Category Archives: Resources

Things we can draw from …

Teachers’ tasks – Hare

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“Philosophical reflections on teaching are typically less specific and direct than practitioners might wish, but they are capable of having a profound, often gradual, effect on practice as a fundamental re-thinking of the overall enterprise of teaching, its manner, aims, and assumptions, begins to take shape. Philosophy operates at a certain level of generality and abstraction, to some extent removed from the immediate and pressing problems which beset the context in question. It is worth recalling, however, Bertrand

Russell’s warning about “the tyranny of the here and now” from which philosophical reflection may help us escape.1 Philosophy, said A. N. Whitehead, makes its slow advance by the introduction of new ideas, widening vision and adjusting clashes.2 Over time, discussion of fundamental principles, categories and beliefs which structure and define teaching can open the way to a very different conception of the tasks which are central.'”

hare_teacherstasks

21st C Skills Wheel – Cushing Academy

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“As Dr. Tracy notes, Cushing “has a tradition of embracing the best of the future. Our goal is nothing short of transforming secondary education across the country and around the world as we better prepare students for a new age of globalization and technological revolution.” With this in mind, our evolving wheel represents the skills we seek to instill in students throughout their Cushing experience in and out of the classroom; it provides the hub through which we create collaborative learning opportunities as we ready them for leadership in the 21 century.”

http://www.cushing.org/skills-wheel

High Tech High – North Vancouver

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“The school, part of the international baccalaureate program, houses a robotics and pre-engineering lab, computer animation design facilities — “$150,000 worth of software” — a professional teaching kitchen, computer labs and state-of-the-art audiovisual and data systems for classrooms, Hachlaf said.”

http://www.vancouversun.com/entertainment/High+tech+high+school+unveiled+North+Vancouver/7384471/story.html

Stewart Brand

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“This summer it was announced that the WELL, a revolutionary online community founded nearly 30 years ago, had been put up for sale by its current owner, web magazine Salon. If no buyer emerges, this historic online watering hole will likely have to close up shop. It would mark the end of an era—but no matter what happens, the WELL’s legacy will continue to live on all around us, in the rollicking conversations we enjoy every day on social networks and comment threads.”

http://www.wired.com/wiredenterprise/2012/08/ff_stewartbrand/3/

Teachers’ tasks – Hare

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A lovely article on teachers’ tasks- a nice additional to the ILC theoretical framework

Reflections on the teacher’s tasks: Contributions from philosophy of education in the 20th century
Introduction
Philosophical reflections on teaching are typically less specific and direct than practitioners might wish, but they are capable of having a profound, often gradual, effect on practice as a fundamental re-thinking of the overall enterprise of teaching, its manner, aims, and assumptions, begins to take shape.

hare_teacherstasks – annotated

Assessing 21st Century Skills

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The Assessment and Teaching of 21st Century Skills project (ATC21S) is being conducted by the University of Melbourne and funded by Cisco; Intel; Microsoft; and the founder countries Australia, Finland, Singapore, and the USA. The white papers were commissioned for the project in 2010 and were written by academics world-renowned in their fields.  These white papers have formed the basis for subsequent work on the ATC21S project.

The ATC21S white paper topics are 21st Century Skills; Methodological Issues; Technological Issues; New Assessments and Environments for Knowledge Building; and Policy Frameworks for New Assessments.

http://atc21s.org/index.php/resources/white-papers/

Documentation Centre – Wheelock College

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The Making Learning Visible Project began as a collaboration between researchers at Project Zero at the Harvard Graduate School of Education and educators in the municipal schools of Reggio Emilia, Italy. They sought to bring together Project Zero’s experience of creating authentic and ongoing assessments and Reggio’s experience documenting the individual and group learning of young children.

The first phase of this project was geared toward better understanding the practices in Reggio Emilia’s municipal schools and the ways they supported learning. Two key practices came to the fore—learning in groups and documenting learning through a variety of media to support learning. These became the two foci of the Making Learning Visible (MLV) Project, which worked in subsequent phases to support these practices in U.S. classrooms preschool thru high school.

Teachers who have participated in the MLV Project are collaborating with the Documentation Studio in a number of ways: they share documentation they are working on, exhibit their work, and share perspectives on the work of others.

For more information about the Making Learning Visible Project, visit their website. For resources developed by the Making Learning Visible Project, visit their Weebly page.

http://www.wheelock.edu/academics/centers-and-institutes/documentation-studio/inspiration-and-key-ideas