What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.
No matter how we reenvision the future of work one thing should now be abundantly clear: there will be ever fewer opportunities for human beings who can only perform repetitive manual labor, remember factoids, or perform routine intellectual functions.
Buying the ‘right’ program and training teachers to use it is not only insufficient, it misorients a school system’s learning.
The science and economics behind #POTUS #SOTU call for National #PREK – @ezraklein analysis and #COTC resources
Re: Making Sense of Teacher Professional Development / Misconceptions That Block Learning
Our national political conversation is devoid of even mentioning the central issue that, within two decades, will most determine our nation’s fate: our most distinctive competency – our only long term competitive advantage – our collective intelligence.
I am all for STEM but I think we’d have a greater net number of STEMers if we focused our main efforts on getting more kids READY to learn their way into STEM.
How a president envisions the role of education in shaping the future of America is a telling indicator of his or her core beliefs, philosophies, economic theories, values, morals, and ethics.
What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skill areas most critically important for success in school?
The most cost-optimal, high ROI, way to improve our schools is to focus on upgrading the mental models through which educators understand and experience learning and understand their mission and purpose as educators.