The Transparency Files: MJGDS Learning Target. I blogged last week, here, about tomorrow’s exciting MJGDS EdCamp! We are very excited for our day of learning and I will hopefully write a bonus blog next week reflecting and sharing the experience. Since I will be unable to write tomorrow, I did want to take some here to preview (in a major exclusive!)
The debut of our new MJGDS Learning Target and what it will mean for our teachers and students moving forward. As I wrote last week, the final part of the day will be spent unveiling our new learning “target”. Inspired by Jim Knight’s book “Unmistakable Impact“, a committee of teachers and administrators have been working to put in writing a one-page “target” which describes how we believe teaching and learning ought to look at our school. That committee has been meeting for a few months and will be presenting the target to the full faculty as the culminating activity for our Professional Day. So…wanna see the new MJGDS Learning Target? Tomorrow we bring it to life! Dr. The Transparency Files: Teacher-Led Evaluation. We are into the second year utilizing our school’s new learning target.
I blogged last year, as part of “The Transparency Files,” about why and how we created the target and how it would guide important decisions about how the school runs, what programs the school invests in, and about anything and everything central to questions of teaching and learning. And so far it has. Our decision to move to a 1:1 BYOiPad pilot for Grades 4 & 5, helps move us closer to the target. Creating a “Community of Kindness” position and utilizing the 7 Habits to develop the program, helps move us closer to the target. Our work in Middle School, developing a new app that will become commercially available in time for Purim, helps move us closer to the target. So it should have been so surprise that when it came time to re-imagine what teacher evaluation ought to look like…we looked to the target to guide us.
This is what teachers received a couple of months back: And the narrative prompt: Dr. Untitled Document. Institute - Paulo Freire||Critical Pedagogy. This is an in-depth online programme for activists, organizers and volunteers committed to social transformation. It provides training for those wanting to become more effective change agents. The six courses are taken online but with live input, and courses can be taken flexibly according to your needs.
What is included The Paulo Freire Course Package contains a wealth of material for activists, organizers and change agents everywhere. You will initially have access to our starter course, Paulo Freire and Critical Pedagogy, and the second course Communities and Conflict. You will receive: Course 1: Paulo Freire and Critical Pedagogy Paulo Freire’s philosophy of education has had a profound impact on people throughout the world working for social change. Course 2: Communities and Conflict, a course examining ideas of what we mean by community, its relevance as an organizing concept and the role of conflict. Course 6: Globalization and Change - a study of globalization. Duration Term Dates. Paulo Freire. Paulo Reglus Neves Freire, Ph.D (/ˈfrɛəri/, Portuguese: [ˈpawlu ˈfɾeiɾi]; September 19, 1921 – May 2, 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy.
He is best known for his influential work, Pedagogy of the Oppressed, which is considered one of the foundational texts of the critical pedagogy movement.[1][2][3] Biography[edit] Freire was born September 19, 1921 to a middle class family in Recife, Brazil. Freire became familiar with poverty and hunger during the Great Depression of the 1930s.
In 1931, the family moved to the less expensive city of Jaboatão dos Guararapes, and in 1933 his father died. In 1946, Freire was appointed Director of the Department of Education and Culture of the Social Service in the state of Pernambuco. In 1964, a military coup put an end to that effort. On the strength of reception of his work, Freire was offered a visiting professorship at Harvard University in 1969. In 1986, his wife Elza died. Bell hooks. Gloria Jean Watkins (born September 25, 1952), better known by her pen name bell hooks,[1][2] is an American author, feminist, and social activist. She took her nom de plume from her maternal great-grandmother Bell Blair Hooks.[3] Biography[edit] Early life[edit] Adult life[edit] Her teaching career began in 1976 as an English professor and senior lecturer in Ethnic Studies at the University of Southern California.
Ain’t I a Woman? Since the publication of Ain’t I a Woman? She is frequently cited by feminists[7][8][9] as having provided the best solution to the difficulty of defining something as diverse as "feminism", addressing the problem that if feminism can mean everything, it means nothing. She has published more than 30 books, ranging in topics from black men, patriarchy, and masculinity to self-help, engaged pedagogy to personal memoirs, and sexuality (in regards to feminism and politics of aesthetic/visual culture). Influences[edit] Teaching to Transgress[edit] Feminist Theory[edit] Peter McLaren.
Peter McLaren "McLaren's work is a passionate challenge to all forms of education that limit rather than enhance the project of human emancipation. "[1] Peter McLaren (born August 2, 1948) is a Professor in the Division of Urban Schooling, the Graduate School of Education and Information Studies, University of California, Los Angeles (United States).[2] He is currently Distinguished Fellow in Critical Studies at Chapman University, California. He is the author and editor of forty-five books and hundreds of scholarly articles and chapters. McLaren is married to Yan Wang from Northeast China. He is known as one of the leading architects of critical pedagogy and for his scholarly writings on critical literacy, the sociology of education, cultural studies, critical ethnography, and Marxist theory.
Professor McLaren is a faculty member at the Institute of Critical Pedagogy at The Global Center for Advanced Studies and he lectures worldwide on the politics of education. Life[edit] Career[edit] Critical pedagogy. Critical pedagogue Ira Shor defines critical pedagogy as: "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse. " (Empowering Education, 129) Critical pedagogy includes relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning", "learning", and "relearning", "reflection", "evaluation", and the impact that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling".
[citation needed] Background[edit] Joe L. Examples[edit] History[edit] Literature[edit] Peer learning. One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals. "[1] In this context, it can be compared to the practices that go by the name cooperative learning.
However, other contemporary views on peer learning relax the constraints, and position peer or peer-to-peer learning as a mode of "learning for everyone, by everyone, about almost anything. "[2] Whether it takes place in a formal or informal learning context, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.
Research on peer learning often takes place through participant observation, and may itself be peer produced. Connections with Constructivism[edit] The three distinguishing features of constructivist theory are claims that:[5] Guilmette cites Anne K. EdreformFriere_pedagogy.pdf. f3c465_20d64b39f124c8461cebf62e4703ab36. Microsoft Word - 2004 EdSt Rad Ed.doc - download9.pdf. #digifrontier. A School With No Teachers, Where Students Teach Themselves.
Big Ideas UTC Library/Flickr By Eleanor Beardsley, NPR A new computer school in Paris has been overwhelmed by some 60,000 applicants. The school, called 42, was founded by a telecom magnate who says the French education system is failing young people. His aim is to reduce France’s shortage in computer programmers while giving those who’ve fallen by the wayside a new chance. In the hallways of 42, suitcases and sleeping bags are piled, and people are stretched out on mattresses in some of the corners. Living here for the next month are some of the 4,000 potential students who already made the first cut by passing cognitive skill tests online. Now they have to clear another hurdle. A Demand For Thinkers From Any Class “It’s very, very intensive,” Sadirac says. The only criteria for applying is to be between the ages of 18 and 30.
Sadirac says they’re not looking for how much students know, but how they think. “We don’t want to teach them stuff. A Different Way To Learn Related. Teacher Profile: Maria Rosa Reifler Inspires Students toward Meaningful Lives. By Marilyn Price-Mitchell PhD Character Ability to draw on positive internal strengths when taking action in the world. Courage Integrity Respect Meet Maria Rosa Reifler, a fifth grade teacher at Wilcox Elementary School in East Los Angeles who gives her students more than core curriculum.
She teaches them about the value of living a life that matters. Maria Rosa Reifler instills important ideas, including how money and achieving goals is secondary to the kind of human being you become. But Mrs. Learn from a teacher who understands and models how to educate the “whole child.” Watch Maria Rosa Reifler in this inspiring video. Tags: positive youth development, teachers, Underserved Youth About the Author. The Future of Education. The Flipped Classroom: The Full Picture eBook: Jackie Gerstein. Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator eBook: Dave Burgess. .. Before We Flip Classrooms, Let's Rethink What We're Flipping To.
Integrated into their regular math classes, Globaloria students access online video tutorials and receive expert advice on how to build original educational video games about math topics. Photo credit: World Wide Workshop We're hearing a lot of talk about education in these back-to-school days, but a few conversations rise above the din. One such is the chatter about "flipped classrooms,"1 in which students listen to lectures at home and do homework at school. We also hear names like TED, Codecademy, Khan Academy and Knowmia bandied about, not to mention the term "MOOC"2 and such brands as Udacity, Coursera, MITx, edX . . .
No doubt about it, online learning at every level for every purpose is the flavor of the moment, and everyone is scrambling to offer a feast. Before we pick up too much speed to stop, we need to consider the educational future we are aiming for in higher education, technical education, and especially in the early years of K-12 education, when it really counts.
Notes. Education Reform. Learning & education. Center for RelationaLearning. “The heart of our work is one on one with people-it’s about building relationships, it is not about meetings-it’s about conversations.” Robert Putnam-Better Together Promotes seeing all learning as relational. Focuses on building relationships that support life-long learning. Supports the idea that all learning should be a journey in building relations, establishing connections, and comprehending the interdependencies of our lives. Systematically develops relationships that create a climate of safety, security and belonging. Addresses the development of the whole person – mind, body, spirit. Is personal, practical and playful. What people remember when learning is their personal experience. Current, official learning environments are flawed. In an effort to support creative, productive, desired changes in the experience of those in a learning environment, RelationaLearning™ was created.
The five critical learning/ educational relationships are: 1. 2. 3. 4. 5. Phase I: Recognition. Education Revolution | Alternative Education Resource Organization. Innovative Schools. Charlotte’s Project L.I.F.T. Creates New Teaching Roles for More Pay. In late 2011, Denise Watts, a Charlotte-Mecklenburg zone superintendent, approached Public Impact for help meeting the goals she had as executive director for the new Project L.I.F.T., a $55 million public-private partnership to improve academics at historically low-performing, high-need schools in western Charlotte, N.C. “If we didn’t try something truly different to change education, many of my students were not going to graduate,” Watts says. Public Impact’s latest Opportunity Culture case study, Charlotte, N.C.’s Project L.I.F.T.: New Teaching Roles Create Culture of Excellence in High-Need Schools, explains the “truly different” things that L.I.F.T. did to redesign four schools using Opportunity Culture models and principles.
The study details the steps these schools took and the challenges they faced as they prepared to kick off their Opportunity Culture schools at the beginning of the 2013–14 school year. —Emily Ayscue Hassel and Bryan C. Hassel. Schools in the Cloud – What could they be? Let’s look back at some past work: 1. Groups of children can learn to use a computer and the Internet by themselves, under certain conditions described a little later. This is a finding from a set of experiments between 1999 – 2004, often called the ‘hole in the wall’ experiments. 2.
There are places all over the planet where it is difficult or impossible to build schools. 3. 4. 5. 6. 7. 8. Is it possible to put all this together into a learning system for children in need? If you give children, below the age of 13, access to a computer connected to the Internet, they learn how to use it. 1. 2. 3. 4. If you then ensure the computer is in working order, children begin to tire of games in a month or so and look for other activity. If they can read sufficiently well in English or some other language that is adequately represented on the Internet, such as Spanish, Italian, Chinese etc., children begin to search for answers to questions. Can the SOLE and the Granny Cloud come together? 1. 2. 3. Anastasis Academy. Nudges We Create & Watch Breathe New Life. Posted by Shelly Terrell on Wednesday, July 10th 2013 “We get to make things. Things that make the world nudge a little bit in what we hope is the right direction.”
Wilson Miner, Webstock 2012 I’ve been thinking a lot about our ability to create and the impact of what we leave behind when we no longer exist. Recently, the 30 Goals Challenge for Educators began and now I’m surrounded daily with inspiration and already I have seen the positive change it has made in my life. What do we do when our creation is in danger of dying? It’s funny how we don’t think about the impact of our creations. Allowing our PLN to revive us…. We need people and we need to allow their creativity and inspiration to breathe new life into our creations. This reflection was inspired by Wilson Miner’s When We Build Talk, which was shared by @ILOTimo. Webstock ’12: Wilson Miner – When we build from Webstock on Vimeo.