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Great Australian educators to connect with on #FollowFriday #Education @JTGrant81 @moocargirl @mesterman @Obi_Jon_… https://t.co/5B7R9gAy1F
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This looks interesting. Applications?
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Teachers’ Guide to Global Collaboration
Compiled by iEARN this is a searchable database of online global collaborative projects - take a look today and find something for your students to join.
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Learner Agency: Sharing Control of the Classroom Agenda - DML Central
Howard Rheingold - Learner agency means: students are explicitly addressed as learners (better yet: co-learners); students are allowed to use their own interests and networks to explore issues that matter to them (scaffolded by teachers with the curricular knowledge that will make more sense to students in the contexts of their own interests); formative assessment is privileged, to the degree institutions allow, over normative assessment; reflections are regarded as important as answers; teachers use their own errors and lack of knowledge as learning instruments, modeling error-embracing trial-and-error learning; pursuing questions that matter to learners is valued, even if they diverge from the core subject matter.
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Teaching for Global Competence in a Rapidly Changing World | Asia Society
A new publication from the OECD and the Center for Global Education, entitled Teaching for Global Competence in a Rapidly Changing World, sets forward a new framework for global competence developed by OECD, which aligns closely with the definition developed by the Center for Global Education, and provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.
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Should Educators Focus on Just Citizenship Instead of Digital Citizenship? | Gaggle Speaks
Some good points made in this article.
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The Organization for Economic Cooperation and Development (OECD) has published details of its new Study on Social and Emotional Skills (SSES). While the OECD has been administering international large-scale assessments on ‘cognitive skills’ and ‘competencies’ with both children and adults for many years, the new SSES survey represents a significant shift in focus to ‘non-cognitive’ aspects of learning and skills. While details of the science behind its cognitive skills and competencies tests are relatively well known, it is now becoming clear that the OECD’s social-emotional skills programme will emphasize the psychometric science of ‘personality’ measurement.
Sunday, January 28, 2018
Global Education Highlights (weekly)
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