RSI Corporate - Licensing

Magdalena Mihaylova: Why (good) foreign language education is important

The Michigan Daily – Magdalena Mihaylova

“In the United States education system, there is no national foreign language requirement. Most kids don’t start learning a foreign language until middle school, when they are forced to pick between limited options, usually opting for either Spanish or French. Their first experience with the language is often through a tired, bored teacher who is usually neither a native speaker nor qualified to teach the language in true depth; the result of this is unmotivated and resentful students. “My Spanish education turned me off to (learning Spanish) as learning Spanish began to seem more like work than a useful skill,” Jessica Baker, LSA freshman, said. However, they trudge on through rudimentary vocabulary games, English movies with French subtitles and unhelpful grammar games until they have fulfilled their school’s requirements. For example, Ann Arbor Public Schools only requires two years of a high school foreign language, after which most students pause their learning until college, where they feel lost and unprepared.” (more)

How to create a cost-effective PD program that impresses

E-School News – Tim Klan

“Professional development can be expensive. A 2015 survey by the New Teacher Project put this figure at an average of $18,000 annually per teacher. For the largest districts in the country, that could amount to $8 billion annually, according to the survey. That’s a lot of money, even for a medium-sized district like mine–we have about 14,000 students and 1,000 staff members at Livonia Public Schools in Michigan–to spend on PD. But there are ways that districts of all sizes can provide high-quality professional development without breaking the bank.”(more)

U of Michigan after-school program delivers STEM skills to Detroit students

Education Dive – Pat Donachie

“Higher ed institutions and universities are increasingly considering K-12 career and technical education, particularly in STEM fields, a worthy investment to try and create experienced students engaged in career tracks that will likely see a growing gap between open positions and qualified applicants. Earlier this year, the University of Texas at San Antonio announced a partnership with the local school district, as well as local tech companies, to build a new high school focused on coding, cybersecurity and business skills.”(more)

ESSA Reviews Are In: New Mexico, Louisiana Rise to the Top; Michigan, Arizona Falter

The 74 Million – Blair Mann

“Most of the noise surrounding the Every Student Succeeds Act this week was focused on the highly anticipated rollout of the independent peer review project from the Collaborative for Student Success and Bellwether Education Partners. While many groups, advocates, and experts have weighed in on specific pieces or trends in the plans, the peer review project is one of the only efforts giving a full analysis of what’s been cooked up in each state plan. More on that below.”(more)

GM partners with 4 groups to boost STEM education

The Detroit News – Melissa Burden

“General Motors Co. has partnered with four new organizations as part of its emerging corporate giving plan that includes a focus on encouraging young people to explore science, technology, engineering and math related professions. The Detroit automaker said Wednesday that it has established new partnerships with Code.org, Black Girls Code, Institute of Play and Digital Promise. GM says with Code.org, it will help train 1,400 computer science teachers who will teach more than 40,000 U.S. students during the 2017-18 school year. GM will help Black Girls Code, which aims to boost the number of minority women in tech careers, to expose underrepresented girls in the Detroit area to coding and technology.”(more)

Peers, more than teachers, inspire us to learn

Science Daily – Staff Writer

“”Why do I have to learn this?” It’s a common question among youth, but new research out of Michigan State University suggests students perform much better academically when the answer is provided by their peers rather than their teachers. University students who were given a rationale for why learning is important from people similar to them — in this case actors posing as young professionals — wrote more effective essays and got a significantly better final grade than students who were given the same rationale from the course instructor.”(more)