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Teaching and Learning Revolution


Sometimes it seems that education in the UK often becomes a political football – so much so that there is a risk of losing the essence of learning.

There are many commentators that not just about education reform, but the educational revolution is needed.

In the 1980s, Dryden and Vos authors have been observing the idea of ​​educating young people about a future where problems need to be resolved that are not yet existing technologies that do not yet exist and have a role and take on tasks that we have no idea – yet.

A few years ago a SHIFT HAPPENS demonstration pointed out some of the ways in which the change is exponentially – what we know, we think we know – what we mean, what we think we understand – is all flux state. Short technological and scientific developments redefine the skills that need to be fully involved in the future.

As technology and scientific discoveries shape and shape the world, they bring new and different moral and ethical issues.

The real question is that our current education systems, which Sir Ken Robinson maintains creativity, and in fact "a long university application process", are able to meet the challenges of the future. most education systems are linear, trying to homogenize learning experiences by creating academic goals that are based on chronological age and not social-emotional-minded. At the same time, teachers are presented with "learning initiatives" that often fall short of those of the collapsing system; so they meet with cynicism, which promotes the real lack of common thinking.

This is not about the teachers and the quality of their work. Among other things, the structures in which they work or are expected to work

Talking with teachers about teaching and learning and one of their first observations on the "crowded curriculum" followed by a desperate thinking "loses them from the process

At the beginning of this academic cycle, I was invited to speak with a group of parents and with the wishes of 10-year-old students, the "fresh beginnings" were able to make the chosen exam subjects. At the heart of my speech I've been emotionally involved and motivated by their own learning, everything went well and our presentation was well received, but it might have been a lot more "real" if the school's senior staff did not go beyond the "target levels", "predicted" and " expected "categories and the need to ensure it that grades require constant improvement to ensure that continuing education and colleges of higher education look positively in future applications

There are no doubt many more questions …

The first is the motivation of the "goals" nature. There is a world of difference that goals are "imposed" and goals are evolving from personal goals and interests

. Secondly, the assumption is that GCSE or A level higher education is the right way for everyone

It is so personalized learning!

Of course, a cynic may say that the support of such goals and the pursuit of "good quality" is not about teaching young people, but about the political faculties to be a "good" school or an "excellent teacher".

Many of the "chalk faces" are aware of the tension between "teaching and learning" as a philosophical ideal and "education" as a political agenda where finance and performance often relate

an educational authority, a school or a teacher who has a profoundly revolutionary approach to teaching and learning, not just the cents where scientific progress (eg test performance) is a "king", but also the perception of parents who are educated and educated learning more traditional approaches with the sincere intention of "trying their best to do their children"

. that in terms of material knowledge and personal skills, valuable value in the past can not be so important in the future.

Essentially, there are probably only four key areas that revolutionary educators need. 19659002] 1) The ability to communicate and evaluate the ability to communicate

2) The ability to communicate effectively in a variety of ways

3) Handling and managing autonomy

4) each one has other generic skills and the question is whether it can be done in a curriculum that is not necessarily linked to "subjects" but "contexts".

Richard Dawkins recently commented on the decline in the level of scientific knowledge in our society and the fact that science itself came to a more egalitarian educational system where personal opinion might have been more appreciated than collective understanding based on empiricism and justified arguments .

I'm feeling this feeling.

We must address the shortcomings of critical thinking and encourage the fundamental question "how do we know"?

But this can not be done at the expense of creativity and personal expression

. the monopoly of creativity and personal expression is not the same as scientists have no exclusive right to analysis and reasonableness.

The overwhelmingly astonishing learning revolution requires young people to ask questions about how they feel and how to feel FEEL equally – and have the skills to REFLECT on these issues.

Insists that young people are encouraged to identify TALENT and PASSIONS that have little to do with university entrance or academic achievements.

It is necessary for parents, teachers, and politicians to recognize that the skills and knowledge that they deliver to MOST can not be the same as those of the FUTURE Society

"A student's twelve letters you can win at a university without learning to write "- Robert Maynard Hutchins

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