We spent yesterday afternoon with Antoinette of Paris Personalized. If you find yourself fortunate enough to visit the city of light, make sure you take one of her tours. They range from food-based, to historical, to musical … Antoinette is a great story-teller and will introduce you to places in Paris that you never would have known about.
Apart from the energy of thousands of educators seeking to learn and lead in their practice, I especially appreciated those who attended our session on #FITTeaching. Check out these amazing doodles / visual notes created by @jgough and @conniehamilton. I’m both appreciative and envious of their skill!
The study is one of the first to show that a college degree confers core knowledge that adults without degrees are less likely to possess.
“This allows us for the first time to be able to compare what it is that someone knows with what sort of degree they have,” said Stephen Provasnik, a researcher for NCES and a technical advisor on PIAAC. “That allows us to make distinctions that we haven’t been able to make in the past. Economists have always used level of education as a proxy for the skills that one has. Now what PIAAC does is allows us to measure directly those skills, without having to use the education certification as a proxy.”
Read the article here.
“Contemporary pundits, politicians, and activists continually suggest that our educational system is broken, when in reality the opposite is true. Over the past century, we have perfected our educational system so that it runs like a well-oiled Taylorist machine, squeezing out every possible drop of efficiency in the service of the goal its architecture was originally designed to fulfill: efficiently ranking students in order to assign them to their proper place in society… (p. 56)
How can a society predicated on the conviction that individuals can only be evaluated in reference to the average ever create the conditions for understanding and harnessing individuality? (p. 58)
… but once you free yourself from averagarian thinking, what previously seemed impossible will start to become intuitive, and then obvious.” (p. 72)
Spent the past three days overlooking Independence Hall in Philadelphia with an incredible group of leaders working on techniques to support change. What an appropriate site—a place where divergent thinkers gathered to imagine the possibility of self-governance.
The weather matched our agendas: on Monday, it snowed heavily, just as we were blanketed with new information and learning. On Tuesday, the snow gave way to torrential rain and high winds, as we wrestled to process techniques and approaches. For our final session today, the sun arrived and bathed our group with a warm glow, in time to send us out to do the important work of organizational and systemic change.
We need more of this happening for learners — viable choices that match their needs:
How can we resist professional learning based on Star Wars philosophy? My favorite is lesson 3, Collaborate and Connect:
“The Force is what gives a Jedi his power. It’s an energy field created by all living things. It surrounds us and penetrates us. It binds the galaxy together.” — Obi-Wan Kenobi
Vicke Abeles writes:
Expectations surrounding education have spun out of control. On top of a seven-hour school day, our kids march through hours of nightly homework, daily sports practices and band rehearsals, and weekend-consuming assignments and tournaments. Each activity is seen as a step on the ladder to a top college, an enviable job and a successful life…
Yet instead of empowering them to thrive, this drive for success is eroding children’s health and undermining their potential. Modern education is actually making them sick.
Nearly one in three teenagers told the American Psychological Association that stress drove them to sadness or depression — and their single biggest source of stress was school. According to the Centers for Disease Control and Prevention, a vast majority of American teenagers get at least two hours less sleep each night than recommended — and research shows the more homework they do, the fewer hours they sleep. At the university level, 94 percent of college counseling directors in a survey from last year said they were seeing rising numbers of students with severe psychological problems.
Yesterday I rode a yellow school bus to Newark airport to meet students and teachers visiting from Konstanz. This marks the 12th year since Gary and I began running student exchange programs between a US middle school and schools in the UK and Germany. We had considered ourselves “retired” from this enterprise, but were convinced to host one more exchange this year to stave off many disappointed young travelers.
It’s a challenge — working with nervous school boards, negotiating the least expensive airfare, handling paperwork, making reservations — Gary and I have noted that there’s a reason we leave this to younger teachers nowadays! But seeing 50 ecstatic exchange partners greet each other last night for the first leg of their exchange visit reminds me why we do this: it’s an experience most students never forget and a critical foundation to cultural understanding.
In light of recent events, it’s more important than ever to help our kids feel connected to other cultures.