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Monthly Archives: March 2013

NAREA – North American Reggio Emilia Alliance | NAREA

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The North American Reggio Emilia Alliance (NAREA) is a network of educators, parents, and advocates seeking to elevate both the quality of life and the quality of schools and centers for young children.

We envision a world where all children are honored and respected for their potential, capabilities and humanity.

Our mission is to build a diverse community of advocates and teachers to promote and defend the rights of children, families, and educators of all cultures through a collaboration of colleagues inspired by the ReggioEmilia philosophy.

See on reggioalliance.org

 
 

Association Montessori Internationale

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“Times have changed, and science has made great progress, and so has our work; but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.”
(From the foreword to “The Discovery of the Child”, 1948)

See on montessori-ami.org

 
 

Puget Sound Community School | Turning Passion Into Achievement

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Our product is a safe, loving, nurturing environment in which the curriculum is responsibility and the goal for our graduates is maturity. We surround students with talented people of high character who help them find out what they’re passionate about, and then help them DO something with that passion.

Academics—delivered to students by a teaching staff with degrees from some of the most prestigious universities in the country—are a natural by-product of this environment. It’s a philosophy grounded in the most robust findings in behavioral science over the past 40 years, as well as first-hand observation of how kids learn and grow.

We ask students to dedicate themselves to three simple “core commitments”:Practice Integrity. Engage the Community. Act with Courage.

See on pscs.org

 
 

Tinkering School: Think, Make, Tinker!

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Gever Tulley founded Tinkering School in 2005 in order to learn how children become competent and to explore the notion that kids can build anything, and through building, learn anything. The foundation of Tinkering School is putting power-tools in the hands of 8 year-olds; using real tools and real materials to build big projects. Really big projects.

Starting with a rollercoaster in 2005 (100′ of track and big enough for any of the kids or adults to ride), the kids at Tinkering School have built a 3-story 30′ tall treehouse (with no permanent attachment to the tree), a rope bridge made from plastic shopping bags (strong enough to hold all 8 tinkerers – simultaneously), and any number of vehicles and boats (tested, of course, on the Pacific Ocean waters of Half Moon Bay).

See on www.tinkeringschool.com

 
 

Sudbury Valley School • Home

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At Sudbury Valley School, students from preschool through high school age explore the world freely, at their own pace and in their own unique ways. They learn to think for themselves, and learn to use Information Age tools to unearth the knowledge they need from multiple sources. They develop the ability to make clear logical arguments, and deal with complex ethical issues. Through self-initiated activities, they pick up the basics; as they direct their lives, they take responsibility for outcomes, set priorities, allocate resources, and work with others in a vibrant community.

See on sudval.org

 
 

Big Picture

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Big Picture Learning’s mission is to lead vital changes in education, both in the United States and internationally, by generating and sustaining innovative, personalized schools that work in tandem with the real world of the greater community. We believe that in order to sustain successful schools where authentic and relevant learning takes place, we must continually innovate techniques and test learning tools to make our schools better and more rigorous. Lastly, we believe that in order to create and influence the schools of the future, we must use the lessons learned through our practice and research to give us added leverage to impact changes in public policy.

See on www.bigpicture.org

 
 

Folynick has written thought-provoking ideas concerning whether educators are understanding their demographic. The idea of a ‘digital tattoo’ is also one that I had never heard before. Worth the read.

The Online Teacher

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Photo Credit: giulia.forsythe via Compfightcc

When thinking about balance in a digital world, three questions come to mind: why is balance necessary; how do we demonstrate or measure it; are educators modelling, achieving, and accepting it? These questions, I believe, are vital in determining how successful we will be in navigating the digital world – educationally, socially, and emotionally.

Why is balance necessary?

Digital technology is a growing part of how young people define themselves, but we need to provide them the freedom to enjoy the vast benefits of technology, while ensuring the health and development of the whole being. Balance is necessary, I believe, to be a productive, happy and healthy citizen, particularly today with the array of challenges the digital world presents. As echoed in many #ETMOOC sessions, we need to model how to use technology and how to be a good digital citizen; one that nurtures and gives back to…

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