1 / 33

I used to think . . .

Now I think. I used to think. . . . globalization meant more interaction between nations and people. . . . it is far more complex and needs transformative change in attitudes through education to make an integrated and not fragmented outcome of globalization.

rich
Télécharger la présentation

I used to think . . .

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Now I think . . . I used to think . . . . . . globalization meant more interaction between nations and people. . . . it is far more complex and needs transformative change in attitudes through education to make an integrated and not fragmented outcome of globalization. . . . somewhere, somehow, someone was on top of the digital revolution. . . . emotions are why thinking and learning happen - emotions involve the self and body. . . . that it is not well understood, that we are in the midst of a phase of disequilibrium, a transformative era. . . . emotions and thinking, learning and body were all separate.

  2. I used to think my district was relatively forward thinking in regards to global thinking and initiatives… . . . now I think many parts of the world are way beyond the U.S. and my district is in the Dark Ages. I used to think I would find more answers at Harvard… . . . now I think I must still be on the voyage of discovery and seek more answers.

  3. Now I think . . . I used to think . . . . . . the call of today’s age is to increase the effectiveness & efficiency of curriculum delivery. . . . the rapidly growing forces of globalization, the digital revolution, and mind/brain research require the complete makeover of curriculum frameworks, tools and more innovation. . . . that I had a choice about the extent to which I need to learn about and adapt digital tools. . . . I not only need to but want to become proficient. I happily surrender! . . . that my administration had to make this decision. . . . I can make this decision.

  4. I used to think change was infrequent and took time…. . . . now I think change is constant and rapid. I used to think getting teachers to think globally about their course was important… . . . now I think it even more so!

  5. Now I think . . . I used to think . . . . . . it is built into effective educational technology in a much more powerful way than the traditional classroom. . . . the zone of proximal development had nothing to do with technology. . . . the internet can be an answer, a threat, and an opportunity. . . . the internet was the answer. …brain research was important to find out how to make learning effective. . . . brain research is useful but context and relationships are most important.

  6. Now I think . . . I used to think . . . . . . they are speeding ahead, but I’m on their tail. . . .my students were so far ahead of me technology-wise that I’d never catch up.  . . . it has a lot to do with what / how I teach because it is very much related to the lives of my students. . . . the digital revolution had relatively little to do with the subject I teach.

  7. I used to think that teacher intent was enough… …but now I think teaching for the future must be deliberate. I used to think that I had a sense of the scope of the three forces… . . . now I think that the impact of the three forces is more pervasive than I realized. I used to to think social media was the “enemy” . . . . . . now I think social media forms are possible learning and collaboration tools.

  8. I used to think educators from around the world were so different in their educational methods and concerns and successes… . . . but now I’m thinking we are so similar it is scary and exciting. We have been able to share and collaborate on ideas in this ever changing world.

  9. I used to think we were too late to start… • …now I think we need to jump in as learners, let the children teach us, be models of strong and unafraid learners.

  10. I used to think the standards would provide the basis for the curriculum… I used to think we should discourage / shut down such technology as Facebook, cell phones, etc., during school hours… I used to think globalization and the digital revolution would take their course and we couldn’t do anything about it… . . . now I think we should consider ways in which we can teach the responsible use of such technologies on campus. . . . now I think the standards and curriculum need to be rewritten for relevance and flexpertise. . . . now I think we have the responsibility to reflect about and embrace the idea that they are here to stay.

  11. I used to think that brain research was in its early stages. . . . . . now I think lots has been done and I have lots to catch up on. I used to think a combination of content and process teaching was a productive way to enable 21st century learners… . . . now I think a combination of intellectual, social and emotional learning, assessed frequently, will be a productive way to accompany 21st century learners.

  12. I used to think Gardner and Perkins were locked up in their ivory tower writing books… . . . now I think Gardner and Perkins are very warm and accessible people-- teachers, just as much as I am.

  13. I used to think that I was the only one who thought about education the way I do… . . . now I KNOW there is a whole community concerned about the future of learning.

  14. The End

More Related