Monday, December 26, 2011
Missouri Education Watchdog: What did your kids (or kids you know) receive for Christmas? Will those Gifts Make them Creators or Consumers?
2011 Lesson #3 – “Do then think”: take risks | Connected Principals
2011 Lesson #3 – “Do then think”: take risks
Okay … this lesson probably commenced in my early childhood if I count the number of hospital visits from bumping into (stupidly designed) concrete telegraph poles in Auckland, slipping off high chairs to raid the top kitchen cupboards or eating poisonous plants because they looked nice. But the notion of learning by doing really took ground in 2005 when I visited the Icelandic Ministry of Education. Their motto: ‘do then think’. Why,
Daily Kos: A good part of what is wrong with Congress
A good part of what is wrong with Congress
can be seen in this Washington Post article, just posted, from which I quote the following:
Between 1984 and 2009, the median net worth of a member of the House has risen 2 1 / 2 times, according to the analysis of financial disclosures, rising from $280,000 to $725,000 in inflation-adjusted dollars.Over the same period, the wealth of an American family has declined slightly, with the median sliding from $20,600 to $20,500, according to the Panel Study of Income Dynamics from the University of Michigan.
All figures have been adjusted for inflation and exclude home equity, which is not included in
Being a Student Ally: Teachers as Necessary Voices of Protest « Cooperative Catalyst
Being a Student Ally: Teachers as Necessary Voices of Protest
A few months ago I was teaching a somewhat uninspiring writing curriculum to a group of sixth graders as part of teacher training program. As young educators, participants in the training were expected to prepare original lessons from a pre-written curriculum and teach them to classes of about twenty students on a daily basis. We were observed by mentor teachers several times a week, and met with those mentors about once a week to receive feedback on our growth as aspiring teachers. Even with many great supports in place, my colleagues and I were struggling to make the curriculum our own, as well as making it engaging for our students. The program, which was private and in league with many of the standard “reform” movements of the day, put a great
