On a recent weekday morning in Washington D.C., several hundred teenagers hurriedly made their way through their high school’s hallways in a frantic effort to get to class on time.
I know – nothing new there. Except that in this particular school, the hallways had ubiquitous electronic clocks that measured time in bright red numerals down to the second, and these particular students had just three minutes to move from one class to another. “They had five minutes last year,” principal Caroline Hill told me, in between passionate exhortations for her students to keep moving. “And it was a complete waste of time.”
Whenever I want to get a feel for the national mood, I look to Hollywood – and the films it thinks we’ll pay to see. In the post-911 malaise, there was the dystopian world of The Dark Knight. In the era of extended male adolescence, there’s just about anything from Judd Apatow. And now, in the shadow of the Technological Singularity, there are a slew of movies about humankind’s desire to transcend the biological limits of body and brain.
Courtesy of an illuminating new story from NPR. Arts education, anyone?
And if so, are you inspired or disturbed by it? And why?
This weekend’s story in the New York Times about former NFL star Deion Sanders’ struggling charter school lays bare much of what’s wrong with the way Americans think about public education in general, and charter schools in particular.
Imagine if everyone had a chance to discover their unique talent and passion to the same degree that Kelvin Doe did?
There’s a fascinating new study out in which researchers studied the injuries and aptitudes of Vietnam War veterans who suffered penetrating head wounds. Among their findings? That “the ability to establish social relationships and navigate the social world is not secondary to a more general cognitive capacity for intellectual function, but that it may be the other way around. Intelligence may originate from the central role of relationships in human life and therefore may be tied to social and emotional capacities.”
Tanesha Dixon vividly remembers the first summer she spent as a teacher – as part of a service program in Uganda, just before her senior year at Notre Dame.
Tags: Assessment, blended learning, citybridge, competency education, DCPS, Learning, school reform, systems change, technology, washington, wheatley
If you had six months, little to no resources, and a clear mandate to solve a chronic country-wide problem – knowing that, if you failed, you would be asked to leave that country altogether – what would you do?
I ask because this was precisely the challenge Save the Children was faced with, in Vietnam, in the early 1990s. And the way they succeeded has great relevance for those of us who continue to struggle with other intractable problems (like, say, comprehensive school reform).