La reforma de la Universidad: preguntas erróneas, respuestas incorrectas El profesor Ernest Lluch insistía en sus magistrales clases de historia del pensamiento económico, que más de la mitad de la resolución correcta de un problema consistía en formular la cuestión a resolver con rigor metodológico y datos ciertos. Tras escuchar al señor Wert, nuestro ministro de Educación Cultura y Deporte, en la rueda prensa posterior al Consejo de Ministros del pasado viernes 13 de abril, nos ha surgido una seria preocupación respecto a cuál es la naturaleza del examen al que se somete a la comisión de expertos creada para hacer propuestas sobre la gobernanza, el proceso de selección y acreditación del profesorado y los estudiantes, y la economía y las finanzas de las universidades. El señor ministro Wert no ha dejado de preguntarse desde su toma de posesión por qué no hay ninguna universidad española entre las 100 primeras de los rankings internacionales. El planteamiento de Wert a los expertos para la reforma universitaria está lleno de datos erróneos
Professional Development What you need to know about inclusion in education | UNESCO Despite significant progress in the last decade, millions are still denied their right to education and learning opportunities continue to be unequally distributed. Globally, one in five children, adolescents and youth, are entirely excluded from education. Poverty, location, gender, language, disability, ethnicity, religion, migration or displacement status are among factors that continue to dictate and limit opportunities. Nearly 40% of children do not have access to education in a language they understand, and children with disabilities continue to be disproportionally excluded from school. Three quarters of all primary-age children - 9 million- who may never set foot in school are girls.
Making learning Visible (John Hattie) Auckland University Professor John Hattie has recently authored a study, based on research into 83 million students, studying effective teachers around the world and has come up with some reassuring results for creative teachers. It's all about trusting relationships and 'oodles of feedback'. Note - it is not about national testing, our government's highly unoriginal plan. Click here for latest blogA link For more undated thinking about Hattie It seems hard to avoid the brief press releases of Auckland University Professor John Hattie's research in our newspapers. It is a shame that the papers haven't done more in depth research of their own into Hattie's findings. Most teachers by now will know the main findings of Hattie's research from his previous papers and creative teachers will be reassured that his research backs up intuitive ideas gained from their experience. He also says that his book is not about qualitative studies. Five areas covered in Hattie's latest book are;
Recursos educativos para aplicar la Inteligencia Artificial El grupo FAIaS (Fomento de la Inteligencia Artificial en las Escuelas por sus siglas en inglés) tiene como objetivo mejorar el conocimiento de la Inteligencia Artificial (IA) en niños y jóvenes. Formado por un grupo de docentes e investigadores de diferentes países de Europa y América, el equipo FAIaS de España lo componen Gregorio Robles, Pablo Dúo, Ainhoa Erize, Luis M. Iglesias, Álvaro Molina, Cristian Ruíz, Inmaculada Caruana y Antonio J. Romero, y René Fabián Zúñiga Muñoz, docente en Colombia. Así, la IA, aunque se puede definir de diferentes formas, el grupo FAIaS considera apropiada la siguiente definición: “Capacidad de una máquina de imitar el comportamiento humano inteligente”, del Diccionario Merriam-Webster. El Machine Learning o aprendizaje automático también se puede aplicar para llevar la IA al aula. IA para océanos Quick, draw! Learning ML, Machine Learning for kids o Teachable Machine Cámara de Inteligencia Artificial Stable Diffusion, Dalle-2 y Clip Interrogator
The Do's and Don'ts of Supporting the Reluctant Teacher I want to talk about a mythical creature – the Reluctant Teacher. This teacher has no desire to try anything new – it either does not interest them, or they do not see how it can possibly improve the way they teach. Despite the whole school, and even the whole profession heading in a particular direction, the Reluctant Teacher does their bit in holding back the tide. After all, they know best. Eventually, though, the impossible happens, and they yield, cautiously embracing change. Don’t pair up your “strong” teacher with your Reluctant Teacher. Do let teachers know that this is training – that is, they are allowed to try new things and fail, without any concerns of being judged. Don’t set up templates for your Reluctant Teacher. Do show them effective, simple and manageable reasons to use technology. Don’t encourage using technology just because it is available. Do avoid the glitz – show them function instead. Do show relevant examples – not generic ones.
Center for New Principals Welcome to the NASSP Center for New Principals! Whether you are new to the principal’s position or new to the school, the first few years are likely to be your most challenging. NASSP provides resources, assistance, and support to meet your needs as you improve your school. You’ll find advice from experienced principals, quick tips to help you day to day, and publications focused on specific issues to help new principals build on and improve their knowledge and skills as learning leaders. For regular updates and news of note, follow the CNP on Twitter and ScoopIt! You can also network with other new principals by joining NASSP's School Leaders Network for New Principals on EdWeb. The resources in this center are sorted in a variety of ways, making your search on a specific topic quick and efficient: Topics of special interest for new principals, online resources for new principals, and reference materials for download. Can’t find a specific topic of interest? New!
New Help for School Administrators: Programs and Initiatives Offer Guidance Support for school leaders is on the rise. Principal Mike Chappell appreciated the focused nature of the University of North Carolina’s Higher School Performance Program. Credit: Mike Chappell "[The principalship is] a position that is absolutely critical to educational change and improvement. A good principal can create a climate that can foster excellence in teaching and learning, while an ineffective one can quickly thwart the progress of the most dedicated reformers."-- Richard Riley, secretary of the U.S. Department of Education Riley's words, spoken during one of the Department of Education's Town Meetings in June 1999, echo the sentiments of educators and policy makers throughout the country. All that's changing, though, as more and more local, state, and national education entities hold their principals accountable for the success and failure of their students. That's as it should be, says Vincent L. Combining Theory and Practice Help from Critical Friends Portable Knowledge