“Education is the most powerful weapon which you can use to change the world."
- Nelson Rolihlahla Mandela, (1918 - ) Nobel Peace Prize (1993), President of South Africa (1994-1999)
"Whatever the cost of our libraries, the price is cheap compared to that of an ignorant nation."
- Walter Cronkite, (1916 - 2009), American journalist, broadcaster, television news anchor.
"Technology is a tool, not a teacher"
- citation: as reported in Time, p.11, Vol. 183, No. 13, April 7, 2014...
- Nelson Rolihlahla Mandela, (1918 - ) Nobel Peace Prize (1993), President of South Africa (1994-1999)
"Whatever the cost of our libraries, the price is cheap compared to that of an ignorant nation."
- Walter Cronkite, (1916 - 2009), American journalist, broadcaster, television news anchor.
"Technology is a tool, not a teacher"
- citation: as reported in Time, p.11, Vol. 183, No. 13, April 7, 2014...
Educational Philosophy
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Elements of a good education
Philosophy of education and curriculum is a life time study and continues to evolve. Some links to this subject are provided below.
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Elements of a good education
Philosophy of education and curriculum is a life time study and continues to evolve. Some links to this subject are provided below.
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Definitions: Educational Philosophy
Encyclopedia Britannica
http://www.britannica.com/EBchecked/topic/179491/philosophy-of-education
Stanford University
Stanford Encyclopedia of Philosophy
http://plato.stanford.edu/entries/education-philosophy/
citations: Phillips, D.C. and Siegel, Harvey, "Philosophy of Education", The Stanford Encyclopedia of Philosophy (Winter 2013 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/win2013/entries/education-philosophy/>
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Encyclopedia Britannica
http://www.britannica.com/EBchecked/topic/179491/philosophy-of-education
Stanford University
Stanford Encyclopedia of Philosophy
http://plato.stanford.edu/entries/education-philosophy/
citations: Phillips, D.C. and Siegel, Harvey, "Philosophy of Education", The Stanford Encyclopedia of Philosophy (Winter 2013 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/win2013/entries/education-philosophy/>
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How can we look at schooling differently?
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“I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world.”
― Neil deGrasse Tyson
“Our academic system rewards people who know a lot of stuff and generally we call those people smart, but at the end of the day who do you want- the person who can figure things out that they've never seen before or the person who can rattle off a bunch of facts?”
― Neil deGrasse Tyson
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“I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world.”
― Neil deGrasse Tyson
“Our academic system rewards people who know a lot of stuff and generally we call those people smart, but at the end of the day who do you want- the person who can figure things out that they've never seen before or the person who can rattle off a bunch of facts?”
― Neil deGrasse Tyson
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Deeper Learning. The Planning Guide
Home: www.DLPlanningGuide.com
The Planning Guide download: http://dlplanningguide.com/wp-content/uploads/2015/01/DL-PlanningGuide-web3.pdf
The Planning Guide PDF version here, too.
About the guide: http://dlplanningguide.com/user-guide/
The Planning Guide is based on the book, Deeper Learning: How Eight Public Schools are Transforming Education in the 21st Century. Deeper Learning, as described by the William and Flora Hewlett Foundation, is the means for teaching students to use their knowledge and skills in a way that prepares them for real life by mastering core academic content, such as language arts, history, math, and science. The students also learn how to think critically, collaborate, communicate effectively, direct their own learning, and believe in themselves. The book is intended to inspire parents, educators, and external stakeholders about what is possible and to provide examples of key strategies and common practices used by eight different schools to ensure students develop Deeper Learning (DL) outcomes.
The Planning Guide offers practical guidance on the conditions that have to be established for schools to truly change their practices to ensure students leave school with the sophisticated content knowledge and skills needed to be critical thinkers, problem-solvers, collaborators and communicators. It is our hope that the Guide, with its series of exercises and set of resources that demonstrate how schools can create the conditions that are necessary for Deeper Learning, will help you develop a strategic plan to transform your school.
Note: the link to this site and Planning guide was provided by Stuart R. Kahl, Founding Principal, Measured Progress.
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Home: www.DLPlanningGuide.com
The Planning Guide download: http://dlplanningguide.com/wp-content/uploads/2015/01/DL-PlanningGuide-web3.pdf
The Planning Guide PDF version here, too.
About the guide: http://dlplanningguide.com/user-guide/
The Planning Guide is based on the book, Deeper Learning: How Eight Public Schools are Transforming Education in the 21st Century. Deeper Learning, as described by the William and Flora Hewlett Foundation, is the means for teaching students to use their knowledge and skills in a way that prepares them for real life by mastering core academic content, such as language arts, history, math, and science. The students also learn how to think critically, collaborate, communicate effectively, direct their own learning, and believe in themselves. The book is intended to inspire parents, educators, and external stakeholders about what is possible and to provide examples of key strategies and common practices used by eight different schools to ensure students develop Deeper Learning (DL) outcomes.
The Planning Guide offers practical guidance on the conditions that have to be established for schools to truly change their practices to ensure students leave school with the sophisticated content knowledge and skills needed to be critical thinkers, problem-solvers, collaborators and communicators. It is our hope that the Guide, with its series of exercises and set of resources that demonstrate how schools can create the conditions that are necessary for Deeper Learning, will help you develop a strategic plan to transform your school.
Note: the link to this site and Planning guide was provided by Stuart R. Kahl, Founding Principal, Measured Progress.
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White Paper:
Re-Balancing Assessment, February 2015
Re-Balancing Assessment:
Placing Formative and Performance Assessment at the Heart of Learning and Accountability
By Peter Hofman, Bryan Goodwin, and Stuart Kahl.
Note: the link to this paper about curriculum-embedded performance assessments (CEPAs) was provided by Stuart R. Kahl_, Founding
Principal, Measured Progress.
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Re-Balancing Assessment, February 2015
Re-Balancing Assessment:
Placing Formative and Performance Assessment at the Heart of Learning and Accountability
By Peter Hofman, Bryan Goodwin, and Stuart Kahl.
Note: the link to this paper about curriculum-embedded performance assessments (CEPAs) was provided by Stuart R. Kahl_, Founding
Principal, Measured Progress.
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(work in progress below)
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under construction
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Last revised 06/01/2015
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