Los Angeles Times – Caitlin Yoshiko Kandil
“‘They’re learning how to speak English anyway, so it’s really no different for them to learn other languages at the time,” said Carrie Mizera, executive director of Renascence School International, a tri-lingual English, Spanish and Mandarin immersion program in Costa Mesa. “Their brains are really, really absorbent at that time, and that’s why we want to capture this opportunity and teach multiple languages.'” (more)
News Herald – Juliann Talkington
Technology is changing so fast, it is impossible to know what the world will be like in a year, much less four or five. Just 25 years ago, the Internet was still in its infancy, mobile phones were just gaining popularity, and genetically modified foods were not yet on the market. Now we are worried about biological computers, electronic currencies, and the health impacts of genetically modified foods.
For decades, education experts encouraged schools to track kids into narrow areas like molecular biology, medieval history, copyright law, or Fortran programming. As technology advanced, the lines between disciplines began to disappear and some areas vanished.
Now a person’s long-term employment prospects are based on his/her ability to quickly learn new things, interact with others, and change. This means everyone needs a strong understanding of all the disciplines including the arts, math, history, science, languages, etc. In addition, employers need people who can communicate, listen, and empathize with others; have a strong work ethic; and possess good character. This means our kids need a completely different type of education than we did when we were growing up.
Here is a list of the skill gaps that exist in our education system and parenting approaches.
1. Ability to think critically and assess and analyze information
The problem often develops in elementary school. Primary school teachers need strong proficiency in this area.
Students need practice working with others. Schools are not structured to provide exposure to different ages.
Schools/parents want stability. Students need exposure to change.
Students need opportunities to start new programs, etc.
5. Effective Written and Oral Communication
Schools need step by step teaching approaches and effective ways to assess proficiency.
6. Curious, Imaginative, Creative
Schools should foster these abilities with short creative blocks during the teaching day.
Parents need to demonstrate acceptable behavior.
8. Polished and Courteous
Parents need to teach their children basic life skills – allow others to finish speaking before you begin, chew with your mouth closed, etc.
Parents should discuss world affairs and technological advances with their kids.
10. Strong work ethic
Parents need to teach their children about self-discipline, punctuality, follow-through, etc. and then allow them to experience consequences when they do not deliver.
Once we realize what worked in the 1900s no longer makes sense today, we can work together to make sure our kids are ready for life on their own.
News Herald – Juliann Talkington
“If you do not create change, change will create you.” ~ Unknown
Change has always been an inevitable part of life. However, the speed of change and the amount of change a person can expect to see over his/her lifetime has increased substantially in the last 50 years. A recent Innosight study gives us an idea of the magnitude of the shift. In 1958, the average age of a company on the S&P 500 listing was 58 years. Now it is about 18 years. In addition, pundits suggest there are significant technological developments about every two years.
This rapid change can be overwhelming and can quickly leave those who are not actively embracing it behind. As a result, young people need practice adapting to change, so they can adjust quickly and efficiently.
In addition to helping children prepare for life on their own, change also:
• Teaches flexibility
Frequent change makes it easier to adapt to new situations, new environments, and new people. When kids have this type of exposure, it is less likely they will “shut down” when something unexpectedly shifts.
• Encourages growth
Change forces young people to adapt in ways that are outside of what they have experienced which can help children with personal development.
• Reveals likes and strengths
It is challenging for a child to know what he/she enjoys or what comes easily to him/her unless he/she tries many things. Change is often the only way this exploration occurs.
• Creates opportunities
When the environment or activity is changed, kids can start again without any preconceived expectations.
• Fosters creativity
New environments force children to figure out how to integrate and succeed.
• Cultivates risk-management skills
With exposure, children learn to break change into small pieces so adjustment is easier.
Parents are often the biggest reason kids struggle with change. Many adults are fearful that change will make their kids socially isolated and encourage them to embrace risky or anti-social behaviors. Interestingly, many kids who embrace these undesirable behaviors attend the same high school for all four years and participate in the same activities year after year. These same kids often struggle to adapt when they are finally on their own.
Given how fast technology is changing one has to wonder if conventional wisdom still makes sense. Is it possible that 21st Century kids need a different environment to flourish – stable relationships with their parents and family members and frequent change elsewhere in their lives?
News Herald – Juliann Talkington
Even though psychologists have been talking about a lack of correlation between college degrees, course grades, and job performance for decades, most companies continue to rely on these credentials and marks to make hiring decisions.
In the past couple of years, however, a few companies have broken rank. Google, a Fortune 500 technology firm, and Ernst and Young U.K., part of one of the world’s largest accounting firms, have publicly announced they no longer require college degrees for employment.
Google’s chairman said the company is more interested in an applicant’s skills, ability to think in a logical way, work ethic, breadth of experience, public speaking abilities, and creativity. Ernst and Young said they are interested in talented individuals regardless of background.
This transformation is due, in large part, to free access of information through the Internet. Over five years ago Bill Gates, a founder of Microsoft, suggested that traditional university education, especially at fixed-place institutions will no longer be necessary, since most of the content will be available online for free.
The college experience is under additional pressure, because college costs are rising at a rate higher than inflation and a college degree no longer guarantees a solid middle-class income. In fact, the College Risk Report (collegeriskreport.com) suggests that the rate of return on most four-year college degrees is worse than 2-year degrees and in some instances worse than no degree at all.
There is a small group of students who receive full ride scholarships to attend college. For these students, the costs are so low that the four-year degree makes financial sense.
Some people assert that college is an excellent place to make contacts. This may be a valid claim for students who are outgoing and takes advantage of all the clubs, speakers, professors, and research opportunities available at a school, but is probably not the case for most students who meet few people outside their dorms and classes.
Without a traditional college education, strong K-12 schooling is imperative since this will be where kids learn basic skills, hone public speaking abilities, refine creative thinking, and develop logical problem solving capabilities. Work ethic can be developed at school, home or in extra-curricular activities like sports. Breadth of experience can occur at school or through outside clubs and activities.
This new employment paradigm suggests we need to worry more about high quality K-12 education and less about college.
News Herald – Juliann Talkington
Cooperative learning first gained traction as an instructional method in the 1970s and was widely implemented in K-12 classrooms by the 1990s. It is based on the premise that collaborative participation creates an enhanced learning experience. Proponents of this teaching strategy site improved student communication, heightened oral skill development, more advanced learning, and enhanced student responsibility.
Cooperative learning, however, is not without challenges. One of the biggest obstacles to effective cooperative learning is a negative group dynamic. Conflicts between individuals can reduce a group’s ability to work together and problems are magnified when members are too immature to adequately resolve conflicts. To make matters more challenging, personality mismatches can stall learning even when no overt conflicts are present. In addition, assertive students often move into leadership roles even when they are not best suited to direct a project.
Beyond personality issues, cooperative learning can also result in uneven workloads. When this type of learning is working efficiently, students support and inspire one another. Everyone has a similar workload and everyone learns. In many instances, however, more advanced students take over projects rather than spending extra time to help struggling students. In addition, unmotivated students often rely on more conscientious team members to complete required work. The result is not only an uneven workload but also uneven learning that leaves struggling students behind, permits lazy students to slide by, and allows more advanced students to stagnate.
Also, student evaluations for group assignments are challenging. It is often impossible to evaluate group members individually. This can result in all group members receiving the same grade regardless of how much they participated and contributed. In addition to artificially high or low marks, it is difficult to determine gaps in student understanding. This proficiency issue is particularly problematic in subjects like math, science, grammar, and writing where learning is cumulative.
It is not that the skills associated with cooperative learning are not important, but that the academic classroom may not be the best place to teach these skills. Instead of compromising basic learning in science, language arts, math, history, and foreign language we should consider using electives for collaborative activities. In addition, we should give students credit for sports, theater, makerspace (cooperative technical and art gatherings), and other group activities that occur after school hours. This approach would provide kids with an opportunity to build both basic educational and soft skills that are critical for success later in life.
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