Comments (43)

Comment RSS
MLS program participant; teacher; OL Teaching Diploma program student

I've recently read Trilling

Was this helpful?
0

I've recently read Trilling and Fadel's 21st Century Skills: learning for life in our times (2009) I would highly recommend it. The book speaks to the confluence of literacies our students will need to master in order to participate fully in the current Knowledge Age marketplace, in which collaboration and innovation, and holding conversations on a global scale will be the norm in their lives in ways we can barely imagine.

Faculty Oregon State Univ, College of Ed, Masters Program in Ed.

Website change

Was this helpful?
0

www.21stCenturyEducation.org
Please direct to this website instead of the one listed above.
Thank you.
Robert Siegel

Faculty Oregon State Univ, College of Ed, Masters Program in Ed.

see

Aaron Smith (not verified)

Check out MAX Teaching

Was this helpful?
0

MAX Teaching is a learning strategy which uses reading, writing, speaking, and listening to get the most out of content-related classes. Author Mark Forget emphasizes that most classwork (meaningless section review checkups) is merely decoding information, not the critical thinking essential. MAX stands for Motivation, Acquisition, and Extension. MAX is not only for the reading class, but encourages and empowers the teacher to teach literacy skills along with the material. Statistics show that most kids that don't learn to develop higher level reading skills (literal, inferential, applicational, and so on) by the 4th grade, don't learn at all. Forget's material can be applied to most any grade level (4th-12th) or subject (shop class, history, etc.). This book is divided into two parts.
Part I presents to the reader three essential components of a complete reading/writing-to-learn classroom. Part II describes specific classroom strategies that have been developed over the last three decades.

Check out the website at www.maxteaching.com or search "google books" to read the book.

Jasmine J. Scott (not verified)

Using ICT, Project Based Learning (PBL) and Thematic Units

Was this helpful?
0

Hi! Linda.

I have enclosed the URL for my website (http://pirate.shu.edu/~scottjas/) which will take you to a series of lessons that put the message of Friedman's theory into teenage accessible form. All the lessons are accessible from either the IT Thematic Unit or the E-learning Courses link. You may find the unit "A Financial and Career "Coping" Life Skills - an Interdisciplinary Unit for College Freshmen" not only pedagogically challenging for the students, but allows you to adapt the role of a facilitator. This is due to the partnering between instructional technology and project based learning (PBL). Blogs,Quia.com "Rags to Riches" game, and project writing are just a few of the supplementary activities.
Modules, such as budgeting, understanding the fiscal role of government, and starting a business (simulation)provide each student with learning experiences and real-world purpose and meaning.Webquest such as "Come and Explore The Jewels of The Caribbean" gives students the opportunity to think out of the box, work as a team in completing challenging tasks and reinforces the need for reflection and journal entries as they complete each assignment. The lessons are designed to run either for a semester, year long, or a couple of class sessions.
Good luck!

Martha Eldredge Heck (not verified)

Helping Students Understand & Embrace Globalization

Was this helpful?
0

I work with nine large suburban high schools. We have been studying, discussing, and hosting seminars on Friedman's book for three years. Some of the resources we have utilized are the International Education and Resource Network (www.iearn.org), which involves 20,000 K-12 schools collaborating on more than 150 projects in 115 countries. Teachers and students can join a project, and once they have participated in a completed project, they can create their own and ask the world to join them. Projects are available in a variety of areas, from writing poetry, to working on environmental issues, to sharing architectural plans or recipes, to understanding math applications. Projects are defined as structured interactions among students with specific discussion topics, activities, and a final “product” that shares learning & helps build a better world.
We have also utilized Globalization 101 (www.globalization101.org), a website which is a project of The Carnegie Endowment. This website features issue briefs and corresponding lesson plans (aligned with state standards), along with webcasts from speakers such as the author of The Google Story or the former governor of The Federal Reserve Bank.

We have also encouraged collaboration between our career and technical education classes and our core academic classes.

Valerie Chernek (not verified)

Yes...the world is FLAT and we are all in this together!

Was this helpful?
0

So, where can we as individuals and communities begin to make changes to view the world as flat?
As a non-educator, I can envision many wonderful scenarios:

In our businesses...encouraging collaborations and employeee support for neighboring schools.

As a volunteer to support educators who are eager to learn and use new technologies, but have no-one to take their place in class.

In our homes...sharing the importance of respect for learning and for the educators, administrators and fellow students who we have contact with.

In ourselves...for protecting the institution of education without placing blame and encouraging these professionals that they can make a difference in the lives of every child.

We are in this together! What shifts will you make to help "education" continue to move forward?

Penelope Kerr (not verified)

The World is Flat in reality

Was this helpful?
0

By teaching Fashion Design at a college level, I am constantly refering to the theory of the book "The World is Flat" written by Thomas Friedman. Mostly all garment manufacturing is done off shore where labor is less expensive. I teach my students that there are two types of jobs: thinking jobs, and manual labor jobs. Thinking jobs fetch higher salaries as the job skills will be harder and more in demand. Simply put if you are one of few that have the skills for a particular job which there is a high demand for then you get paid more. If everyone could do your job with little education and training then those jobs would be a dime a dozen, and you know what they are; ironically they do pay dimes for that job. NO pun intended. You see it's not rocket science.

Penelope Kerr

Darius Clarke (not verified)

Simulations and Video Documentaries

Was this helpful?
0

To answer Linda Sweeney's question: "Does anyone know of a lesson plan online or have some suggestions on how teachers, social studies or otherwise, could put the message of Friedman's theory into teenage-accessible form?"

I think it's a lesson not yet learned so there's not much available. However, I suggest that today's students "learn by doing" and visually learn from well done documentaries such as those shown on the Discovery Channel.

When they can "live it" and fail in 3D interactive simulations (they must be allowed to fail) then they may begin to perceive the invisible power of the global dynamics currently in force. Like the purpose of science and literature, the computer's strength is in making the invisible apparent. Simulations, even those in online multi-player games, seem to be among the best instructional tools for conveying the force of interdependent, dynamic systems.

Just as video documentaries help us to relive the past to evoke sympathy and empathy for those who endured those times as well as helping understand them, so too, video documentaries might help us to "relive" what may be an unpleasant future.

Darius Clarke
Technology Educator

David Phillips (not verified)

athletics and academics

Was this helpful?
0

I certainly concur that in many districts its: "Thousands for technology and millions for athletics." However, although the reality of school is that athletics often take precidence over all, I refuse to accept that status quo as the necessary condition of the future. Each teacher needs to be a real change agent in the school district--and often it's our administrators who need to be informed and changed the most. I'm certain that anger will get an angry response from those in power, but I'm also certain that (eventually) good information and the demonstration of our students abilities--students at all academic levels, will eventually win over wrong-headed ideas about what is important for schools. If I'm dreaming, let me dream on.

see more see less

Chris O'Neal Educational consultant and former Edutopia.org blogger

follow this blogger
Twitter