I recently wrote about phrasal verbs that we use to describe managing problems. While I was researching this area, I started to think more widely about the language of solutions. I noticed how many words and phrases there are to describe solutions that, for whatever reason, are not as effective as we might hope.
The first word that comes to mind is panacea. People often say that something is not a panacea for a particular problem, meaning it will not magically cure that problem. The idea here is that the problem is more complicated or varied than people sometimes assume: Technology is not a panacea for all our problems. A phrase with a very similar meaning is silver bullet or its variant magic bullet. Again, a silver/magic bullet is a solution that is too simple or too general for a complicated…
As teachers begin to shift toward greater personalized learning experiences for students, their initial steps build upon what they already know from face-to-face instruction. Districts usually provide teachers with easy to use Learning Management Systems (LMS) that can facilitate new learning opportunities with technology. However, the greatest potential of learning with technology tools is that teachers and students can transform the traditional learning environment, processes, and products. Just providing teachers with an organizational tool, such as an LMS, will not lead to transformative practices. Teachers need on-going support if they are to truly transform their classrooms into ecosystems for digital age learning.
A Model for Redefining Learning
The SAMR Modeldeveloped byDr. Ruben Puentedura provides a guideline for explaining the digital transformation. The four levels within this model are Substitution, Augmentation, Modification, and Redefinition. At the Substitution level, teachers merely replace the traditional methods of instruction with digital tools, so instead of…
Every culture has a collection of wise sayings that offer advice about how to live your life. These sayings are called “proverbs” (practical precepts). Very often these pieces of advice, precepts or principles of one culture are precepts or principles of another, for they are an outgrowth of common experiences.
Each language has its own proverbs. Although the phrasing is unique and contributes to the color of the language, many proverbs convey similar meanings in different forms. For example, the Spanish proverb “Más vale pájaro en mano que ciento volando” (“A bird in the hand is worth more than a hundred flying”) finds an equivalent in the English proverb: “A bird in the hand is worth two in the bush”, in the Dutch proverb: “better one bird in the hand than ten in the air” and in the German proverb: “Lieber den Spatz in der Hand als die Taube auf dem Dach” (Better the sparrow in the hand than the pigeon on the roof).
Interpreting proverbs is often complex, moreover, interpreting proverbs from other cultures is much more difficult than interpreting proverbs in ones own culture.
Even within English-speaking cultures, there is difference of opinion on how to interpret the proverb “A rolling stone gathers no moss”. Some see it as condemning a person that keeps moving, seeing moss as a positive thing, such as profit; others see it the proverb as praising people that keep moving and developing, seeing moss as a negative thing, such as negative habits. Bob Dylan’s 1965 song “Like a Rolling Stone” may refer to the original proverb.
Some authors have created proverbs in their writings, such a J.R.R. Tolkien, and some of these proverbs have made their way into broader society, such as the bumper sticker pictured here:
“Not all those who wander are lost”, a line from the poem “All That is Gold Does Not Glitter”(some things are not as valuable as they appear to be) written by J. R. R. Tolkien for his fantasy novel The Lord of the Rings. The poem reads:
Proverbs are used by speakers for a variety of purposes. Sometimes they are used as a way of saying something gently, in a veiled way: “Two’s Company, but Three’s a Crowd” (couples often enjoy their privacy and dislike having a third person around). This is a proverb, a saying which expresses a general truth. It is not at all impolite, rude, or obscene when used to express a general truth. However, you make it impolite when you use it as a sort of weapon in conversation, a way of suggesting that someone else is in the way and ought to leave.
Other times, they are used to carry more weight in a discussion, to support his position, or even to argue:“Actions Speak Louder Than Words” (people’s actions are more convincing than their words are)
Proverbs can also be used to simply make a conversation or discussion more lively. In many parts of the world, the use of proverbs is a mark of being a good orator:
There are often proverbs that contradict each other, such as “Look before you leap” (consider all aspects of a situation before you take any action) and “He who hesitates is lost.” (a person who doesn’t act decisively is unlikely to succeed) These have been labelled “counter proverbs”. “Counter proverbs” are not the same as a “paradoxical proverb”, a proverb that contains a seeming paradox: “The pen is mightier than sword” (the written word is more powerful than physical force) but “Actions speak louder than words”
The Book of Proverbs is a collection of moral and religious teachings in the form of sayings and proverbs. From The Book of Proverbs of the Hebrew Bible we can conclude with this one:
“A fool can use a proverb about as well as a crippled man can use his legs” (Proverbs 26:7)
“Everyone talks about leaving a better planet for our children. Why doesn’t anyone try to leave better children for our planet?”
Many of us grew up in a pre-digital era – we made phone calls and wrote letters, while public information was distributed through broadcast media. But now there’s a whole generation at college that has never known a world without the web. They bring with them a new way of engaging with the world, with information, and with each other.
An excellent video to understand how Digital Natives fit technology and open up to a world where anything is possible.
From Google+, Facebook, and Twitter to SMS and corporate messaging, this generation is developing an instinctive set of behaviors and expectations around these tools. They are very savvy in understanding which medium is most appropriate for the message and for the recipient, whether it’s a dinner invitation or asking someone out on a date. They know they have to find the appropriate interrupt signal, and that different channels send different signals, with numerous subtleties that we are only just starting to understand: Following Generation Z
In Rethinking Education in the Age of Technology, Allan Collins and Richard Halverson argue that the knowledge revolution has transformed our jobs, our homes, our lives, and therefore must also transform our schools. Much like after the school-reform movement of the industrial revolution, our society is again poised at the edge of radical change. To keep pace with a globalized technological culture, we must rethink how we educate the next generation or we (the Digital Immigrants) will be left behind. This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks, distance learning with anytime, anywhere access, digital home schooling models, video-game learning environments, and more.
School leaders and teachers need to understand how learning technologies work and how they change the basic interactions of teachers and learners. Technology leaders need to work together with educators as collaborators in creating new opportunities to learn.
Technology is changing what is important to learn in a variety of ways. There are new literacies that are becoming important, such as creating videos, animations, and web sites. Computers can carry out all the algorithms taught through graduate school, and yet mathematical reasoning is more important than ever. Hence we should spend time teaching students to solve sophisticated problems using computers rather than executing algorithms that computers do well. Memorizing information is becoming less important with the web available, but people do need to learn how to find information, recognize when they need more information, and evaluate what they find. People will be changing careers often and transitions are difficult. They need help going back and forth between learning and work.
As technology continues to transform our society, those responsible for our current systems of learning and education are facing overwhelming pressure to adapt. Education technology, connected learning and the rise of the Networked Society is transforming the established concept of learning, teachers’ roles and even the nature of knowledge itself.
The revolution in education will alter not just the lives of students, but the entirety of modern society. As with any revolution, there are will be both gains and losses. Pessimists see people becoming subservient to their technologies and being left behind as technology comes to dominate our lives. Optimists see a golden age of learning opening before us, where people will be able to find resources to pursue any education they may want.
With few exceptions, all the things our children are using to connect and learn outside the classroom — social media, cell phones, Internet connections — are banned inside classrooms. Move from a standardized testing teaching approach to a style that incorporates more creativity and adaptability.
Remaking assessment starts with this: stop asking questions on tests that can be answered by a Google search. Or, if you have to ask them, let kids use their technology to answer them. More often than not, we ask questions that can be easily answered by technology. That is unfortunate. Take a quick look at any of the state standardized tests for graduation, and you’ll see more of those than you can imagine.
Let’s scrap open-book tests, zoom past open-phone tests asking Googleable questions, and advance to open-network tests that measure not just how well kids answer a question, but also how literate they are at discerning good information from bad and tapping into the experts and networks that can inform those answers. This is how they’ll take the real-life information and knowledge tests that come their way, and it would tell us much more about our children’s preparedness for a world of data abundance.
Encourage two-way intergenerational mentorships and interactions. This would create opportunities for youth adults to learn from each other. Gen Z comes to the workforce a wide set of new technology skills, determination and passion, among many other factors. Older employees can benefit from the connectivity, flexibility and creativity that are unique to this generation. These youth are still young, however, and have a lot to learn from their older mentors that will help better integrate them successfully in the formal working world. As these youth become a larger part of the emerging labor force, business must plan for Gen Z’s entry and the succession of the Baby Boomers as they retire. Mentorship programs not only get youth interested in and prepared for work in new fields, it introduces fresh skills and attitudes that help businesses flourish in a changing economic atmosphere.
These skills are increasingly valuable in the workplace and society more broadly. Greater emphasis should be placed on their development. The ability to manage conflict is probably one of the most important social skills an individual can possess.
According to the Key Competence Framework, the entrepreneurship key competence refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives. Include business and entrepreneurial skills in school curricula in order to equip students with a background in that area, making entrepreneurship less of an idea and more of a viable possibility for those students.
We must teach our youth to look for opportunities and that failure in pursuit of them is a learning opportunity and not a stigma to avoid at all costs. To help our students, we need to directly ask for academic risk-taking behavior (e.g. asking questions, dwelling in uncertainty, and advancing untried hypotheses) and identify it whenever we ask for it, so students know we perceive and value the challenges they face.
Es un documento personal promovido por el Consejo de Europa, en el que los que aprenden o han aprendido una lengua – ya sea en la escuela o fuera de ella – pueden registrar sus experiencias de aprendizaje de lenguas y culturas y reflexionar sobre ellas.
El Portfolio consta de 3 partes:
Pasaporte de Lenguas
Lo actualiza regularmente el titular. Refleja lo que éste sabe hacer en distintas lenguas. Mediante el Cuadro de Auto evaluación, que describe las competencias por destrezas (hablar, leer, escuchar, escribir), el titular puede reflexionar y autoevaluarse. También contiene información sobre diplomas obtenidos, cursos a los que ha asistido así como contactos relacionados con otras lenguas y culturas.
En ella se describen las experiencias del titular en cada una de las lenguas y está diseñada para servir de guía al aprendiz a la hora de planificar y evaluar su progreso.
Contiene ejemplos de trabajos personales para ilustrar las capacidades y conocimientos lingüísticos. (Certificados, diplomas, trabajos escritos, proyectos, grabaciones en audio, vídeo, presentaciones, etc.)
¿Para qué sirve el Portfolio?
Para animar a todos a aprender más lenguas, cada uno dentro de sus capacidades, y a continuar aprendiéndolas a lo largo de toda la vida.
Para facilitar la movilidad en Europa, mediante una descripción clara y reconocible internacionalmente de las competencias lingüísticas.
Para favorecer el entendimiento y la tolerancia entre los ciudadanos de Europa, mediante el conocimiento de otras lenguas y culturas.