I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
Knowing your larger purpose enables you to do what comes next.
Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
you have to be willing to engage at a high level.
Our decisions, models, and innovations should be based, first, on learning.
learning-centered, data-rich, high-value pathways to your educational goal
not using technology
the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
"I collect rocks. Not on purpose. I don't go looking for them. But when I bend to look more closely, inevitably they end up in my pocket, or in my car .. For Unplug'd 2012, I needed a rock that was easy to decorate, fit in the palm of my hand, and somehow represented me."
"Many media have finally recognized the education bubble and the potential that it may hurt our economy more than the housing bubble. However, two experts in the field of education know this and are trying to change the way we see education – Dr. Raymund Paredes and Salman Khan."
With so much talking and not much doing many students would tell teachers that this is a sure-fire way to put them to sleep. Missing out on a golden opportunity when students are most receptive to learning.
Instead of taking three weeks to go over what they've already learned, start off with something new. Something that will grab their attention and say "Hey, this is going to be a wonderful learning place for the next 10 months. Get ready."
Every day that first week, even in the first meeting, teach something substantive in the curriculum. Make it something that is brand new, not something reviewed from the previous year. Students are hungry for intellectual engagement after a summer off, and they want to think great thoughts and do great works.
Mix academics with administrative and Get-to-Know-You activities. It should be about 50-50: half engagement with interesting academics, half focused on forms, announcements, or activities meant to build classroom community. Keep the ratio: students will grow impatient and disillusioned if too much time is spent on get-to-know-you activities. It sounds weird, but most students are not looking for continued summer camp experiences so much as they are seeking confidence and engagement.
choose poems related to growing up or modern culture, or read share the lyrics of powerful songs of any generation.
Tell students what new opportunities and freedoms they now have instead of just listing rules and the consequences for breaking them.