10 Years On…

A lot of people know about my work through my talks at the TED conference, and especially the first one, in 2006, ‘Do Schools Kill Creativity?’ At 41 million views and counting it is still the most viewed talk in TED’s history.  A couple of years ago, I was at a university in the mid-West of America to give a speech to students. Over lunch, one of the faculty said, “You’ve been at this a long time, haven’t you?” “What’s that?” I asked. “Trying to transform education,” he said. I nodded and smiled nostalgically for the past four decades of sweat and tears.  “What is it now,” he said “seven years?” A touch startled, I said, “What do you mean, seven years.” He said, “You know, since that TED talk.” I said, “Yes, but I was alive before that.”  And it’s true. I was asked to speak at TED because of my work in education in the many years before I’d even heard of it.

Continue reading please…. http://sirkenrobinson.com/10-years-on-campaign/

Η ιστορία των Καρυάτιδων σε 5 λεπτά

Anna ' s Pappa blog

hqdefaultΟ γραφίστας Δημήτρης Αρμανίδης και ο φωτογράφος Γιάννης Λογοθέτης δημιούργησαν ένα βίντεο 5 λεπτών, για τις έξι ωραίες αρχαίες κόρες του Ερεχθείου.
Για τις Καρυάτιδες έχουν δοθεί πολλές ερμηνείες. Η πειστικότερη υποστηρίζει ότι αποτελούσαν το υπέργειο μνημείο του τάφου του Κέκροπα και ότι ήταν οι χοηφόροι που απέδιδαν τιμές στον ένδοξο νεκρό. Το κυρίως οικοδόμημα και τη βόρεια πρόσταση του Ερεχθείου περιέτρεχε μια συνεχής ιωνική ζωφόρος διακοσμημένη με μορφές θεών, ηρώων και θνητών σε σκηνές που συνδέονταν με τις πανάρχαιες λατρείες του Ερεχθείου. Οι μορφές ήταν ξεχωριστά δουλεμένες σε παριανό μάρμαρο και προσαρμοσμένες σε πλάκες από γκρίζο ελευσινιακό λίθο.

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Αντίστροφη τάξη, νέο μοντέλο διδασκαλίας

Anna ' s Pappa blog

κάνε κλικ για να την παρουσίαση κάνε κλικ για να την παρουσίαση

Η αντίστροφη μέθοδος,  έρχεται να ανατρέψει την παραδοσιακή μέθοδο διδασκαλίας. Σύμφωνα με αυτήν η μάθηση λαμβάνει χώρα εκτός τάξης, στο σπίτι, ενώ οι εργασίες και οι ασκήσεις γίνονται στην τάξη, με τη βοήθεια του δασκάλου. Οι μαθητές μαθαίνουν στο σπίτι τους  με τη βοήθεια οπτικοακουστικού και άλλου υλικού, που ο δάσκαλος  έχει δημιουργήσει , και στην τάξη θα κάνoυν τα καθήκοντα τους. Έτσι, μπορεί ο δάσκαλος να περνά  χρόνο με τους μαθητές που χρειάζονται τη βοήθειά του στην τάξη – και οι μαθητές μπορούν να συνεργάζονται για την επίλυση των προβλημάτων – αντί να κάθονται μόνοι τους στο σπίτι προσπαθώντας να κάνουν τις εργασίες τους, τις οποίες μπορεί να μην κατανοούν ή να μην έχουν κάποιον να τους βοηθήσει.

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Σκέψεις περί εκπαίδευσης

Πηγή Παιδείας

aschoolΕίναι αδιαμφισβήτητο ότι η παιδική και εφηβική ηλικία διαπλάθουν και σε μεγάλο βαθμό διαμορφώνουν την προσωπικότητα ενός ανθρώπου. Οι εμπειρίες και τα βιώματα που έχει ως παιδί καθώς και το περιβάλλον στο οποίο μεγαλώνει και αναπτύσσεται σωματικά και ψυχικά επιδρούν καταλυτικά στον χαρακτήρα, τις προτιμήσεις και τις επιλογές του στη συνέχεια της ζωής του.

Αναπόσπαστο κομμάτι της παιδικής και εφηβικής ηλικίας είναι το σχολείο. Το σχολικό περιβάλλον δεν αποτελεί μόνο χώρο μάθησης, μόρφωσης και προετοιμασίας για το Πανεπιστήμιο ή τις τεχνικές σχολές. Είναι μέρος συνάντησης και κοινωνικοποίησης παιδιών και εφήβων. Άτομα προερχόμενα από διαφορετικούς οικογενειακούς και κοινωνικούς χώρους καλούνται να συνεργαστούν και να συμβιώσουν αρμονικά τις ώρες που βρίσκονται εντός του σχολικού χώρου. Μια διαδικασία που είναι πολύ πιο περίπλοκη από όσο ακούγεται.

Υπάρχουν άνθρωποι που έχουν κατά κύριο λόγο καλές αναμνήσεις από τα σχολικά χρόνια ενώ υπάρχουν και άνθρωποι που η σχολική περίοδος είναι γεμάτη με πίκρα και πόνο…

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8 Characteristics Of A Great Teacher

8-characteristics-of-a-great-teacher8 Characteristics Of A Great Teacher

by Ian Lancaster

What makes a teacher strong?

What differentiates the best from the rest? There’s no shortage of bodies (some dramatically misguided) attempting to solve this riddle.  The answers are nebulous at best. Below is a list of traits, some of which may be familiar but many of which will never show up on any sort of performance review.  Check them out and see what you think.

1. They Demonstrate Confidence

Confidence while teaching can mean any number of things, it can range from having confidence in your knowledge of the material being learned to having confidence that your teaching acumen is second to none. Though these two (and many other) “confidences” are important the most critical confidence a teacher can have is much more general, and tougher to describe than that.

It’s the confidence that you know you’re in the right spot doing what you want to be doing and that no matter what transpires, having that time to spend with those young learners is going to be beneficial both for them and for yourself.  It’s clear to students when teachers exude this feeling. Working in schools is difficult and stressful, and also immensely rewarding. But if you’re not confident that you’re in the right place when you’re teaching…you’re probably not.

2. They Have Life Experience

Having some life experience outside the classroom and outside the realm of education is invaluable for putting learning into context and keeping school activities in perspective. Teachers who have travelled, worked in other fields, played high level sports or enjoyed any number of other life experiences bring to the profession outlooks other than “teacher”. From understanding the critical importance of collaboration and teamwork, to being able to answer that ageless senior math question “when are we going to use this?”, educators who have spent significant time and energy on alternate pursuits come to the profession with a deep understanding of where school fits into the bigger picture of life.

3. They Understand Each Student’s Motivation

Just as each student has a different set of interests, every student will have a correspondingly different set of motivators. Many (or most) students will be able to reconcile their own outlook and ambitions with what’s happening in the class and take motivation from that relationship.  Unfortunately some students will rely simply on external motivators, but worse, we’ve all run into students who really can’t find a relationship between what makes them tick and what’s happening in the classroom around them.

These students run the risk of disengaging altogether. This is where the master teacher knows each of her students and helps them to contextualize the work they’re doing to allow the student to make a connection with something in his realm of interest. Teachers who can’t help students make this connection need to rethink what’s going on. After all, what IS the point of work in which a student finds no interest and for which he can make no connection?


4. They’re People, Not Heroes.

Yes, all teachers are heroes. Now let’s move beyond the platitude to what this really means.  Some teachers still have trouble showing any sort of vulnerability of fallibility. These teachers will expend immense amounts of energy hiding the fact they’re frustrated at something, that they’re upset or perhaps even angry.  Why?  Other teachers get tied into logical knots to avoid admitting “I have no idea what the answer to your question is.” But teachers who genuinely connect with students are the ones who aren’t afraid to show emotions in class, who can admit that they aren’t in fact the repository of all knowledge.

Of course nobody want to be a wallowing, blubbering mess in class, but what better way to teach empathy than to give the students someone to empathize with when we’re having a bad day? What better way to foster collaboration and to teach that it’s okay not to know something than to say “I don’t know, let’s find that out!”?

5.  They’re Technologically Capable

Let’s not belabour this point, after all, plenty of ink (or pixels as the case may be!) has already been spilled on this topic. As time passes, the statement “But I’m not very good with _________.”(fill in the blank with any number of technological devices) is sounding ever more like “But I’m not very good with a telephone.”

The only time the sentiment above is acceptable is if it’s followed immediately by “…but I’m very willing to learn!” After all, we wouldn’t accept such weak rationalizations from students regarding their work. In 2013, as a profession, we lose credibility every time we allow excuses like this to go unchallenged. Enough said.

6. They Model Risk Taking

We encourage our students to be risk takers, we’d all like to be risk takers, but let’s be honest, the nature of the beast is that many teachers are not naturally risk takers.  This point goes hand in hand with showing vulnerability, the teacher who’s willing to go out on a limb, to try something new, to be “wacky” in the name of pedagogy earns the respect of students, even if the snickers seem to say something different.

No matter the success or failure of the risk taken, the experience will certainly be memorable for the kids in that class, and isn’t that what we’re aiming for?  After all, as the old adage goes, there’s no such thing as bad publicity.

7. They Focus On Important Stuff

Whether it’s worrying about who’s late to class, collecting every little piece of work in order to “gather marks” or spending too much time lecturing to the class in order to “cover the material”, there’s no shortage of ways to distract teachers from what’s important.  Strong teachers know that things like chronic tardiness or skipping class are usually symptoms of larger issues and as such, spending precious time and energy trying to “fix” the issue almost never works.  That’s what administrators and counselors are for.

They also understand that efficient and effective assessment means eliminating busy work while giving targeted, meaningful feedback and that engaging the students, connecting the material to their interests and passions, is the surest way to maximize learning. There’s plenty of minutiae and enough CYA (Cover Your…) in education to easily get sidetracked, strong teachers keep their focus on what’s important.

8. They Don’t Worry Too Much About What Administrators Think

This trait is tied in with many of the others listed above. Strong teachers do their job without worrying too much about “what the principal will think”.  They’ll take risks, their classes may be noisy, or messy, or both.  Their activities may end up breaking something (usually the rules) in order to spark excitement or engagement.

They understand that learning is not a neat and tidy activity and that adhering too closely to rules and routines can drain from students the natural curiosity, spontaneity and passion that they bring to school.  Worrying about what the boss may think can be draining and restrictive in any job, teaching is no exception.

In fact, the best teachers live by the code “It’s easier to get forgiveness than permission.”

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