This article is delving into group dynamics and why some groups work better than others. Its conclusions are based on Google’s Aristotle project and the Buck Institute’s Gold Standard for project-based learning
This article is delving into group dynamics and why some groups work better than others. Its conclusions are based on Google’s Aristotle project and the Buck Institute’s Gold Standard for project-based learning
The more interdependent the world becomes, the more we rely on collaborators and orchestrators who are able to join others in work and life. Schools need to prepare students for a world in which people need to work with others of diverse cultural origins, and appreciate different ideas, perspectives and values; a world in which people need to develop trust to collaborate across such differences; and a world in which people’s lives will be affected by issues that transcend national boundaries.
For over a decade, “big data” and “analytics” have increasingly become a part of the education world. (Big data is a term used to describe data sets so large that they can only be analyzed by computers, and analytics is used to describe how the data is collected, analyzed and used.) Big data lovers believe the information can help policy-makers make systemic improvements in student outcomes — but, so far, that hasn’t happened. Here is a post about the problems with big data in education and about something new that could actually make a real difference: “small data.” What is it? Here’s the post by Pasi Sahlberg and Jonathan Hasak.
As a co-founder of CrowdSchool, a PBL platform, I’ve spent nearly two years talking with teachers, schools, and districts about how to make it easier to teach with PBL. Despite the mounting evidence and excitement for project-based learning, only roughly 1% of US schools are committed to teaching with it. So why is PBL having such a problem with scale? And what can we do to address wider adoption?
William Doyle, a Fulbright Scholar, New York Times bestselling author and award-winning TV producer, wrote a powerful essay about the “School of the Future.” “I have seen the School of Tomorrow. It is a place where children and teachers are safe and happy. It is a school where children are encouraged to be children, to play, to daydream, to laugh, to struggle and fail, to assess themselves and each other, to question and learn.
