This particular voice of the ShiftED team loves to incorporate wordplay into posts whenever possible. Today is no exception.
We can talk until we’re blue in the face about instructional design and the changes we think need to occur to successfully instigate the yet-elusive shift in educational practices. But what about the design of the spaces in which these educational practices take place? In a world where blended learning is changing the landscape of student-teacher interaction, the landscape of the the instructional space is just as important as the practices themselves. Check out both parts of EdSurge’s two-part series on history and future of school designed as told in an interview with architect Larry Kearns.
Has your school tackled this piece of the ed puzzle yet? Share your stories in the comments below and include pictures!
We at ShiftED frequently highlight concerns regarding the achievement gap and socioeconomic discrepancies in the US education system. What the casual edu-observer may be surprised to discover is that the system’s well-intended special education structure can be a primary perpetrator in this inequity.
This week on the EdWeek blog, educator and administrator, Dr. Doug Green, takes a deep dive into the United States’ special education system structure. In this in-depth reflection, Dr. Green shares his own experiences as principal, comparisons between American and Finnish approaches to special education, and his suggestions on ways the system can be improved to be more effective for students, teachers and schools’ budgets.
Agree? Disagree? We want to hear from you. Share your thoughtful comments below.
Today on KQED’s Mind/Shift, Katrina Schwartz shares results from a study by the Chicago Consortium on Chicago School Research (CCSR) called “Beyond Academics: What a Holistic Approach to Learning Could Look Like.”
“The CCSR report makes the case for better integrating aspects of a child’s development using a compilation of developmental psychology, neuroscience, sociology and education research perspectives. By combining insights from each of these areas, the report’s authors strive to paint a clearer picture of how to support development of the intangible qualities underlying both the cognitive and non-cognitive skills emphasized in school, clubs and at home.”
If you spend much time hanging out on the Edutopia.org websiste, you’re probably familiar with the series on Teacherpreneurs. If you’re not yet familiar with this concept, this introduction is for you! It’s exactly what it sounds like: teacher + entrepreneur = teacherpreneur. But what does that look like in practice? Vicki Davis (@coolcatteacher on Twitter) shares seven ways to inspire as a teacherpreneur. We like the ShiftEDdian nature of her premise:
“As a teacherpreneur, you’re the coach, not the commander. We are providers of resources, not the ultimate source of knowledge.”
Are you a teacherpreneur? We want to hear your story. Email us: firstname.lastname@example.org or leave a comment!
We’ve said it before and we’ll say it again: we love sharing school success stories! Being a catalyst of change is an overwhelming task, and taking on a failing school system is no exception. Read this success-in-progress story of one struggling school in Massachusetts that was recently highlighted in a New York Times post.
And we would love to hear YOUR success stories. We know there are many school leaders working tireless to bring about positive change in their communities. Tell us your story and you could be featured right here on ShiftED! Email us at email@example.com
Effectively integrating technology into a learning environment is never as easy as it seems. Last week ShiftED highlighted an article about why ed tech is not transforming the way teachers teach. This week, we take a look at the effects this “ed tech gap” will have on young people’s earning potential and on the workforce of the future. Head over to the study by Change the Equation for the hard hitting facts and some practical solutions to get things moving in the right direction.
So, it’s finally hot outside.
And, speaking of things that are hot: let’s talk about evaluating teachers. Almost every state is talking about how to do it right. We at ShiftED are all about empowering teachers so they can empower students. Like folks in any profession (and, not coincidentally, just like students), educators’ performances improve most when they are given thoughtful, constructive feedback and specific guidance based on classroom observations. Check out this article from the NY Times on a thought-leading professor from the University of Michigan who might just have a formula worth trying.
What do you think about the subject? We want to hear your thoughts on positive solutions for teacher evaluation. Comment below!
“When learning experiences are focused solely on the technology itself, with no specific connection to grade or content learning goals, teachers are unlikely to incorporate technology into their practices….”
Anyone who’s worked in the K-12 trenches knows what a struggle it can be to integrate technology into your curriculum in a meaningful, transformative way. As this delightfully quotable EdWeek article demonstrates, the roots of this challenge run deep through the foundations of the American educational. Read on for insights on how school leaders can support teachers and students in getting the most of the technology available to them.
In business and in education good leadership is key to the success of an organization. Just as we want to continually celebrate achievements of innovative teachers and enterprising students, we at ShiftED believe it’s just as important to celebrate school leaders who strive to be agents of positive change in their communities, districts and individual buildings. Do you know school district leaders who have brought fresh, successful ideas to their school communities? Nominate them here for EdWeek’s Leaders to Learn From profile for 2016. Then tell us right here in the comment section about the school leader you nominated and why. We want to feature you and your innovative leader on ShiftED!
Some of America’s favorite innovators are college dropouts. And educators can feel more than a little daunted when defending their value in the face of multibillionaires’ successes sans formal education. In response to edu-skeptics (and in support of higher ed) Microsoft’s Bill Gates published a reflection on the importance of obtaining a college degree. A New York Times article bolsters Gates’ post with even more research.
Our favorite highlights:
‘“The problem isn’t that not enough people are going to college,” Mr. Gates writes. “The problem is that not enough people are finishing.”’
“Education, as David Autor, the M.I.T. economist, notes, is not a game of musical chairs. More educated societies generally become richer, healthier and better functioning over time.”