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Learning in a Time of Change - Newfoundland & Labrador

Learning in a Time of Change - Newfoundland & Labrador | gpmt | Scoop.it

Learning in a Time of Change - Report from Newfoundland and Labrador including Canadian class size comparisons for K-12


Via Tom D'Amico (@TDOttawa)
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Which 5 recent changes in university teaching should continue? via World Economic Forum

Which 5 recent changes in university teaching should continue? via World Economic Forum | gpmt | Scoop.it

Five changes made to higher education during COVID-19 will be beneficial afterwards, according to an expert, including more creative assessment methods.


Via Tom D'Amico (@TDOttawa) , Stewart-Marshall
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Rescooped by michel verstrepen from 21st Century Learning and Teaching
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Schools in Finland will no longer teach 'subjects' | EDUcation CHANGE | Teaching by Topic

Schools in Finland will no longer teach 'subjects' | EDUcation CHANGE | Teaching by Topic | gpmt | Scoop.it

For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.

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Pasi Silander, the city’s development manager, explained: “What we need now is a different kind of education to prepare people for working life.

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“Young people use quite advanced computers. In the past the banks had lots of  bank clerks totting up figures but now that has totally changed.

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We therefore have to make the changes in education that are necessary for industry and modern society.

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Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.

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More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.

.


Via Gust MEES
jmoreillon's curator insight, March 27, 2015 9:42 AM

This is what school librarians have been doing forever!

María Florencia Perrone's curator insight, April 8, 2015 4:00 PM

The world around us is not labelled or divided in categories, then why is academic content? Can we not relate topics and elaborate meaning on the basis of relationships and intertwined data? 

Dr. Helen Teague's curator insight, April 13, 2015 9:11 PM

I wonder if this would work in the U.S.? Also, in Finland, students do not take standardized tests until the end of high school (Zhao, 2012, p. 111), so thankfully, perhaps the drill and kill process is diminished.


*Zhao, Y. (2012). World Class Learners. 

Rescooped by michel verstrepen from Eclectic Technology
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Visual Assessment Guide « rossparker.org

Visual Assessment Guide « rossparker.org | gpmt | Scoop.it

"What started last year as a Self Assessment Guide, has been reworked into a more general tool for assessment. This new guide is suitable for teacher, peer or self assessment and also offers a visual map of what we want students to learn (with highlighting of which concepts are most important). Although still ICT specific, this guide could be adapted to any subject by changing the attributes and keywords."


Via Beth Dichter
Beth Dichter's curator insight, May 30, 2014 8:33 PM

Check out this revised assessment tool from Ross Parker. In the post he shares his experience with using this for a year and the awareness that the tool was not as functional as he had hoped. In brief, he has made four shifts.

1. Taking a tool designed for self assessment and realizing that the same time used throughout the year gets old quickly. Therefore, it is redesigned to "more general, useful for teachers and peers to use."

2. A shift from strands (high level learning outcomes), to attributes (which allows the tool to be used by students over many years as their knowledge and skills grow).

3. A move away from levels or grades to a focus on ways of learning.

4. Allowing students to determine levels rather than assigning them based on personal view.

Last year this tool was well received and this new version brings it up to a new level. Consider using this with students and perhaps have them keep a copy of it asking them to review it later on in the school year. You can download a pdf version of the tool from the website.

niftyjock's curator insight, June 1, 2014 6:22 PM

great evaluation tool

SueFoS's curator insight, June 1, 2014 8:47 PM

Interesting way to approach self-assessment in vocational areas. Could be adapted easily

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Success Means Learning to Let Go

Success Means Learning to Let Go | gpmt | Scoop.it
Success results not from adding things to your life but from letting go of them.

Via F. Thunus
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Learning to Learn

Learning to Learn | gpmt | Scoop.it
I’m not good at many things.  Let me rephrase that.  I’m not naturally good at many things. There are many people who are smarter than me, process things quicker and overall just have a b...

Via F. Thunus
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Rescooped by michel verstrepen from Complex systems and projects
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Human evolution: Who are we becoming?

Human evolution: Who are we becoming? | gpmt | Scoop.it

Graves described human development as ‘an unfolding, emergent, oscillating, spiralling process’ marked by progressive movement upwards through increasingly complex stages. This upward movement is an adaptive response to our changing life conditions. So as our lives become more complex (ie more connected), we are prompted to develop higher, more complex thinking and behaviours in order to cope.


Via Philippe Vallat
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Rescooped by michel verstrepen from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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50 Crazy Ideas To Change Education | by Terry Heick (Which would you like to see?)

50 Crazy Ideas To Change Education | by Terry Heick (Which would you like to see?) | gpmt | Scoop.it
by Terry Heick

Via Tom D'Amico (@TDOttawa)
Nik Peachey's curator insight, May 18, 2021 9:55 AM

Love some of these.

Aryampa Ampurire's curator insight, May 27, 2021 3:09 PM

Love some of these.

Rescooped by michel verstrepen from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens - by Fullan & Quinn

How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens - by Fullan & Quinn | gpmt | Scoop.it
Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels.

We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy).

We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.

Via Tom D'Amico (@TDOttawa)
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Rescooped by michel verstrepen from Sustainable Futures
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Leadership in times of disruption: Serious Games

Leadership in times of disruption: Serious Games | gpmt | Scoop.it

I've just come from an elab workshop hosted by @RockyMtnInst [The Rocky Mountain Institute] that brought together many stakeholder representatives of incumbent electric utility companies including customers, regulators, NGOs and those who would disrupt or change the electric utility of the future.  I was there to participate in a serious game, The Newtonian Shift,  co-developed by Dutch electricity utility, @Eneco and serious game developer,  @Fresh_Forces which is the English translation of Frisseblikken.  The game simulates accelerated business cycles (1000 times normal pace) and throws in all manner of business calamity and mega-force externalities that the whole system must address.  Participants take the opportunity to assume roles different from their day jobs to understand different perspectives as to how they might co-create new possibilities for the electricity landscape.  

Let the game begin!

I assumed the role of a leader of an incumbent electric utility company and during game play was immediately challenged by monster demands that utilities navigate daily; generation or purchase of power, delivering power to users and meeting customer needs in a very heavily regulated environment.  After year one of game play all I could report was that we could meet customer demand, but just barely.  Year two of the game I wanted the company to innovate but freak fires and explosions, higher demands from regulators, and customers requiring more clean energy meant we nearly went out of business.  We did not serve the company nor the customers.

For year three game play, intervention in the form of multi-stakeholder objectives and agreements as well as the all important government stimulus that facilitated a "#Big Pivot" and resulted in reshaping the utility as a wholesale generator who could then invest in renewables and divest from hydrocarbons.  We divested the company of power transmission and customer demand by partnering with a new energy start up company who wanted to get out of the power generation business. Not all members of my team were comfortable with this plan.  How could we just sell revenue-generating assets, even if the revenues were under serious threat due to deregulation?  Wasn’t it better to hold on to them and do something else?  In the end being able to focus on a single business made us extremely profitable immediately.  Alas, it was only a game.

My observations from the game:

  • Companies try to maintain a "business as usual" stance at all costs
  • In times of great business threats, I witnessed the playing out of activities best described as, "If I can do "X" better, I can get us through this rough patch”  
  • As entropy increases, "business as usual" is no longer sustainable
  • New business models do not magically present themselves, you must be on the lookout
  • Opportunity presents itself in surprising forms

Although this was only a game, many of the participants got to feel like the clients they serve or the electric utility they hate or the people trying to innovate and disrupt.  Walking in "other people's shoes" can provide great insight and food for thought.  For me, game play was over, but for those living the reality of the game, two days of eliciting and evoking new learning and takeaways was facilitated by @reospartners and @RockyMtnInst. I hope that they use their time well.

Does any of this feel familiar? If so, are you and your leadership team open availing yourselves to an “out of the box” experience?  If so, please reach out to maartenr@frisseblikken.com. They may be able to help you “play” your way past your current constraints into a new possible future.


Via Flora Moon
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Rescooped by michel verstrepen from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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The 5 Types of Technology Adopters in Schools: Which One Are You ?

The 5 Types of Technology Adopters in Schools: Which One Are You ? | gpmt | Scoop.it

Via Tom D'Amico (@TDOttawa)
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Rescooped by michel verstrepen from Art of Hosting
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The Importance of Undisciplined Thinking

The Importance of Undisciplined Thinking | gpmt | Scoop.it
sounds a lot like #msls #education ^km RT @davidholzmer: The Importance of Undisciplined Thinking | The Creativity Post http://t.co/07e0MkDm...

Via F. Thunus
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Rescooped by michel verstrepen from Eclectic Technology
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Everything you know about curriculum may be wrong. Really.

Everything you know about curriculum may be wrong. Really. | gpmt | Scoop.it

Grant Wiggins asks us to question what we know about curriculum in this piece...what would happen if we made a significan shift in how we look at curriculum?

"What if the earth moves and the sun is at rest? What if gravity is just a special case of space-time? Following both counter-intuitive premises revolutionized science and ushered in the modern world. Could a similar counter-intuitive thought experiment advance education from where I believe we are currently stuck? I believe so."


Via Beth Dichter
Shafeeq Husain's curator insight, September 26, 2015 11:06 PM

What else could a curriculum be, other than parcelling out learning in clear and logically-sequenced elements.