel this road only once. Believe in yourself and make yourself proud. There are no dress rehearsals in life.
Everyone is born with the potential for greatness. What happens next is up to you. You get to choose which path you take, how high to set the bar for yourself, and how hard you’re willing to work to clear it. You get to decide how to spend your time, who to spend it with, and what you’re willing to forgo when time runs short. Every choice that you make and every action that you take has consequences, but who better to decide what’s best for you –– than you.
It’s your life to live. Own it!
Securing the ultimate prize takes strength and courage. You’re going to face challenges that seem insurmountable and suffer setbacks along the way, but faith, hard work, and determination will see you through. Don’t listen to naysayers or allow others to lead you astray; follow your heart and let your dreams lead the way. You owe it to yourself to be the best you can be. You’ll travel this road only once. Believe in yourself and make yourself proud. There are no dress rehearsals in life.
We are all born with the potential for great success, however how we embrace that potential is up to ourselves. We choose which path to take, how high we set the bar for ourselves, and how hard we are willing to work to clear that bar and achieve ultimate success. Ultimately, we are in control of our time and how we spend it, who we spend it with, and what we are willing to sacrifice when we sometimes run out of time. Each one of our choices and actions has consequences, but who better to decide what’s best for you – than you!
In her early teaching years, Wanny Hersey learned how hands-on projects—which would eventually become known as “making”— could engage and motivate her English students like nothing she’d seen before. She’d witnessed the heartbreak of watching a one-size-fits-all education system fail to engage students who needed it most. And the joy of nurturing students’ natural desire to solve problems and create.
Design thinking gives purpose to making. It's a problem-solving, action-oriented, human-centered process that we engage in to assist our students in their journeys as makers.
These experiences as a teacher and administrator inspired her to found Bullis Charter school—with both her past and future students in mind. The award winning K-8 public school is focused on design thinking, making, and project-based learning—all of which Wanny believes engage children, and grow their natural curiosity.
Wanny spoke to EdSurge about how making builds empathy, why it’s important to compensate teachers for continuously learning, and her advice for administrators who want to drive change through design thinking.
In her early teaching years, Wanny Hersey learned how hands-on projects—which would eventually become known as “making”— could engage and motivate her English students like nothing she’d seen before. She’d witnessed the heartbreak of watching a one-size-fits-all education system fail to engage students who needed it most. And the joy of nurturing students’ natural desire to solve problems and create.
Design thinking gives purpose to making. It's a problem-solving, action-oriented, human-centered process that we engage in to assist our students in their journeys as makers.
These experiences as a teacher and administrator inspired her to found Bullis Charter school—with both her past and future students in mind. The award winning K-8 public school is focused on design thinking, making, and project-based learning—all of which Wanny believes engage children, and grow their natural curiosity.
Wanny spoke to EdSurge about how making builds empathy, why it’s important to compensate teachers for continuously learning, and her advice for administrators who want to drive change through design thinking.
Communication matters. While a few words can make someone feel special, words poorly chosen have the power to kill a relationship or tarnish a reputation.
Communication matters. While a few words can make someone feel special, words poorly chosen have the power to kill a relationship or tarnish a reputation.
As Claire Gray scans her customers’ shopping at the checkout in Waitrose in Wells, Somerset, she is imagining her future as a lawyer. In October, Gray, 46, will start juggling a part-time law degree at the Open University alongside her supermarket job. “I’m a bit nervous about studying,” she admits
Understanding is often, though not always, related to learning concepts, and sometimes also the theory or theories associated with those concepts. However, a person may have a good ability to predict the behaviour of an object, animal or system - and therefore may, in some sense, understand it - without necessarily being familiar with the concepts or theories associated with that object, animal or system in their culture.
Someone who has a more sophisticated understanding, more predictively accurate understanding, and/or an understanding that allows them to make explanations that others commonly judge to be better, of something, is said to understand that thing "deeply".
Conversely, someone who has a more limited understanding of a thing is said to have a "shallow" understanding. However, the depth of understanding required to usefully participate in an occupation or activity may vary greatly.
Someone who has a more sophisticated understanding, more predictively accurate understanding, and/or an understanding that allows them to make explanations that others commonly judge to be better, of something, is said to understand that thing "deeply".
Conversely, someone who has a more limited understanding of a thing is said to have a "shallow" understanding. However, the depth of understanding required to usefully participate in an occupation or activity may vary greatly.
Solving non-routine problems is a key competence in a world full of changes, uncertainty and surprise where we strive to achieve so many ambitious goals. But the world is also full of solutions because of the extraordinary competences of humans who search for and find them. We must explore the world around us in a thoughtful way, acquire knowledge about unknown situations efficiently, and apply new and existing knowledge creatively.
The Nature of Problem Solving presents the background and the main ideas behind the development of the PISA 2012 assessment of problem solving, as well as results from research collaborations that originated within the group of experts who guided the development of this assessment. It illustrates the past, present and future of problem-solving research and how this research is helping educators prepare students to navigate an increasingly uncertain, volatile and ambiguous world.
Solving non-routine problems is a key competence in a world full of changes, uncertainty and surprise where we strive to achieve so many ambitious goals. But the world is also full of solutions because of the extraordinary competences of humans who search for and find them. We must explore the world around us in a thoughtful way, acquire knowledge about unknown situations efficiently, and apply new and existing knowledge creatively.
The Nature of Problem Solving presents the background and the main ideas behind the development of the PISA 2012 assessment of problem solving, as well as results from research collaborations that originated within the group of experts who guided the development of this assessment. It illustrates the past, present and future of problem-solving research and how this research is helping educators prepare students to navigate an increasingly uncertain, volatile and ambiguous world.
At its most basic level, a startup is a learning machine—one that helps its founders understand and serve the real world in a manner that enables itself to continuously gather information and grow. If it doesn’t learn and adjust, a startup ends.
Successful students, like startups, are those who are resilient, constantly absorbing new information and challenging their assumptions.
We’re not surprised, then, to see a proliferation of startup and entrepreneurial programs springing up in and around K-12 schools. What’s more, an entrepreneurial culture, carefully scaffolded, can help schools transform and unlock learning in ways that more traditional coursework can not.
At its most basic level, a startup is a learning machine—one that helps its founders understand and serve the real world in a manner that enables itself to continuously gather information and grow. If it doesn’t learn and adjust, a startup ends.
Successful students, like startups, are those who are resilient, constantly absorbing new information and challenging their assumptions.
We’re not surprised, then, to see a proliferation of startup and entrepreneurial programs springing up in and around K-12 schools. What’s more, an entrepreneurial culture, carefully scaffolded, can help schools transform and unlock learning in ways that more traditional coursework can not.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and Learning environment – the way the classroom works and feels.
Tipps für alle, die sich fragen, ob ihr Gebrauch von PC, Smartphone und Spielkonsole noch normal ist oder schon die Form von Sucht und Abhängigkeit angenommen hat.
Tipps für alle, die sich fragen, ob ihr Gebrauch von PC, Smartphone und Spielkonsole noch normal ist oder schon die Form von Sucht und Abhängigkeit angenommen hat.
I never say that in criticism of teachers or of school principals or even of superintendents. That's something in the culture ─ at least, the political culture ─ of education. There is pressure on the system that gets in the way of what people most urgently need to do in schools to make them more humane and more personal places. There's really a lot more room for innovation in schools than people suspect. A lot of what goes on isn’t required by law; it's more a function of habit and tradition and routine than anything else.”
This habit of tradition and routine is exactly why education has remained woefully behind the times. In the business of education, we don’t have the usual market pressures that require innovation. Public education is a monopoly with no real competition to require forward movement.
I never say that in criticism of teachers or of school principals or even of superintendents. That's something in the culture ─ at least, the political culture ─ of education. There is pressure on the system that gets in the way of what people most urgently need to do in schools to make them more humane and more personal places. There's really a lot more room for innovation in schools than people suspect. A lot of what goes on isn’t required by law; it's more a function of habit and tradition and routine than anything else.”
This habit of tradition and routine is exactly why education has remained woefully behind the times. In the business of education, we don’t have the usual market pressures that require innovation. Public education is a monopoly with no real competition to require forward movement.
Today’s global employers are searching for employees that have specific skills. Those skills may not be the same needed in 10 years though. In 2009, the US Department of Labor estimated 65% of today’s school children would eventually be employed in jobs that have yet to be created. The number is far higher today. The influx of technology is what has changed the shape of education forever. For this reason, schools must create opportunities for students to engage in higher level thinking skills and experience 21st century skills while using technology.
Today’s global employers are searching for employees that have specific skills. Those skills may not be the same needed in 10 years though. In 2009, the US Department of Labor estimated 65% of today’s school children would eventually be employed in jobs that have yet to be created. The number is far higher today. The influx of technology is what has changed the shape of education forever. For this reason, schools must create opportunities for students to engage in higher level thinking skills and experience 21st century skills while using technology.
Creative people aren't just different because of the surprising and valuable work they produce. Nor is exceptional creativity all a matter of personality. The differences between the creatively gifted and the rest of us apparently go even deeper, according to mind-blowing recent research.
In fact, creative people actually see the world differently, according to a fascinating recent post on The Conversation by two Australian psychologists.
Creative people aren't just different because of the surprising and valuable work they produce. Nor is exceptional creativity all a matter of personality. The differences between the creatively gifted and the rest of us apparently go even deeper, according to mind-blowing recent research.
In fact, creative people actually see the world differently, according to a fascinating recent post on The Conversation by two Australian psychologists.
Those who understand learning and work with young people know that in an uncertain world of rapid change we urgently need to be helping learners to take risks, to work in teams, to develop a greater understanding of the way systems and societies work, and to become more creative. Fundamentally, these things have been washed out of the system in favour of a ‘learn fact, repeat fact’ model.
To get the best out of this technology in the future, educators need to turn the current systems upside down.
In previous technology developments in education – such as multimedia, whiteboards or the internet – initially, most worried that they would upset the world they were used to and feared for their jobs. Only a few imagined how these technologies could change the world and make things better. In reality, new technologies are typically highjacked to inappropriately maintain the status quo and end up powering the exam sausage factory.
Moving forward into 2017, it is not the tech itself that needs to change. In most aspects of our lives, technology has made significant changes (for good and bad), but in education, particularly schools, there is still stubborn resistance.
To maximise the use of technology in the future, educators need to embrace these technologies that can change the world and make things better. Moving forward into 2017, it is not the technology itself that needs to change, but rather people's attitudes, particularly in education where there is still often stubborn resistance.
Perhaps I am being naive but if 21st Century Teachers are to be teaching 21st Century Students with 21st Century technology in a 21st Century Society isn't it time for a 21st Century Education System? It seems that exams and assignments necessary to allocate a student a grade that is then provided to parents/caregivers is still what drives the education system. Schools/Teachers plan their units based on the assessment items and teach students according to 'what is on the exam'. Is quantifying a child's knowledge for statistics as important as generating higher order thinking, creativity, cultural and ethical awareness and active citizenship? Surely there is another way of reporting on a student's progression during their education? And this isn't the School/Teachers fault - society has become so set on students being labelled as an 'A' student or B, C, D etc that this is what is expected.
There is a high amount of anxiety in children from a very young age and I have seen students become quite confused and anxious when there is no 'correct answer' to a question. Does this stem from crushing the imagination and being told that there is a certain way things must be done? Why not nurture the creativity in children and we may have them building robots and inventing devices that can change the world by the time they are 10 years old.
If teachers are to implement the technology to its full advantage then measuring a students' success, knowledge and how to apply this knowledge needs to change in line with the technology. In such a dramatically changing world, 'assessing' a student hasn't changed for decades - they are still assessed by how much they can cram for an exam and then that information is often forgotten and not used again or when it is required it is re-learnt. Lets get students creating and using their knowledge more and not be so subject specific - in the real world we use and apply a set of skills not just a subject. So why not start giving students 1-2 projects that encompass a holistic view of the subjects we teach (science, maths, english, humanities, social sciences, art, information technology) and have students use technology to implement the four C's - critical thinking and problem solving, communicating, collaboration, creativity and innovation. While we're at it why not report on the four C's and nothing else.
The European Commission has just published the final report of the study "ICT for Work: Digital Skills in the Workplace" on the impact of information and communication technologies (ICT) on the transformation of jobs and skills.
The evidence shows that digital technologies are used in all types of jobs, also in economic sectors not traditionally related to digitisation e.g. farming, health care, vocational training and construction.
Today the studies about how to grow in different jobs are important for us as teachers, since we also prepare students to face laboral life.This study show something that is evident but not many people are prepared to recognise it, ICT is neccesary in every job, including teachers, How much is going to take till we open our eyes to the new age that includes technology? when we do it, we are going to increase productivity and as teachers we are going to increase students' interests, views and knowledge
"Basic digital skills include being able to communicate via email or social media, to create and edit documents digital documents and to search for information, or to protect personal information online."
Eric Schmidt, the executive chairman of Alphabet, says AI can be harnessed to help solve major challenges like climate change, food security, and many other problems in health care, energy, and other critical sectors. Machine learning algorithms can directly analyze thousands of previous cases of different types of diseases and make their own conclusions as to what constitutes a sick individual versus a healthy individual, and consequently help diagnose dangerous conditions including cancer. Also, the technology is being fed big data to help scientists understand and predict the effects of climate change.
Eric Schmidt, the executive chairman of Alphabet, says AI can be harnessed to help solve major challenges like climate change, food security, and many other problems in health care, energy, and other critical sectors. Machine learning algorithms can directly analyze thousands of previous cases of different types of diseases and make their own conclusions as to what constitutes a sick individual versus a healthy individual, and consequently help diagnose dangerous conditions including cancer. Also, the technology is being fed big data to help scientists understand and predict the effects of climate change.
Most young people are interested in the AI concept from popular culture (movies, computer games); this invites their interest and relates it to real-world learning (links to Maths/science.).
Check out this video that shows how the EU and its Member States are progressing digitally. The 2017 Digital Economy and Society Index (DESI) is a tool that presents the performance Member States in a wide range of areas, from connectivity and digital skills to the digitisation of businesses and public services. It shows that the EU is making progress but the gap between top digital players and lower-performing countries is still too wide. More efforts and investments are needed to make the most of the Digital Single Market.
Check out this video that shows how the EU and its Member States are progressing digitally. The 2017 Digital Economy and Society Index (DESI) is a tool that presents the performance Member States in a wide range of areas, from connectivity and digital skills to the digitisation of businesses and public services. It shows that the EU is making progress but the gap between top digital players and lower-performing countries is still too wide. More efforts and investments are needed to make the most of the Digital Single Market.
The Feynman Technique is perfect for learning a new idea, understanding an existing idea better, remembering an idea, or studying for a test. The Feynman Technique is a mental model that was coined by Nobel-prize winning physicist Richard Feynman. Known as the "Great Explainer," Feynman was revered for his ability to clearly illustrate dense topics…
By attempting to explain a concept in simple terms, you’ll quickly see where you have a good understanding of that concept. You’ll also be able to instantly pinpoint your problem areas, because they’ll be the areas where you either get stuck or where you end up resorting to using complex language and terminology. In addition to helping you pinpoint those problem areas in the concept you’re trying to learn, the Feynman Technique gives you a quick, efficient way to shore up those areas using targeted learning. It’s a simple technique, but it’ll help you study much more efficiently once you put into action. How to Use the Feynman Technique: Step 1: Grab a sheet of paper and write the name of the concept at the top. You can use pretty much any concept or idea – even though the technique is named after Feynman, it’s not limited solely to math and science. Step 2: Explain the concept in your own words as if you were teaching it to someone else. Focus on using plain, simple language. Don’t limit your explanation to a simple definition or a broad overview; challenge yourself to work through an example or two as well to ensure you can put the concept into action. Step 3: Review your explanation and identify the areas where you didn’t know something or where you feel your explanation is shaky. Once you’ve pinpointed them, go back to the source material, your notes, or any examples you can find in order to shore up your understanding. Step 4: If there are any areas in your explanation where you’ve used lots of technical terms or complex language, challenge yourself to re-write these sections in simpler terms. Make sure your explanation could be understood by someone without the knowledge base you believe you already have. Step 5: think like a child; while you’re working through the Feynman Technique for any given concept, it can be useful to pretend that you’re explaining that concept to a child. Doing this will boost your own understanding for one simple reason; a kid is probably going ask why? Why does that formula work? How can you know it`ll always work? While older people often become accustomed to taking things at face value, kids are naturally curious. They’re quick to point out their confusion. This is a great mindset to adopt.
Empathy is systemically related to all of the abilities on the compass, particularly to self-awareness at "true south." Research suggests that the more children become aware of themselves, the better they become at understanding others. Volumes have been written about how to teach empathy, and there is still much to learn. In an excellent article from the Greater Good Science Center at the University of California, Berkeley, author Roman Krznaric, Ph.D., claims that highly empathetic people:
Cultivate curiosity about strangers
Challenge prejudices and discover commonalities
Gain direct experience of other people's lives
Listen and open themselves to others
Inspire mass action and social change
Develop an ambitious imagination
All of these behaviors foster personal growth and lifelong learning while contributing to the growth of society, particularly empathy's role in inspiring social change.
Empathy is systemically related to all of the abilities on the compass, particularly to self-awareness at "true south." Research suggests that the more children become aware of themselves, the better they become at understanding others. Volumes have been written about how to teach empathy, and there is still much to learn. In an excellent article from the Greater Good Science Center at the University of California, Berkeley, author Roman Krznaric, Ph.D., claims that highly empathetic people:
Cultivate curiosity about strangers
Challenge prejudices and discover commonalities
Gain direct experience of other people's lives
Listen and open themselves to others
Inspire mass action and social change
Develop an ambitious imagination
All of these behaviors foster personal growth and lifelong learning while contributing to the growth of society, particularly empathy's role in inspiring social change.
How do children learn to care enough about others that they reap the personal rewards associated with giving? When young people develop empathy, they not only thrive in school and life, but they also impact their communities in positive, often extraordinary ways. Individual and societal success depends on raising and educating children who care about others. But we have misled today's children to believe that success is achieved through test scores, material wealth, and personal gain. In turn, there has been a measurable shift toward self-centeredness at a time when society depends more, not less, on people who give of themselves.
Scrum is an iterative and incremental agile software development framework for managing product development. It defines "a flexible, holistic product development strategy where a development team works as a unit to reach a common goal", challenges assumptions of the "traditional, sequential approach" to product development, and enables teams to self-organize by encouraging physical co-location or close online collaboration of all team members, as well as daily face-to-face communication among all team members and disciplines involved.
Scrum is an iterative and incremental agile software development framework for managing product development.[1][2] It defines "a flexible, holistic product development strategy where a development team works as a unit to reach a common goal",[3] challenges assumptions of the "traditional, sequential approach"[3] to product development, and enables teams to self-organize by encouraging physical co-location or close online collaboration of all team members, as well as daily face-to-face communication among all team members and disciplines involved.
A key principle of Scrum is its recognition that during product development, the customers can change their minds about what they want and need (often called requirements volatility[4]), and that unpredicted challenges cannot be easily addressed in a traditional predictive or planned manner. As such, Scrum adopts an evidence-based empirical approach—accepting that the problem cannot be fully understood or defined, focusing instead on maximizing the team's ability to deliver quickly, to respond to emerging requirements and to adapt to evolving technologies and changes in market conditions.
Scrum is an iterative and incremental agile software development framework for managing product development.[1][2] It defines "a flexible, holistic product development strategy where a development team works as a unit to reach a common goal",[3] challenges assumptions of the "traditional, sequential approach"[3] to product development, and enables teams to self-organize by encouraging physical co-location or close online collaboration of all team members, as well as daily face-to-face communication among all team members and disciplines involved.
A key principle of Scrum is its recognition that during product development, the customers can change their minds about what they want and need (often called requirements volatility[4]), and that unpredicted challenges cannot be easily addressed in a traditional predictive or planned manner. As such, Scrum adopts an evidence-based empirical approach—accepting that the problem cannot be fully understood or defined, focusing instead on maximizing the team's ability to deliver quickly, to respond to emerging requirements and to adapt to evolving technologies and changes in market conditions.
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The not-for-profit public charity provides the framework for an “olympics”-style robotics challenge where one team from every nation is invited to participate in a global robotics event that builds bridges between high school students with different backgrounds, languages, religions, and customs.
By bringing these future STEM leaders together in an engaging and collaborative competition that drives home the importance, excitement, and applicability of STEM education, FIRST Global inspires students to learn the skills they will need to make the discoveries their parents and grandparents would consider miracles, impossibilities, or just plain science fiction.
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http://www.scoop.it/t/luxembourg-europe/?&tag=First+Global+Challenge+2017