tag:blogger.com,1999:blog-46990922965011816482024-03-04T21:29:01.318-08:00A Teacher's Life for MeThoughts on learning, leading, and teachingMichael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comBlogger209125tag:blogger.com,1999:blog-4699092296501181648.post-87934505466480716162020-10-27T15:57:00.007-07:002020-10-27T16:00:14.090-07:00Book Launch and Free Book Club! Flip the System US: How Teachers Can Transform Education and Save DemocracyAfter almost two years of planning, deep conversations, Zoom calls with my publisher, convincing some of the most brilliant educators in the United States and beyond to participate, writing, and editing, <a href="https://www.amazon.com/gp/product/0367374560?pf_rd_r=Y28BFQFBP1W2AX77NGZ0&pf_rd_p=edaba0ee-c2fe-4124-9f5d-b31d6b1bfbee" target="_blank">Flip the System US: How Teachers Can Transform Education and Save Democracy</a> finally launches this week. Even before it's official launch it has climbed Amazon's best seller charts to be the #1 New Release and #2 Best Seller in Education Theory and History! <div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsm5qbxZ_8PDB1ASK1mikCv7ZtD4TzRuORWaTmVx7i2in6gO6CC6ICZ40lSWEeY1eyUfWReVyqagdfJ0HdD9vTYl60HBrR07GKYqGYFyRISCGfZNLvCpT9hoGFh4ZpXvXpTSNsE7MAgR9Q/s2048/FTS+Final+Cover.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1365" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsm5qbxZ_8PDB1ASK1mikCv7ZtD4TzRuORWaTmVx7i2in6gO6CC6ICZ40lSWEeY1eyUfWReVyqagdfJ0HdD9vTYl60HBrR07GKYqGYFyRISCGfZNLvCpT9hoGFh4ZpXvXpTSNsE7MAgR9Q/s320/FTS+Final+Cover.png" /></a></div>This book makes the case that the health of our democracy depends on the wellbeing of our teachers. Our education system must be equitable and driven by the collective expertise of teachers if our democratic society is to survive. <br /><br />In the book, a diverse group of award-winning classroom teachers from across the country, as well as some of the world's leading education researchers share their perspectives on some of the most pressing educational issues we face today - inequities exposed by the pandemic, breaking systems of oppression, addressing the teacher pipeline crisis, classroom practices that develop democratic values, and so much more. </div><div><br /></div><div>I am inviting all of you to join me and some of the book's authors at both a book launch event this Saturday and a free book club where we will examine each of the book's 5 sections. </div><div><br /></div><div><a href="https://www.facebook.com/events/744106786176663/" target="_blank">You can register for the book launch event on Saturday from 10AM-Noon EDT by clicking here</a>. In addition to talking about the book with chapter authors, we'll be giving away Flip the System T-shirts, signed books, and other swag. Make sure to click the link above to let us know you'll be joining. </div><div><br /></div><div>The book club is open to the first 30 people who register at <a href="http://bit.ly/ftsus-bookclub">bit.ly/ftsus-bookclub</a>. Meetings will take place over Zoom and will be from 7-8PM EST on Nov. 12 and 19, and Dec. 3, 10, and 17. </div><div><br /></div><div>You can purchase the book and watch bonus content - recorded interviews with most of the chapter authors - at <a href="http://FlipTheSystem.US">FlipTheSystem.US</a>.</div><div><br /></div><div>I hope you will join me on Saturday for the book launch and enjoy reading the incredible narratives and expertise of the authors as much as I did as I edited their chapters. </div><div><div><br /></div><div><br /></div></div>Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-44520888116709879562020-06-02T14:09:00.000-07:002020-06-02T14:09:29.008-07:00We Must Flip Systems to Save America<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">The United States is teetering on a dangerous ledge</span><span style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">, and our democracy is in crisis</span><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">. Civil unrest is never a coincidence. Those who feel included, those who feel understood, those whose needs are being met, those who feel safe, those who feel like they have power don’t take to the streets. The protests that are happening in every major American city are the product of broken systems. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Democracy, at its core, is a form of government in which the people have the power. When this becomes untrue, democracy fails. In American systems - political, economic, healthcare, education, law enforcement, and others - power has been consolidated by a select few. Those select few don’t tend to look like </span><a href="https://en.wikipedia.org/wiki/Killing_of_George_Floyd" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">George Floyd</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Or </span><a href="https://en.wikipedia.org/wiki/Shooting_of_Breonna_Taylor" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Breonna Taylor</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Or </span><a href="https://en.wikipedia.org/wiki/Shooting_of_Ahmaud_Arbery" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Ahmaud Arbery</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Or </span><a href="https://link.springer.com/article/10.1007/s10691-020-09426-2" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Loreal Tsingine</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Or so many others who have had their lives needlessly taken.</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Those with the ability to do so have leveraged their wealth and political power to construct in their image the systems that are supposed to serve and be controlled by the people. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">To save American democracy, we must flip our systems and give agency equitably to all. Decisions must be driven by the life experiences, expertise, and intimate knowledge of the communities that are most impacted by those decisions. Top-down hierarchies that systemize marginalization and consolidate power must be shattered, redesigned, and rebuilt. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Solutions developed without complete understanding of their implications at the point of execution lead to unintended negative consequences at best, and intended negative consequences at worst. Not all who suffer from the erosion of democracy in our systems are BIPOC (Black, Indigenous, and People of Color), but we cannot begin to fix what is broken without acknowledging that race impacts opportunity in the United States. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzPPYzAyW47l4fN7MK8gsS9zqpDdRaWBSB4wuAsKkHpLfnODy7sO7iVMg9FzaV_RXbV75ZNYDmGpUmZQfgKydXMRRYjyoRzOT0sB3A-1latouKn_GUDXbFQc0xsq_xbrdw-pp30f0NioRJ/s1600/Final+Cover+-+FtSUS.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1067" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzPPYzAyW47l4fN7MK8gsS9zqpDdRaWBSB4wuAsKkHpLfnODy7sO7iVMg9FzaV_RXbV75ZNYDmGpUmZQfgKydXMRRYjyoRzOT0sB3A-1latouKn_GUDXbFQc0xsq_xbrdw-pp30f0NioRJ/s320/Final+Cover+-+FtSUS.png" width="213" /></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As a teacher, I know that education is part of the solution. That’s why I spent the last year bringing together the diverse voices of some of the United States’ most accomplished teachers, students, and educational researchers to share an optimistic vision of how we can create a flipped American education system in </span><a href="https://www.routledge.com/Flip-the-System-US-How-Teachers-Can-Transform-Education-and-Save-Democracy/Soskil/p/book/9780367374563" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Flip the System US: How Teachers Can Transform Education and Save Democracy</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Public education is the foundation of democratic society, and the United States can’t be healthy unless our public schools are. But our survival as a democracy depends on flipping all of our systems - not just education.</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">When 3 Americans (not 3%) </span><a href="https://www.forbes.com/sites/noahkirsch/2017/11/09/the-3-richest-americans-hold-more-wealth-than-bottom-50-of-country-study-finds/#7085cb7a3cf8" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">own more wealth than the bottom 50%</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> of the rest of us, and the </span><a href="https://www.washingtonpost.com/business/2020/04/06/stocks-markets-today-economy-coronavirus/" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">stock market surges</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> as 40 Million Americans file for unemployment during the COVID-19 pandemic, it is obvious that our economic system is not democratic. The American people are being exploited for the benefit of the self-anointed aristocracy. How many Americans will be affected by the economic disaster that is unfolding? How few will benefit from a rallying stock market? How few of those who benefit will be BIPOC, who have been systematically prevented from building generational wealth through racist </span><a href="https://en.wikipedia.org/wiki/Redlining" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">housing</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="https://www.nytimes.com/2019/05/02/learning/lesson-plans/still-separate-still-unequal-teaching-about-school-segregation-and-educational-inequality.html" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">education</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> policies? </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">COVID-19 has exposed the great inequities in our healthcare systems. </span><a href="https://www.kff.org/coronavirus-policy-watch/growing-data-underscore-communities-color-harder-hit-covid-19/" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Black, Hispanic, and Native Americans have been disproportionately affected</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Those in the lowest paying jobs have both had </span><a href="https://www.sciencedaily.com/releases/2020/04/200430191258.htm" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">less opportunity to transition to much safer remote working</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> and </span><a href="https://www.nytimes.com/2020/05/14/business/economy/coronavirus-jobless-unemployment.html" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">have been most likely to lose their jobs</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> that provided health insurance. Of course, not all of those in poverty are BIPOC, but the systemic economic issues mentioned above have ensured that they are disproportionately represented. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">It’s often mentioned that the path to meaningful change is through voting. And, in a healthy democracy it would be. But, the consolidation of power in our political systems have ensured that each American’s vote is </span><a href="https://www.washingtonpost.com/" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">neither equally weighted</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">, nor </span><a href="https://www.npr.org/2018/10/23/659784277/republican-voter-suppression-efforts-are-targeting-minorities-journalist-says" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">equally able to be cast</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Voter suppression efforts that close polling places in targeted areas, gerrymandering, the egregious influence of money in our political system, and corruption - which has been legalized in many cases to protect the powerful - have all been used to marginalize communities of color and the working class. Everyone who is able must use their vote to demand meaningful change, but we cannot be blind to the fact that flipping of political systems must happen at the same time. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">I have intentionally left our law enforcement systems for last. BIPOC </span><a href="https://www.aljazeera.com/indepth/interactive/2020/05/mapping-police-killings-black-americans-200531105741757.html" style="text-decoration-line: none;"><span style="color: #1155cc; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">deaths at the hands of police</span></a><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> are not isolated events. They are part of interlocking systems of marginalization that lead to power imbalances for entire communities. These deaths are an inevitable outcome when certain members of a society have the systematic agency to wield power over others. Not all police officers are bigoted, but all operate within systems that codify racism - systems that we, as Americans have allowed to perpetuate and erode our democracy. Each of us must own our complicity and commit to action both to repair the damage that has been inflicted and to ensure it stops. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Democracy is not granted. It is earned. There is no cosmic law that bestows democracy on the American people. If we want to keep it, we must go about doing the work of earning it. And, that work will be hard. All important work is. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Those who are peacefully protesting right now are doing that work. They need our support. This civic outcry cannot end without positive change, and that change must extend to all of our societal systems.</span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">I will not presume to have solutions to the issues we have with policing in the US. As a straight, white, male, I am about as privileged as one can get. When I’m pulled over I don’t worry about much more than whether I will get a ticket. I can go for a walk in an affluent neighborhood and not be viewed with suspicion. My children have never feared for their lives or those of their family members. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What I do know is that solutions must be developed, implemented, overseen, and constantly evaluated by the communities that have been most traumatized. That requires those in power and those who look like me to listen, empathize, and be willing to cede some of the power we have in order for others to lead. It’s the only way to stop the cycle we are in.
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">If we restore true democratic control of our systems to all the people, rather than a select few, we can prevent American Democracy from being described in future history books as a 250 year failed experiment. Past history has shown us that collective power of the populace can be more powerful than the corrupt few - if the people can come together and demand change. I believe that we can. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">But, the time must be now. Justice cannot wait. Incremental change is prolonged trauma. </span></div>
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<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">We must unify and act, because the drop from that ledge on which we stand is a death sentence for both our democracy and far too many of our fellow citizens. </span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></div>
<br />Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-89671061791793832592019-11-22T04:12:00.001-08:002019-11-22T04:12:47.534-08:00Design Thinking and Global Competencies<span id="docs-internal-guid-fb24e531-7fff-a86e-aafd-1fc57bfb0615"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Many of us are aware that the future will be <a href="http://teaching4ir.com/">shaped by the interaction of humans with technology</a>. Outside education, we see the impact of artificial intelligence, biotechnology advances, social-media platforms, and a wide variety of other technological advances on almost every aspect of our daily lives.</span></span><div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Preparing our students for the complex world they will face after they graduate from our schools will require our schools and teaching practices adapt to these realities. Knowledge and content are important, just as they always have been. How our students are able to apply that information to solve the complex environmental, social, political, and ethical challenges on the horizon is critical.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2eIYln0-riUvk5-E_9S7Kvvg926GUqU1sFcZix0G_hl-U64xKXsrljFp6HgggKbZdYqbwZ6WOBjIvWO_7RF8Qg6lXK_i4ycKWg2Eymck-hI-rzPMonFDx5WZWxdyMJJMUMICHAZw8AAhx/s1600/IMG_8931.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="800" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2eIYln0-riUvk5-E_9S7Kvvg926GUqU1sFcZix0G_hl-U64xKXsrljFp6HgggKbZdYqbwZ6WOBjIvWO_7RF8Qg6lXK_i4ycKWg2Eymck-hI-rzPMonFDx5WZWxdyMJJMUMICHAZw8AAhx/s320/IMG_8931.JPG" width="320" /></a><span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">For the past few months I have been fortunate to work with school directors, policy makers, and teachers in Kenya, Greece, Spain, and across the United States on ways that we can help students develop the academic, social-emotional, and critical thinking competencies they will need to be successful in their future. One of the best ways I have found to do that is to allow student to apply the design process to problems they identify through classroom connection and global learning experiences. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">At the end of October I had the opportunity to keynote the <a href="https://sites.google.com/view/2019alaskacrosscontent/">Alaska Cross Content Conference (AKCCC)</a> and spend two breakout sessions to do a deep dive into the role of teachers in preparing students in this way. * </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">My opening keynote focused on "Why Teachers Are More Important than Ever." As technology becomes increasingly ubiquitous in our lives, characteristics that are uniquely human such as empathy, compassion, and love will become more important. Teachers, who exemplify these traits, are also in a prime position to develop them in our students. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">The breakout sessions gave teachers practical tools and techniques they could use to help students develop all of the skills vital to their future success. The first, "Connected Classrooms and the New World of Learning" allowed practice with powerful tools that provide global learning experiences to students. Cultural understanding will become increasingly important as technology brings our global society closer. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">A game of <a href="https://education.microsoft.com/skype-in-the-classroom/mystery-skype">Mystery Skype</a> was a highlight of the session. To show how easy it was to connect with others, we used Skype to connect with former Top-50 finalist for the Global Teacher Prize, <a href="https://www.globalteacherprize.org/person?id=2903">Elisa Guerra</a>, and her daughter Annie. Participants in my session did not know where Elisa and Annie were located, and they didn't know where we were. Each group took turns asking yes/no questions in order to try and guess the others' location first. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">Next I shared how easy it was to find teachers across the globe willing to connect their classes to play games like Mystery Skype, as well as Skype Lessons and Virtual Field Trips available on the <a href="https://education.microsoft.com/skype-in-the-classroom/overview">Skype in the Classroom</a> website. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">The second breakout focused on how we can combine design thinking with these global experiences to empower our students to take action for social good. After exploring </span></span><a href="http://teachsdgs.org/" style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;">TeachSDGs</a><span style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;"> and</span><span style="font-family: Arial; font-size: 14.6667px; white-space: pre-wrap;"> how the United Nations Sustainable Development Goals can be used as a lens through which global problem solving could be viewed, we spent time on an activity to practice using the design process to solve a problem in a rural community in Kenya. </span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">I've always found that teachers are best able to implement new strategies and tools when they are given time to experience them firsthand. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">The world is getting more complex and technological, and our students will need to develop cultural competencies and problem solving strategies in order to be successful in their future. Combining the design process with the Sustainable Development Goals, and providing teachers the training to bring new tools and pedagogical models to students is vital. </span></span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">If the educators at AKCCC and the other locations around the globe with whom I've been working are any indication, our future is bright. The enthusiasm and dedication I saw in these teachers and administrators showed me that our students are in good hands. If we provide our educators with the support they need to be successful in meeting the demands on the horizon, our students will shape the planet they will inherit from us in profound, positive ways. </span></span></div>
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*Disclosure: While Microsoft Education paid my travel expenses to attend and speak at this conference, the views expressed there and on this blog are based on my experience. </i></span></span></div>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-70739509693236719752019-01-14T05:02:00.002-08:002019-01-14T05:03:28.435-08:00Building Relationships and Empathy with EdTech<span style="background-color: white; color: #262626; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 16px;"><i>This post was originally posted on the <a href="https://www.bigdealbook.com/blog/?show=building_relationships_and_empathy_with_edtech">Teaching4Tomorrow Blog</a>. </i><br /><br />One of the most powerful moments in my 22 years of teaching occurred on the last day of the school year. </span><br />
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During the first week of school, my students in rural Pennsylvania played a game via Skype with a group of students in a rural Kenyan village. During that call, they learned of a bridge in the village so dangerous that many children were not able to go to school because of it. Over the course of the school year, the children in Kenya taught my students how to garden. In exchange, my students designed and fundraised to replace that bridge. </div>
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On the last day of school, I was able to share with my 5th grade students the picture I received of the completed bridge. Every one of the children in his village could now safely receive an education, and every one of my students learned how powerful they could be when they use learning to make the world a better place. Their unlikely friendship with children 7,500 miles away helped change not only how they felt about others who looked different than them, but also how they felt about themselves. Through global connection in our classrooms, we can teach our children how to be compassionate and empathetic. </div>
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The key lies in helping students find a shared humanity with classmates and with others around the globe. We set the foundation for a peaceful future when we help students see each other as humans first, rather than through the lenses of limited identities that include race, ethnicity, religion, nationality, and politics. </div>
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Most teachers want to foster empathy and a sense of shared humanity in their classrooms, but don’t know where to start. Luckily, we live in a time when free technologies exist that help us do this. Best of all, they are easy to use in the classroom.</div>
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<a href="http://bit.ly/EMPATICO"><span style="color: #25a8e0;">Empatico</span> is a free tool for connecting elementary classrooms</a> around the world.* It takes less than five minutes to register and get started. After choosing one of nine activities that connect to most school curricula, you enter the dates and times that your class is available to connect. The website automatically connects your class with another more than 300 miles away that is available at the same time and looking to do the same activity. My students are currently building relationships with friends 1,000 miles away in Georgia as they work on a joint science project.</div>
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When children walk into my classroom and see the webcam and projector set up for a virtual call, they have trouble containing their excitement.</div>
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For middle school and high school teachers, as well as elementary teachers looking for multiple connections, the combination of the <a data-bourbon_t="Y" data-bourbon_t_code="" href="https://education.microsoft.com/skype-in-the-classroom/overview" style="color: #25a8e0; text-decoration-line: none;" target="_blank">Skype in the Classroom website</a> and the <a data-bourbon_t="Y" data-bourbon_t_code="" href="https://www.skype.com/en/" style="color: #25a8e0; text-decoration-line: none;" target="_blank">Skype videoconferencing software</a> can create amazing opportunities for students. On the website, you can find thousands of teachers from around the world willing to connect with your students. </div>
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My classes love playing games like <a data-bourbon_t="Y" data-bourbon_t_code="" href="https://education.microsoft.com/skype-in-the-classroom/mystery-skype" style="color: #25a8e0; text-decoration-line: none;" target="_blank">Mystery Skype</a>, which is related to the game 20 questions, with new friends that they are meeting via Skype for the first time. When playing these games, you don’t have to worry about language barriers. If you are using the latest version of Skype on a PC computer, the program has a built-in translator that will allow your students to communicate, even if they speak different languages. </div>
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I have seen many times how these classroom connections can lead to cross-cultural relationships and students finding a shared humanity. In the past few years, my students have broken through the isolation of our rural area to travel to 95 different countries, the International Space Station, and to Antarctica. </div>
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I often get asked how this type of learning fits into the curriculum. We need to shift from the curriculum being the basis of our planning. Start by designing incredible experiences. Create the kind of learning environment that makes kids want to beat down the door of your classroom to be a part of it. </div>
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Then find ways to attach the curriculum you teach to the experience. If we model the same creativity and critical thinking that we are demanding of our students, this should not be hard. </div>
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Once we connect the curriculum to unforgettable experiences, students will retain the lessons we are trying to teach them forever. Start small by giving students opportunities to connect and learn with tools like Empatico. Then move into lessons like Mystery Skype that take a little more planning. When you get comfortable with those lessons, start looking for <a data-bourbon_t="Y" data-bourbon_t_code="" href="https://education.microsoft.com/skype-in-the-classroom/virtual-field-trips" style="color: #25a8e0; text-decoration-line: none;" target="_blank">virtual field trips</a> and other global experiences where your students can learn from scientists, authors, museums, and national parks. </div>
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Before you know it, your students will be world travelers and they won’t have left your classroom. More importantly, they’ll be learning with others who live in different locations, have different backgrounds, and a different view of the world. They’ll be developing the skills to be empathetic and compassionate lifelong learners, and they’ll be gaining practice with the tools they’ll need to make the world a better place.</div>
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<i style="font-size: 13px;">Michael Soskil is a speaker, teacher, author, and host of the <a href="http://ed4betterworld.com/">Education for a Better World Podcast</a>. He is the 2017–18 Pennsylvania Teacher of the Year and was named one of the top 10 teachers in the world by the Global Teacher Prize in 2016. The book he co-authored, Teaching in the Fourth Industrial Revolution, has been called “an authoritative guide to teaching practice over the next three decades” and has been endorsed by world leaders in government, education, and business. To learn more about Michael’s work or to inquire about him speaking at your next teacher workshop or event, please visit his website at MichaelSoskil.com.</i></div>
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*Disclosure: I have received compensation for consulting work with Empatico, which is an initiative of the nonprofit KIND Foundation, but the views in this post are my own based on experience. </div>
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Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-52561044889781763792018-11-03T05:20:00.001-07:002018-11-04T09:39:14.206-08:00Stop Pretending and Make School RelevantAnyone who has been in a teacher training session in the last two decades has heard that we need to make school relevant. Usually these words of wisdom are accompanied by a statement about the need to tell kids how our content connects to the 'real world' so that children know why they are being coerced to learn the content we are putting in front of them.<br />
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Nonsense.<br />
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Telling a 4th grader that in a decade they will need to use multiplication someday when they are buying apples in the grocery store, trying to convince a middle school student that finding the main idea of a non-fiction passage will be vital in their future career, or asking a high-school sophomore to know the function of a mitochondria because someday they might be a doctor are all great ways to get children to drool on their desks out of boredom rather than actually engaging in learning.<br />
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If you have spent time around any children of school age, you know that this will not convince them that the content they are learning is relevant. The frontal lobe of our brain, which allows us to understand the consequences of our actions, is not fully developed until our mid-twenties.<br />
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In schools, we need something more effective than, "Trust me. I'm an adult."<br />
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If we want school to be relevant to what's going on outside our school walls, we actually need students to get involved in using learning to solve problems outside our school walls.<br />
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If we want school to be relevant, make it relevant. Don't pretend it's relevant and try and sell that to kids.<br />
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<tr><td class="tr-caption" style="text-align: center;">Students working on building aquaponics units out of recycled<br />
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The content we teach has real applications to make the world a better place. It's our job as teachers to help children see the connections.<br />
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Problem-based learning, when combined with a focus on improving students' local and global communities, creates a dynamic environment in which students don't have to wonder why they are learning. They know they need to learn in order to make their world a better place.<br />
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Using learning to make the world a better place is exactly what education should be about. Many of our school mission statements include language about creating contributing members of society and good citizens.<br />
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Early in my career, I remember helping 5th graders understand fractions by planning and cooking a Thanksgiving dinner for a family in need. More recently my 4th and 5th grade students have designed and facilitated a global video learning exchange that helped children with limited resources learn with math manipulatives. They collaborated on a global garden project where students exchanged techniques they learned to grow food. When they met children in a rural Kenyan village that couldn't go to school because the community bridge was dangerous, my students used the learning in their science class to design a new bridge that was built with funds they raised. Last year, after hearing about the drought and famine affecting children in Malawi, my 5th grade students designed aquaponics units out of recycled materials that grew food with 90% less water than traditional farming.<br />
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<tr><td class="tr-caption" style="text-align: center;">Book written and published by Beth Heidemann's students</td></tr>
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My students don't ask me why they are learning. The relevance is obvious.<br />
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If you teach younger students, know that children are never too young to change the world.<br />
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When <a href="http://twitter.com/beth_heidemann">Beth Heidemann</a>'s kindergarten students in Maine learned that the friends they met in the Kibera Slum of Nairobi faced food insecurity issues that mirrored some of the issues in their rural town, they wrote a fairy tale. It was set in Kenya and described children overcoming problems due to lack of food. They published the book and used the proceeds to send funds to both their local food pantry and their friends in Kibera.<br />
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It is vital that this relevance extends to all subject areas, including the arts. The arts allow children to learn to perceive beauty in the world. More importantly, though, the arts allow us to emotionally connect with each other. They allow us to develop empathy and find our shared humanity.<br />
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<a href="http://twitter.com/patoy2015">Mairi Cooper</a>'s orchestra students have used the design process to innovate new ways to use music as a tool for social good. Using "pop-up concerts," they have found ways to bring the beauty of orchestra music to people in locations that otherwise would not have access, including homeless shelters and children's hospitals.<br />
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Students in any subject area or grade level can find true relevance in their learning if we give them the autonomy, resources, and support.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpaAeyd6-wPsetPi5oBbwx4VWQ1lIOsURmJC18v17sAF5RB94TaJ_92NdZTYCk0nfHJAr4XBa7Nr7Vr0v02Ejv0a9M9C2LFkg4_lcVATHJGNEwkyuZU23GYzygRQV9zp7Ryt6X9GAnM39Y/s1600/DQqL4mvX0AAXvRm.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="900" data-original-width="1200" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpaAeyd6-wPsetPi5oBbwx4VWQ1lIOsURmJC18v17sAF5RB94TaJ_92NdZTYCk0nfHJAr4XBa7Nr7Vr0v02Ejv0a9M9C2LFkg4_lcVATHJGNEwkyuZU23GYzygRQV9zp7Ryt6X9GAnM39Y/s320/DQqL4mvX0AAXvRm.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mairi Cooper's students performing at a center for the blind.<br />
Picture credit: Twitter.com/patoy2015</td></tr>
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We must understand that true relevance comes when the purpose of school is detached from the tests, quizzes, grades, and rankings that we have used for decades.<br />
<br />
If we hold dear to our traditions and tell children that school is relevant, while at the same time our actions show them that what we really care about are arbitrary numbers written at the top of Friday's test, state assessment scores, or class rankings, our students will see right through us.<br />
<br />
While mindset shifts can be scary and take time to fully develop, here are some ways to get started:<br />
<br />
<ol>
<li>Understand that the learning in your classroom belongs to the learners and not to the teacher. Make small changes to move from a coercive environment to a learning environment where inspiration is used to motivate. Give your students as much autonomy and choice over classroom rules, curriculum, and application of learning as you can.</li>
<li>Start with local issues. Help students begin thinking about ways their learning can be used to make their community better. Over time, help them understand that they are also part of a global community. </li>
<li>Use the <a href="https://sustainabledevelopment.un.org/?menu=1300">United Nations Sustainable Development Goals (SDGs)</a> as the basis for connecting required content to initiatives to make the world a better place. <a href="http://teachsdgs.org/">TeachSDGs.org</a> is a great tool for helping students see the context for the content they learn. </li>
<li>You can't change the world if you don't know much about it. <a href="http://teacherslifeforme.blogspot.com/2018/10/finding-our-shared-humanity.html">Use free videoconferencing tools to allow your students to learn with other students in distant locations</a>. </li>
<li>To learn more about how to shift toward a Project/Problem Based Learning environment, start with <a href="https://gingerlewman.com/">Ginger Lewman</a>'s book "<a href="https://www.amazon.com/dp/B01JBH7PAK/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1">Lessons for LifePractice Learning</a>." </li>
</ol>
<i>Michael Soskil is a dynamic speaker, professional learning facilitator, author, & one of the most highly recognized teachers in the world. The book he co-authored, <a href="http://teaching4ir.com/">Teaching in the Fourth Industrial Revolution</a>, has been called "an authoritative guide to teaching practice over the next three decades" and has been endorsed by world leaders in government, education, & business. To learn more about Michael's work or to book him as a speaker for your next teacher workshop or event, please visit his website at <a href="http://michaelsoskil.com/">MichaelSoskil.com</a>. </i>Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-88775218557845198882018-10-28T03:54:00.003-07:002018-10-28T12:41:50.084-07:00When Hate Becomes MainstreamIn the span of three days, the United States has seen a racially driven murder of two African-Americans in Kentucky, an assassination attempt of more than a dozen Democratic political figures, and the what may be the deadliest attack on Jews in American history here in my home state of Pennsylvania.<br />
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Like many Americans I am faced with the feelings of sadness, anger, helplessness, and determination that often come after acts of mass violence that have become all too commonplace in our country. </div>
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Yet, in watching news coverage of these events, I am struck by something else as well.</div>
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We live in a society where hate has become normalized.</div>
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<tr><td class="tr-caption" style="text-align: center;">Photo Credit: Flickr/USMarshals</td></tr>
</tbody></table>
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I've watched interviews with people who knew the Pittsburgh shooter and the person who allegedly attempted to kill political figures by sending them bombs in the mail. </div>
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<br /></div>
<div>
The former boss of the bomber said that she was shocked that he would do something like this because he was a model employee and seemed so normal. This was just before she described how he routinely expressed white supremacist views, told her that she was going to burn in Hell for being a lesbian, and that he was very upfront about his hatred for non-white people.</div>
<div>
<br /></div>
<div>
A neighbor of the Pittsburgh shooter said they couldn't believe that he did this because he was such a "normal guy." Yet, his radicalized anti-semitic rants online and hatred of Jews were known before he walked into a synagogue and opened fire. </div>
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<br /></div>
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In America today, when our neighbors and co-workers spew hate, it is viewed as normal. These people didn't think it was abnormal that those they knew were filled with prejudice and hate. </div>
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<br /></div>
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Our public discourse has become so heated and divisive that prejudice and intolerance of groups of people are expected. </div>
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<br /></div>
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Anyone who teaches or spends time around children knows that environment matters. We tell our children to choose their friends wisely and to stay away from those who will encourage them to make poor choices. Those we surround ourselves with influence how we think and how we act. </div>
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<br /></div>
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We have allowed an environment where being filled with hate does not make you an outlier in our society. This impacts all of us who are in this environment.</div>
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<br /></div>
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When people practice stereotyping, discrimination, intolerance, or hatred of ANY group, they spread the hate that is consuming our country. </div>
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<br /></div>
<div>
When people post on social media or engage in rhetoric that stereotypes or generalizes Jews, Mexicans, Muslims, immigrants, refugees, "Liberals", Republicans, "the left-wing media", or any other group they contribute to the climate that has made current events possible.</div>
<div>
<br /></div>
<div>
Stereotyping is a form of prejudice. Prejudice leads to intolerance and hate. </div>
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<br /></div>
<div>
Each of us must examine our behavior and the way we refer to other groups. Regardless of what "side" each of us is on due to our political beliefs, we must commit to refraining from the intellectual laziness that leads to attacking groups of people rather than calling out individuals for their transgressions. It's much easier to share a hateful meme than it is to craft a nuanced post about a policy or figure with which/whom you disagree. </div>
<div>
<br /></div>
<div>
Too often I see individual examples used as the basis for generalizing about entire groups in order to score political points. Every time we do this we move further down the road of normalizing stereotypes and prejudice. We move further down the path of normalizing hate in our society. </div>
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<br /></div>
<div>
We also must look to our public officials and demand of them civility. Culture is determined by leadership. The current culture of mainstream hatred has been created by the public discourse led by our elected officials. </div>
<div>
<br /></div>
<div>
Regardless of political party, anyone who engages in stereotyping, intolerance, or outright hatred of large groups of people for political gain must be voted out of office. Whether these stereotypes are based on religion, race, political affiliation, sexual orientation, ethnicity, country of origin, or any other attribute should not matter. The very act of othering for political gain should be a disqualifying offense in our political system.</div>
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<br /></div>
<div>
So many of the darkest moments in our history as a human race began with othering, stereotyping, and prejudice that grew into heinous action. The Holocaust, the Rwandan genocide, the Holodomor, the Armenian genocide of the early 20th Century, and on, and on, and on. </div>
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<br /></div>
<div>
Those who live in democratic societies are blessed or cursed with the governments they deserve. </div>
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<br /></div>
<div>
Each of us has a choice to make. <br />
<br />
Do we want a culture in which hate is normal and mainstream? Or do we want a culture of civility and inclusion? </div>
<div>
<br /></div>
<div>
I pray that we choose the latter.<br />
<br />
<i>Michael Soskil is a dynamic speaker, professional learning facilitator, author, & one of the most highly recognized teachers in the world. The book he co-authored, <a href="http://teaching4ir.com/">Teaching in the Fourth Industrial Revolution</a>, has been called "an authoritative guide to teaching practice over the next three decades" and has been endorsed by world leaders in government, education, & business. To learn more about Michael's work or to book him as a speaker for your next teacher workshop or event, please visit his website at <a href="http://michaelsoskil.com/">MichaelSoskil.com</a>. </i></div>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-88595481165903749582018-10-04T11:48:00.002-07:002018-10-28T14:35:32.444-07:00Finding Our Shared HumanityWe are living through a time of unprecedented change. Change is inevitable, but the pace in which our society is changing the way we live, work, communicate, consume information, and relate to each other is moving faster than at any time in human history.<br />
<br />
This is being driven by technological advancement. Social media, artificial intelligence, biotechnology, mobile devices, and all of the other advances of the <a href="http://teaching4ir.com/">Fourth Industrial Revolution</a> are forcing our environment to change faster than we can often adapt.<br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix6pCLBcm5juTCslFQDPr_PVdDGdnYm9C_0dAHUIFlLkKDyrDMCtD8fipY-GrVAfaqWz8_cmgHMwlFFlpU9AFqY8nH0jmFMjPOZl7iYHVQLfs7PQCh8hZgrzWSZdZ2uKys4054G299_2tA/s1600/IMG_0885.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="697" data-original-width="1044" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix6pCLBcm5juTCslFQDPr_PVdDGdnYm9C_0dAHUIFlLkKDyrDMCtD8fipY-GrVAfaqWz8_cmgHMwlFFlpU9AFqY8nH0jmFMjPOZl7iYHVQLfs7PQCh8hZgrzWSZdZ2uKys4054G299_2tA/s320/IMG_0885.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Global Teacher Prize finalists from around the world put their differences<br />
aside at the Global Education and Skills Forum to discuss how <br />
to ensure every student around the globe has access to a quality education</td></tr>
</tbody></table>
<br />
One of the effects of this rapid transformation has been the polarization of viewpoints. Here in the United States like many other places in the world, our political discourse has never been more divisive. Relationships are breaking and family members are disconnecting with each other because of ideological beliefs.<br />
<br />
Throughout history, we have seen that people who are afraid or unsure about the future find solace and emotional protection in their limited tribal identities. We've also seen that such tribalism leads to conflict.<br />
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We must fight to find a shared humanity rather than retreating to the divisiveness of identifying with our political parties, religions, races, or even nationalities. We can be all of those things - Democrats, Republicans, Christians, Muslims, Jews, of African descent, of Caucasian descent, of Oriental descent, mixed-race, indigenous, Americans, Iraqis, Russians, etc. - as long as we see ourselves and each other as human first.<br />
<br />
Conflict is caused when we put our limited identities before our shared humanity.<br />
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Education must be a tool for bridging the gap between differences rather than driving a wedge. Students must be given the opportunity to learn and build relationships with others who are different than they are. Free video conferencing tools make this easier than ever before.<br />
<br />
<a href="http://bit.ly/EMPATICO">Empatico is a free tool that was developed for the purpose of making it easy for 7-11 year olds find their shared humanity and to build empathy</a>. It takes 3 minutes to sign up. Then, your students can learn with another class and travel the world. It's the easiest way I've found to get started.<br />
<br />
Other tools like <a href="http://education.microsoft.com/">Skype in the Classroom</a> provide additional opportunities for connection and virtual field trips. No longer are the experiences in school limited to the walls of the classroom.<br />
<br />
Global connection alone will not change minds. We must also closely examine our curricula to ensure that shared humanity is being promoted above tribal identities. When children learn that their country is "better" than others, they learn prejudice and othering. Patriotism and love of country are important, but not at the expense of humanity.<br />
<br />
If one's nationality makes them better, why wouldn't other traits like race, ethnicity, and sexual orientation make some people better than others as well? It is a slippery slope that we must stop going down. All people have worth, and it is our obligation as educators and adult members of the human race to ensure our children understand this.<br />
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We must teach children that they are part of a collective humanity first. We must help them to see value in all people and appreciate differences as learning opportunities rather than reasons for fear and division.<br />
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Only when we do this will we be able to truly say that education is the key to a more peaceful and prosperous society.<br />
<i><br /></i>
<i>Michael Soskil is a dynamic speaker, professional learning facilitator, author, & one of the most highly recognized teachers in the world. The book he co-authored, <a href="http://teaching4ir.com/">Teaching in the Fourth Industrial Revolution</a>, has been called "an authoritative guide to teaching practice over the next three decades" and has been endorsed by world leaders in government, education, & business. To learn more about Michael's work or to book him as a speaker for your next teacher workshop or event, please visit his website at <a href="http://michaelsoskil.com/">MichaelSoskil.com</a>. </i><div>
<i><br /></i></div>
<div>
<i>Disclosure - In addition to using Empatico in my own classroom, I have done paid consulting work for them. </i></div>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-16497984563600671412018-10-01T14:05:00.002-07:002018-10-28T16:10:18.267-07:00Should We Pay Teachers More?<div>
Recently, <a href="http://time.com/longform/teaching-in-america/">Time Magazine ran a cover story</a> that illustrated the financial struggles that American teachers face. Some of the quotes from that story have gone viral on social media. </div>
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"I have a masters degree, 16 years experience, work two extra jobs, and donate plasma to pay the bills."</blockquote>
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"I have 20 years experience, but I can't afford to fix my car, see a doctor for headaches, or save for my child's future."</blockquote>
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<blockquote class="tr_bq">
"My child and I share a bed in a small apartment, I spend $1000 on supplies, and I've been laid off three times due to budget cuts."</blockquote>
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Perhaps in reaction to that story, I was recently asked the question, "<i>If we make teaching a more financially attractive career will it improve education?</i>"</div>
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The simple answer is, "Yes."<br />
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But, when we hear this question, I don't think it's really asking what we think it's asking. <br />
<br />
Of course, making teaching more attractive will lead to more qualified people choosing to teach. It will lead to greater respect for the profession. If teachers don't have to take on second and third jobs to pay off their student loans, they'll be able to focus more energy on their students. <br />
<br />
I believe the real, unspoken question that is being asked is, "Is it worth investing in our teachers?"<br />
<br />
Those who ask this question really want to know, "Is it worth taking money away from all the other places we spend it in order to pay teachers more?"<br />
<br />
The only way to answer those questions is to examine what the trade-offs would be. <br />
<br />
In the United States, the amount of money spent by states on standardized testing each year <a href="https://www.edweek.org/ew/articles/2012/11/29/13testcosts.h32.html">has been estimated to be $1.7 Billion</a>. It is also estimated that American parents spend about <a href="https://www.huffingtonpost.com/rainesford-alexandra/the-business-of-standardi_b_9785988.html">$13.1 Billion on test prep, tutoring, and test fees each year</a>. <br />
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Standardized tests are a great way for companies to make profits off education. They are also wonderful for generating data that can be analyzed in order to figure out how to make even more profit off education. <br />
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They are not much use for those of us who are trying to help children actually learn. <br />
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The United States has about 3.8 million teachers. <br />
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Reallocating money being spent on standardized testing toward teacher salaries would lead to an average increase of about $3900 per year, approximately a 7% raise.<br />
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US schools also spend about $7 Billion each year on textbooks, many of which are out of date before they are even published due to the exponential growth of human knowledge. <br />
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In addition to their lack of relevance, textbooks often come with scripted lesson plans and standard assessments which prevent both teachers and students from being successful. The importance of creative thinking, collaboration, and personalized learning in our future society are well documented. These textbook programs often create environments void of those skills. A teacher reading from a teachers' manual is not modeling the creativity we need in students and has no need to collaborate in designing better lessons. Standard assessments prevent us from ensuring every student is getting his/her needs met. In fact, many schools tell teachers to stick to the textbook programs "with fidelity" in order to make the data from standardized tests just a little less meaningless. <br />
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This is not to say that schools should not purchase books. They should. Books will always be an important aspect of education. <br />
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Expensive textbook programs that undermine teacher autonomy are not. <br />
<br />
When schools are spending billions on textbooks that prevent teachers from growing and students from learning, while at the same time teachers are forced to work second and third jobs in order to pay their bills, we have a problem.<br />
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We could look at how schools purchase technology that is not used effectively, spend millions of dollars on athletic fields, and dozens of other ways that we spend money in education on things that are not nearly as important to our student's future success as their teachers. <br />
<br />
Our priorities are clearly askew.<br />
<br />
If a society values having an educated populace, a strong democracy, a thriving economy, and healthy citizens, it must put adequate resources into it's public education system. <br />
<br />
And, if that society wants that system to be successful, it needs to demand those resources are being used to recruit, retain, train, and support the most important in-school factor in determining the success of our children: their teachers. <br />
<br />
<i>Michael Soskil is a dynamic speaker, professional learning facilitator, author, & one of the most highly recognized teachers in the world. The book he co-authored, <a href="http://teaching4ir.com/">Teaching in the Fourth Industrial Revolution</a>, has been called "an authoritative guide to teaching practice over the next three decades" and has been endorsed by world leaders in government, education, & business. To learn more about Michael's work or to book him as a speaker for your next teacher workshop or event, please visit his website at <a href="http://michaelsoskil.com/">MichaelSoskil.com</a>.</i>Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-34080657185513956742018-08-31T08:04:00.001-07:002018-08-31T08:09:49.300-07:00It's Not the Amount of Time, It's What You Do with It. When I was a student in elementary school I hated writing. Heck, I pretty much disliked most of the activities in school that weren’t recess, lunch, and gym class. <br />
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I still have some of my old report cards. My teachers’ comments are pretty telling. <br />
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<i>“Does not work to his ability.” <br /><br />“Shows serious lack of effort on writing assignments.” <br /><br />“His grades do not reflect his ability.” </i><br />
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It’s not that I didn’t have the talent to be a good writer. I’m now a <a href="http://teaching%20in%20the%20fourth%20industrial%20revolution/">published author</a> and have had articles I’ve written appear in numerous publications. The problem during school was that I didn’t see any relevant reason why I should write about boring stuff I didn't care about. </div>
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The issue was certainly not that we didn’t have enough time to learn writing in schools. Forcing me to do more of it without finding different ways to motivate me would have made me hate writing even more. <br />
<br />
Here in the United States we seem to have no limit on the number of education decisions we make that fly in the face of what we know about learning. <br />
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For over a decade now, there have been calls to extend school years and school days as a way to improve America’s international education ranking on PISA tests and to close achievement gaps. <br />
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In the past two decades No Child Left Behind (NCLB) and Race to the Top (RttT) have caused schools to adopt educational practices that contradict what we know works in the most highly performing education systems in the world. <br />
<br />
We have evaluated teachers and allocated school funding based on <a href="https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/04/case-study-the-false-promise-of-value-added-teacher-assessment/?utm_term=.dee34c7ad1e8">junk science standardized test data</a>. <br />
<br />
We have pressured teachers into <a href="https://www.statesman.com/news/opinion/standardized-tests-with-high-stakes-are-bad-for-learning-studies-show/YeSwTL0WFqDWBDGnj55FkI/">using pedagogical models in classrooms that reduce learning</a>. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFcGAFNvciEm7LsgAsLwQOVwiFAW2I8jZVXE9srS-yLlQgwjDYc7FcKUu6HHyRKFlDg_gmTmbfkMyZKnuSi3gmmHbVvLSN1v3qY1Ho1UuLGwKBLjP-YIhOSeVttoayr26FovcAsA6i2wyG/s1600/2014_TeacherSalary_TimeTeaching.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1075" data-original-width="570" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFcGAFNvciEm7LsgAsLwQOVwiFAW2I8jZVXE9srS-yLlQgwjDYc7FcKUu6HHyRKFlDg_gmTmbfkMyZKnuSi3gmmHbVvLSN1v3qY1Ho1UuLGwKBLjP-YIhOSeVttoayr26FovcAsA6i2wyG/s400/2014_TeacherSalary_TimeTeaching.png" width="210" /></a>We have <a href="http://www.ascd.org/publications/educational_leadership/mar11/vol68/num06/High-Stakes_Testing_Narrows_the_Curriculum.aspx">narrowed the curriculum</a> and eliminated history, science, the arts, and humanities – <a href="https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1017&context=home">especially from schools in high-poverty areas</a>. <br />
<br />
Extending the amount of time that students spend in schools will not solve these problems. It’s not as if our American students do not spend enough time learning. <br />
<br />
American teachers already spend among the most time in the world teaching students. Other countries may have more school days, but American teachers are among the world leaders in instruction time. </div>
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It’s time to use what we know about learning, what we’ve learned from highly-successful school systems, and input from teachers in the classroom to drive our educational decisions.<br />
<br />
We need more humanities, arts, and creativity in schools. This is what allows us as humans to see beauty in the world. It’s what allows us to make connections between subjects. It’s what makes us create the emotional connection with content that allows us to store learning in our long-term memories.<br />
<br />
<br /></div>
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We need to shift accountability measures from standardized test data to measures that ensure all of our students have access to quality educational opportunity. Our relatively low ranking on international tests is <a href="http://blog.nassp.org/2014/02/12/pisa-its-still-poverty-not-stupid/">driven primarily by the inequities in our system and our society</a>. </div>
<br />
We need to focus more on intrinsic motivation and less on extrinsic rewards in schools. Our school mission statements talk about creating “life-long learners,” yet our schools are driven by grades and test scores. We know that <a href="https://www.ted.com/talks/dan_pink_on_motivation/transcript?language=en">extrinsic and intrinsic motivation</a> can be inversely correlational. As we rely on rewards to motivate kids we destroy their ability to become the life-long learners for which we strive. <br />
<br />
If we really want an excellent and equitable education system we need to focus more on what our students are doing in school instead of how much time they spend there. <br />
<br />Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-28201165832442448582018-06-25T14:02:00.000-07:002018-06-25T14:10:54.119-07:00New Literacies for a Complex World<!--[if gte mso 9]><xml>
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<br />
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We live in a time of great uncertainty and change. Economic,
political, cultural, technological, and societal disruption are forcing us as
educators to reexamine what it means to provide a quality education for our
students that prepares them for the world they will face. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
And, we are realizing that this reexamination will have to
become the norm. Nothing is guaranteed in the future except for continued
change. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Too often the discussion of how to shape our education
systems revolves around the economic needs of our societies. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<blockquote class="tr_bq">
“What do our students need to find jobs when they graduate?” </blockquote>
<blockquote>
“How can we prepare students for the 21<sup>st</sup> Century
workforce?”</blockquote>
<blockquote class="tr_bq">
“What skills will our students need to be productive members
in a time of rapid technological advancement?</blockquote>
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This is the wrong focus, and these questions leave out some
of the most important aspects of education. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The damage we could inflict upon an entire generation of
children by reducing them to cogs in an economic machine designed to maximize
profit would be devastating. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Education encompass so much more than “college and career
readiness,” a term that is often used in the United States. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We must strive to ensure that our children get an education
that allows them to be happy, healthy, and successful in life – with “success”
being defined in a broad sense that includes much more than the generation of
wealth. Of course, within this greater goal, students will be prepared for
their future careers and potential further learning after graduation at an
institution of higher learning. But, they will also be prepared for so much
more.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In order to prepare our students for such a broad goal in
this time of rapid change we will need to move beyond the traditional
literacies taught in school. The importance of reading, writing, mathematics,
science, and history will not wane in the future, but they will have to be
intertwined with new literacies in order for our students to meet the complex
demands they will face after graduation. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The questions we must ask ourselves must focus on both the
old literacies and the new. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<blockquote class="tr_bq">
“How can we show our students ways to use the learning in
school, their passions, and their talents to solve problems in their local and
global communities?” </blockquote>
<blockquote class="tr_bq">
“What experiences do we need to give students in school that
will prepare them for a world that is complex, globally connected, and pluralistic?” </blockquote>
<blockquote class="tr_bq">
“How do we help our students develop the ability to have
respectful, nuanced conversations with others who have diverse perspectives?” </blockquote>
<blockquote class="tr_bq">
“Can we prepare students for the workforce, while
simultaneously preparing them to be civically engaged and reflective members of
their community?”</blockquote>
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Answering these questions means focusing on additional
competencies and literacies that must be developed in our students. Here are a
few of those “new literacies.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><u>Global Literacy</u></b> – In the first decade of my teaching career
it was either impossible or prohibitively expensive to provide my students with
any kind of video conferencing or virtual experience outside our school. Now,
children are routinely chatting face to face with each other from every part of
the globe, a field trip to a museum on another continent is a Skype call away,
and finding time disconnected is much more difficult than finding ways to
connect. In fact, I’m even writing this blog post on an airplane 35,000 feet
above the Atlantic Ocean. Our classrooms and lessons must reflect this
interconnected world. We must be giving students access to a diversity of
cultures, learning experiences from the globe, and collaboration with those
applying concepts being learning in school in actual ways.</div>
<div class="MsoNormal">
<iframe allowfullscreen="" frameborder="0" height="360" mozallowfullscreen="" src="https://player.vimeo.com/video/144520457?title=0&byline=0&portrait=0" webkitallowfullscreen="" width="440"></iframe><br />
<a href="https://vimeo.com/144520457">Global Literacy, featuring Michael Soskil</a> from <a href="https://vimeo.com/discoveryeducation">Discovery Education</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
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<b><u>Informational Literacy</u></b> – As information has become ubiquitous due to technology, the ability for manipulation of the public through information has risen exponentially. Our students must learn to identify bias in the information they consume, judge the reliability of sources, and seek multiple viewpoints in their research. They must learn to break out of ideological bubbles caused by social media and recognize the danger of confirmation bias. Success in the future will be dependent on one’s ability to navigate the complexities of constant and instant information. </div>
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<!--EndFragment--><br />Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-21950375728905193292018-05-17T04:41:00.000-07:002018-05-17T04:41:05.329-07:00Are Robots Going to Replace Teachers?<div class="separator" style="clear: both; text-align: center;">
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As computers get faster and smarter, it stands to reason that robots and artificial intelligence will replace any job that they are able to do more cost effectively. <br /><br />If a robot can do it just as well for cheaper, it will. <br /><br />What does this mean for teaching? Will robots replace teachers? Some researchers believe so. <a href="https://www.telegraph.co.uk/science/2017/09/11/inspirational-robots-begin-replacing-teachers-within-10-years/">They claim that artificial intelligence will have the ability to teach children more effectively than humans</a> within ten years. <br /><br />I believe this conclusion is based on false assumptions about the purpose of education and what teachers do. Teaching is more than assessing students’ academic needs and providing the correct content. Schools are more than places where children are prepared for the workforce. Our educations systems were created to serve society, not to be places where individuals are molded into compliant automatons. <br /><br />If we want a future where citizens do exactly as they are told, ignore the suffering of others, operate without moral guidelines, and react to stimuli instead of proactively creating the kind of world they want, then robot teachers will be perfect. After all, these are the qualities of computers. <br /><br />I believe that we desire more than that out of our education systems. <br /><br />In the book I recently authored with five other Global Teacher Prize Finalist, <a href="http://teaching4ir.com/">Teaching in the Fourth Industrial Revolution: Standing at the Precipice</a>, we look at dozens of teachers who are exceptional at preparing their students for a complex, technological future. At the heart of each of their work is the ability to make human connections and to build relationships with students. <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH27QjBKJr-TbahSFI8q7ArEr4nqtg6ZgzTzO05m0bUMJ4pvE6CEviqxoA6589NbUcrCkbN2EsTwmy1JPU5u9iZzyFly8lEpJwN4sCII-5iBJkROFv8rePbqcKN5bEcESs5hdExM6FAiX0/s1600/t4ir.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1024" data-original-width="1367" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH27QjBKJr-TbahSFI8q7ArEr4nqtg6ZgzTzO05m0bUMJ4pvE6CEviqxoA6589NbUcrCkbN2EsTwmy1JPU5u9iZzyFly8lEpJwN4sCII-5iBJkROFv8rePbqcKN5bEcESs5hdExM6FAiX0/s320/t4ir.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Available from Amazon at <a href="http://teaching4ir.com/">Teaching4IR.com</a></td></tr>
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<br /><br />This is something that a machine will never be able to do, regardless of how many calculations per second it is able to compute. <br /><br />Robots will only replace teachers if we allow teaching to become automatable. If we allow our profession to continue the trend toward scripted lessons being read out of teacher manuals, distribution of mind-numbing worksheets, and preparing children for mass-produced high-stakes standardized tests, we will be replaced. <br /><br />Instead we must ensure that teaching remains a job rooted in humanity, emotionally connecting with both children and content, and love. This will not only prevent machines from taking our jobs, it will also give our students the education they deserve. <br /><br />As technological innovation advances the possibilities available to us in education and society, we must be very intentional about the learning experiences we provide our children. We must allow them to think critically about their communities – local, national, and global, and encourage them to use new technologies to improve the world around them. Empathy and compassion must be the driving forces behind the way we teach our children to use technology. <br /><br />This is the way to prepare our students to be leaders in a democratic society. Democracy only works if those who are being governed are empowered. Equity and empowerment go hand in hand, and empathy can be a driving force for closing equity gaps. <br /><br />As technology continues to advance rapidly, it will have both the power to unite and divide us. The path we choose – unity or division – will largely depend on the choices we make in our classrooms and education systems. <br /><br />Let us choose to keep education grounded in the best parts of humanity. Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-65785335816524249792018-02-21T10:31:00.000-08:002018-02-21T10:31:01.055-08:006 Things My Students Have Taught MeTwenty-one years later, I still remember my first day of teaching and how misguided my perceptions were about the career upon which I was about to embark. Like so many others, I thought that the primary role of the teacher was to deliver information to students. I couldn’t have been more wrong. <div class="separator" style="clear: both; text-align: center;">
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Now, years later, I have come to understand that being a good teacher is as much about building relationships with students while modeling determination, curiosity, compassion, and helping others through the process of learning. I am constantly learning new things from my students. Here are six things they have taught me.</div>
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<b><i>Don’t take yourself too seriously</i></b>. I don’t think you can be an effective teacher if you aren’t willing to make mistakes in front of your students and laugh at yourself. When I first started teaching I wanted to make sure my students knew I was in control of the classroom. I had great classroom management, but very little classroom empowerment. Now I am much more comfortable allowing my students to see me as a fellow flawed human. There is a culture of respect in my classroom. I respect my students, they respect me, and they respect each other. Within that culture, we understand each of us makes mistakes on occasion, and that they are learning opportunities.</div>
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<i><b>Passion is powerful</b>.</i> Years ago, when I was teaching 5th grade, I started shifting my classroom to be more focused on letting students learn through their passions. Instead of everyone reading the same non-fiction text to learn our reading standards, students were able to choose books on topics that interested them. Instead of each student having to write a persuasive essay on a prompt that I gave them, they were able to blog about an issue they cared about and publish it to a global audience. As they were able to discover and pursue their passions, they became more engaged in learning. They also helped me see how important it was to pursue my passions and to use my voice to share them with others.</div>
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<b><i>Autonomy is necessary for empowerment</i></b>. When we find ways to give autonomy to students in the learning process they flourish. I’ve seen this many times in my own classroom, but the example that sticks with me happened during a visit to the HIP Academy in rural western Kenya less than 2 weeks after the school opened. I brought with me some donated tablets and an internet connection. The teachers told me that few of the students had ever seen a screen before I arrived. During my visit I facilitated a Skype call between those children and 2nd grade students in Australia. I told the Kenyan children that they were in charge of teaching the Australians the names of different animals in Swahili. After a few moments of nervousness, the HIP students began to shine with confidence as they picked up stuffed animals and taught their new friends. Being given the chance to be in charge of the call allowed those students to take ownership of the lesson.</div>
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<b style="font-weight: bold;"><i>You can’t change the world if you don’t know much about it</i></b><b>.</b> I teach in the small, rural town where I have lived almost my entire life since I was 11 years old. Like all teachers, I want my students to believe that the learning that happens in school matters, and that they can use it to change their world for the better. I have learned to give them opportunities to see beyond our school walls and make a difference in their local and global communities by connecting with community members and using videoconferencing tools like Skype. As a result, my students have taught me how those experiences allow all of us to see ourselves as interconnected like never before. </div>
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<i><b>Everybody has the capacity to impact their community for the better</b>.</i> Each time we collaborate with a scientist, astronaut, park ranger, international teacher, or group of students from around the globe, it is a great learning experience for students. So many times those connections have inspired my students to develop ways to make the world a better place. They have designed and fund-raised to build a bridge in Africa so that students could go to school. They have started gardening projects to grow produce for the local food pantry. They have worked to provide clean drinking water for children in the Kibera Slum of Nairobi. They have stopped using plastic straws in the cafeteria in an attempt to save penguins from plastic pollution. Through these student-driven projects and so many others, I have learned that children of any age or background can make their world a better place if given the opportunity.</div>
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<i><b>Teaching is the greatest job in the world</b>.</i> Again and again, my students have taught me that there is no better job on the planet than being a teacher. Teaching is an emotional roller-coaster. Because we care about our students so much, we experience the joys of success with them and the pangs of failure. We deal with the anguish when there are situations out of our control that cause our students pain, and we rejoice when we watch them overcome obstacles to reach their potential. But, we get back so much more than we put into it. Each day we are with our students, we have the opportunity to make the world just a little better for each of them. More importantly, we get to teach them how to affect positive change and feel the joy of doing good for others. Over the years, my students have taught me how lucky I am to get the opportunity to love them and to watch them grow.<div class="separator" style="clear: both; text-align: center;">
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Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-10291326215172118212018-02-06T13:29:00.000-08:002018-02-06T15:50:00.040-08:00This Teacher of the Year Showed Me Just How Important DACA Is<div style="border: 0px; box-sizing: inherit; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: 1.45; margin-bottom: 12px; padding: 0px; vertical-align: baseline;">
This post originally appeared in <a href="http://educationpost.org/this-teacher-of-the-year-showed-me-just-how-important-daca-is/">Education Post</a>. I am cross-posting it here to my personal blog. </div>
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I am currently 34,000 feet over Colorado on a flight home from one of the most incredible experiences of my life. Over the past four days I have gotten to represent Pennsylvania teachers as I learned with, and from, fellow 2018 State Teachers of the Year (STOYs) from around the country.<br />
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One of those teachers is <a href="https://www.cbsnews.com/news/state-of-the-union-guest-ivonne-orozco-dreamer-teacher-helps-students-grapple-with-realities-of-immigration/">Ivonne Orozco</a>, the 2018 New Mexico Teacher of the Year. Like the others in our class, she is an outstanding teacher, dedicated to providing her students everything they need to be successful.<br />
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Unlike the others in our class, she was brought to the United States as an undocumented immigrant as a 12-year-old child. Like <a href="https://www.npr.org/sections/ed/2018/01/29/579682676/nearly-9-000-daca-teachers-face-an-uncertain-future">9,000 other American teachers</a>, she is currently protected by the Deferred Action for Childhood Arrivals program.<br />
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With the DACA program in jeopardy, so is Ivonne’s place as a role model and leader in our country.<br />
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Like the vast majority of Americans, I believe that the <a href="http://www.latimes.com/projects/la-na-pol-daca-future/">800,000 people protected by DACA</a>—all of whom pay taxes, have never committed a crime, and are contributing members of communities across the country—should not be used as a political bargaining chip. Congress should pass comprehensive legislation that protects their status.<br />
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Until this week, I didn’t truly understand how vital this legal protection is to the future of our country.<br />
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On Thursday, Ivonne and I joined about a dozen STOYs visiting Boynton High School to learn about the <a href="https://educatorsrising.org/">Educators Rising Program</a> they are implementing. Through this, students who are juniors and seniors in high school have the opportunity to take classes that help them learn about careers in education.<br />
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Educators Rising is helping to overcome a national teacher shortage crisis and a severe lack of diversity in our teaching force by encouraging students from all backgrounds to learn the aspects of teaching that are lost on the general public—both the behind-the-scenes tasks and the joy that comes from helping others achieve their potential.<br />
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At the end of our visit, those enrolled in the Educators Rising Program were given the opportunity to ask questions of the teachers who were visiting. During this time, Ivonne spoke to the group about the power they held to make a difference in the lives of others.<br />
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There were tears in the eyes of many of the students. Ivonne had managed in a few short sentences to make each of them believe that they held the power within themselves to create a better future for themselves, their future students, their communities, and our country.<br />
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She made them believe that they mattered, regardless of their background or the obstacles in their lives. She made them believe that they held within themselves a power to affect positive change.<br />
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I know from their faces that she convinced them that serving others, by teaching or other means, will make their lives more meaningful and our world a little better.<br />
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America needs Ivonne Orozco and others like her. At a time when Americans seem to increasingly struggle to understand each other and treat each other with civility, Ivonne radiates compassion.<br />
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Every one of us in that room—the school staff, the State Teachers of the Year who were visiting, and the students who were asking questions—is better for having been part of that discussion with Ivonne.<br />
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She is just one of 800,000 protected by DACA who is currently worrying that they will be uprooted from their communities, their jobs, and their schools.<br />
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If our lawmakers have a tenth of Ivonne’s compassion, they will find a legislative solution to this issue.<br />
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If they have an ounce of common sense, they will see that America is better served by keeping and developing more people like Ivonne, not sending them to other places.</div>
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<span style="font-size: xx-small;">PHOTO COURTESY OF IVONNE OROZCO<a href="https://pbs.twimg.com/media/CsfMQaLUkAAcbVS.jpg" style="background-color: white; border-bottom: none; border-left: 0px; border-right: 0px; border-top: 0px; box-sizing: inherit; color: #999999; font-family: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: none; padding: 0px; text-transform: uppercase; transition: all 0.23s ease; vertical-align: baseline;">.</a></span></div>
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Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-80168709279226529922018-01-18T11:57:00.000-08:002018-01-18T11:57:07.179-08:00Learning With Students From Other Cultures Is a Key to Progress in Our Global Society<br />Last week I authored a blog post for <a href="https://www.edweek.org/tm/index.html">EdWeek Teacher</a> and <a href="http://nnstoy.org/">NNSTOY</a> on the importance of keeping empathy and the best parts of humanity at the heart of our education system. A few paragraphs from the article are below. <a href="http://blogs.edweek.org/teachers/teacher_leader_voices/2018/01/learning_with_students_from_ot.html?qs=soskil">You can read the full article at Education Week</a>. <br /><br /><blockquote class="tr_bq">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVUorL4zym8fWvQBS0KHesLt-sdgForgcoxeacJNSwNNNm2v5BDGazzvEGCD0jRGR76vls4f0D1FTC2BkaaeW2FsLhwMwI1FRKx4ktxUkKhvYjyJ3AbJdi_o-5mY3qErMZXn_Np6c1WSrL/s1600/The+key+is+to+keep+empathy%252C+compassion+and+the+best+parts+of+humanity+at+the+heart+of+our+education+system+while+still+ensuring+the+learning+in+our+schools+reflects+the+technological+realities+outside+them.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVUorL4zym8fWvQBS0KHesLt-sdgForgcoxeacJNSwNNNm2v5BDGazzvEGCD0jRGR76vls4f0D1FTC2BkaaeW2FsLhwMwI1FRKx4ktxUkKhvYjyJ3AbJdi_o-5mY3qErMZXn_Np6c1WSrL/s320/The+key+is+to+keep+empathy%252C+compassion+and+the+best+parts+of+humanity+at+the+heart+of+our+education+system+while+still+ensuring+the+learning+in+our+schools+reflects+the+technological+realities+outside+them.jpg" width="320" /></a>We live in interesting times. As our global society struggles to navigate problems brought about by fear and misunderstanding of those who are different, we have unprecedented access to tools that make connecting and learning with others easier than ever before. This is the great challenge we face as both educators and humans: As technology continues to advance rapidly with an increasing power to both divide and unite us, which course will we choose? The path we take--division or unity--will largely depend on the choices we make in our classrooms and education systems.</blockquote>
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The key is to keep empathy, compassion and the best parts of humanity at the heart of our education system while still ensuring the learning in our schools reflects the technological realities outside them. This premise is the basis for Teaching in the Fourth Industrial Revolution: Standing at the Precipice, a book I recently authored with five other Global Teacher Prize finalists. While each of us comes from disparate experiences in a wide array of teaching environments, we agree that regardless of how fast computer processors become, machines will never replace teachers. Teachers will always be more important than the technology used in schools. Though they can be helpful tools to help us make positive connections with others, machines will never be able to love students the way we do as teachers.</blockquote>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-58063614090660901882018-01-02T15:52:00.000-08:002018-11-04T12:47:55.058-08:00A.I. and Big Data Are Not the Answer in EducationToday I came across an article in the NY Times entitled <a href="https://www.nytimes.com/2018/01/01/opinion/ai-and-big-data-could-power-a-new-war-on-poverty.html?smid=fb-share">A.I. and Big Data Could Power a New War on Poverty.</a> Since the implications of Artificial Intelligence and other technological advances in the 4th Industrial Revolution on education is a topic <a href="http://teaching4ir.com/">I've been delving into quite a bit lately</a>, I was curious to see the perspective of the author.<br />
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Let me start by saying that I think the author, Elisabeth A. Mason, has a solid premise; we should look beyond the disruptions and chaos that new technologies like artificial intelligence will have on our lives and instead look to the benefits that they can provide society. On this I agree. There are many exciting applications for new technologies that can help alleviate human suffering and can potentially even combat poverty. </div>
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However, I have to take issue with her second main point in the piece that connect directly to education. For reference, here are the three paragraphs that relating to education: </div>
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<i>Second, we can bring what is known as differentiated education — based on the idea that students master skills in different ways and at different speeds — to every student in the country. A <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708205/">2013 study by the National Institutes of Health </a>found that nearly 40 percent of medical students held a strong preference for one mode of learning: Some were listeners; others were visual learners; still others learned best by doing.<br /><br />Our school system effectively assumes precisely the opposite. We bundle students into a room, use the same method of instruction and hope for the best. A.I. can improve this state of affairs. Even within the context of a standardized curriculum, A.I. “tutors” can home in on and correct for each student’s weaknesses, adapt coursework to his or her learning style and keep the student engaged.</i> </blockquote>
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<i>Today’s dominant type of A.I., also known as machine learning, permits computer programs to become more accurate — to learn, if you will — as they absorb data and correlate it with known examples from other data sets. In this way, the A.I. “tutor” becomes increasingly effective at matching a student’s needs as it spends more time seeing what works to improve performance.</i></blockquote>
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Those of us who are teaching actual children can see some problems here. Let's take them one at a time.<br />
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First, the idea that people learn better through different learning styles is a myth (<a href="https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf">Pashler, et. al.</a>). It has been debunked (<a href="https://www.psychologicalscience.org/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html">Association for Psychological Science</a>). There is no credible evidence to support it (<a href="https://www.theguardian.com/education/2017/mar/12/no-evidence-to-back-idea-of-learning-styles">letter to The Guardian from 30 prominent researchers</a>). Even if A.I. was going to lead to an incredible revolution in education, basing that revolution in learning styles is akin to having A.I. teach children differently based on their zodiac signs.<br />
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Second, the criticism in the second paragraph that our schools are overly standardized is both harsh and somewhat accurate. For almost two decades now, our education systems have increasingly become driven by big data - generated by mass-produced standardized tests and compiled with the processing power available due to technological advances. This has led to misuse of educational technology, the narrowing of curricula, and a lack of compassion in schools. Children are seen as numbers on a spreadsheet rather than unique individuals with wonderful potential.<br />
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Artificial intelligence may be able to adapt to a child's curricular needs, but this is but a small part of what it means to be an effective teacher. Every day, <a href="https://www.teachthought.com/pedagogy/teacher-makes-1500-decisions-a-day/">teachers make 1,500 educational decisions</a>. I would bet that the majority of those educational decisions are not curricular in nature and are based in relationships, empathy, and emotional intelligence. This is what makes teachers effective.<br />
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Machines may be able to crunch a child's data, but they will never be able to love a student the way a teacher can love a student.<br />
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Understanding a student's needs will always be more complex than simply analyzing answers on an assessment. Anyone who has taught understands this. If students in one of my science classes fail a test, I have a responsibility to figure out why. It may be because they didn't study. It may be because they didn't have breakfast that morning. It may be because they misunderstood the lesson. It may be because their baby brother cried all night and they didn't sleep. It may be because they are stressed over a parent's substance abuse. It may be because I did a lousy job of teaching. Each reason demands a different and nuanced response that fits both the child's academic and emotional needs. This is what teaching is.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA5J8JQ2dPGYNDJPLHUwItSaNbRUc0VU4LgYX4k7v_xfzVAh-S_2yGEChG81vvjjnieDCbqEQ5Gat5CfIRjPpsgfIzhQkRux0w5N_R1fC1h_zlGHX2pQuBZmuHSifhfVYTK29QNNnI7fLm/s1600/A+vision+statement+is+a+declaration+of+an+organisation%2527s+objectives%252C+ideally+based+on+economic+foresight%252C+intended+to+guide+its+internal+decision-making.+%25281%2529.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="1024" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA5J8JQ2dPGYNDJPLHUwItSaNbRUc0VU4LgYX4k7v_xfzVAh-S_2yGEChG81vvjjnieDCbqEQ5Gat5CfIRjPpsgfIzhQkRux0w5N_R1fC1h_zlGHX2pQuBZmuHSifhfVYTK29QNNnI7fLm/s320/A+vision+statement+is+a+declaration+of+an+organisation%2527s+objectives%252C+ideally+based+on+economic+foresight%252C+intended+to+guide+its+internal+decision-making.+%25281%2529.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Graphic from<br />
<a href="http://teaching4ir.com/">Teaching in the 4th Industrial Revolution:<br /> Standing at the Precipice</a></td></tr>
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Assuming that education is only about the transfer of content from teacher to student is a recipe for disaster, especially in our increasingly complex world.<br />
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Third, this article is focused upon the ability for artificial intelligence to help alleviate poverty. Our children in poverty are the ones who are most in need of the compassion that robots will never be able to provide. According to the American Psychological Association the psychosocial outcomes associated with children living in poverty include:<br />
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<li>Children living in poverty are at greater risk of behavioral and emotional problems. </li>
<li>Some behavioral problems may include impulsiveness, difficulty getting along with peers, aggression, <a href="http://www.apa.org/topics/adhd/index.aspx">attention-deficit/hyperactivity disorder</a> (ADHD) and conduct disorder. </li>
<li>Some emotional problems may include feelings of <a href="http://www.apa.org/topics/anxiety/index.aspx">anxiety</a>, <a href="http://www.apa.org/topics/depression/index.aspx">depression</a> and low self-esteem. </li>
<li>Poverty and economic hardship is particularly difficult for parents who may experience chronic stress, depression, marital distress and exhibit harsher parenting behaviors. These are all linked to poor social and emotional outcomes for children. </li>
<li>Unsafe neighborhoods may expose low-income children to violence which can cause a number of psychosocial difficulties. Violence exposure can also predict future violent behavior in youth which places them at greater risk of injury and mortality and entry into the juvenile justice system.</li>
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There are important ways that the technological explosion can have a positive impact on education. We must make sure, however, not to repeat the mistakes of the past by believing that technology is the answer to our problems. It is not. Teachers are, and will remain, the most important in-school factor in helping children learn. </div>
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If we really want to overcome poverty, we need to stop looking for easy fixes and cheap solutions. Along with addressing the societal problems that lead to so many of our children living in poverty, we must focus on recruiting, retaining, and supporting excellent teachers so that every child, in every location, receives a quality education.<br />
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<i>Michael Soskil is co-author of "<a href="http://teaching4ir.com/">Teaching in the 4th Industrial Revolution: Standing at the Precipice</a>." All profits from the book are being donated to promote teacher education, development, and collaboration around the globe. </i>Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-45411283457638594832017-06-09T03:48:00.001-07:002017-06-09T04:29:13.291-07:00So What About the Evolution of Blended LearningLearning is inherently about experiences. Whether in a formal school setting or in our everyday navigation of the world around us, humans learn through experiences that move us emotionally. As teachers and learners, we know this intrinsically. When we think back to the teachers that had the greatest impact on us during our time in school we often remember those who had the ability to make their lessons meaningful to us on a personal level. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB9fqEpwsyEIL_IOgxpENeEOBkAE_4OEQ-KtTOxJiphH74BTjaQK10qcAuX-KsqxrpSY6_O1xKZW_EabcyLhw2OA97Ku581fla0eCKNSlaBHVf_91A6ifUoF8cnEnW7yUl2Qn2h6U_nQeW/s1600/IMG_4305.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB9fqEpwsyEIL_IOgxpENeEOBkAE_4OEQ-KtTOxJiphH74BTjaQK10qcAuX-KsqxrpSY6_O1xKZW_EabcyLhw2OA97Ku581fla0eCKNSlaBHVf_91A6ifUoF8cnEnW7yUl2Qn2h6U_nQeW/s320/IMG_4305.JPG" /></a></div>
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In the last decade, technology has changed much about how learning happens in schools. Unfortunately, too much of that change has been driven <a href="https://www.christenseninstitute.org/blog/blended-learnings-unfulfilled-promise-saving-teachers-time/">by efficiency and productivity concerns</a>. Instead of looking at technological advances as opportunities to provide students with new, exceptional learning experiences and emotionally engaging applications of their knowledge schools have focused upon ways to save time, improve workflow, and analyze data. None of these goals are bad for students, but none are focusing on the preparation of our next generation for the unique challenges they will face in a complex global society. </div>
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<a href="https://en.wikipedia.org/wiki/Blended_learning">Blended Learning</a> was born out of the desire for education to be more efficient at delivering instruction and evaluating students on their acquisition of knowledge. Knowledge and assessment will always be important in the learning process, and in that regard Blended Learning has been successful in meeting those narrow goals. Students are able to move at their own pace, receive feedback on their progress, and review content as many times as they need. Because effective formative assessment and differentiated instruction are proven ways to improve student performance on traditional metrics, the use of Blended Learning has gained attention as a possible way to revolutionize education for the 21st century. </div>
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While improving personalization of students' consumption of information, Blended Learning does not address some of the most important needs our children have in order to be prepared for an increasingly global and complex world. Innovation, creativity, and problem solving are best developed when students have agency in the learning process within a culture that lets them experience the joy of using learning to make the world better. </div>
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Teachers know that "delivering instruction" is but a small part of the vital work they do in helping students develop into lifelong learners. Of course we want our students to be knowledgeable, but we also want them to develop into socially minded citizens who can use that knowledge in ethical, innovative ways to affect positive change on their communities. We want them to learn the importance of empathy. In fact, empathy is the character trait that correlates most strongly <a href="https://www.forbes.com/sites/ashleystahl/2017/03/29/the-strongest-indicator-of-success-and-3-ways-to-develop-it/#47d4b09538ef">with success in life</a>. </div>
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When we look at technology's ability to transform learning, we must start by asking what emotionally engaging experiences can be created for students that would have been impossible previously. We must look at how new technologies afford our students the ability to work with those who are different than themselves, solve problems with experts who are using knowledge in practical ways, and experience the satisfaction of helping others. When we do this in our education systems we will see the true power of technology to transform education and develop our next generation of global problem solvers.</div>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-33168798131034319192017-01-21T07:14:00.000-08:002017-01-23T21:48:36.142-08:00Help Wanted - US Secretary of EducationThe United States is currently looking for a Secretary of Education. Since I am trying very hard not to get sucked into the negativity surrounding American politics right now, I'm going to stay positive. Here are the things we need to see in our next Secretary of Education if we wish to succeed in meeting the goal of providing a great education and equal opportunity for success for every one of America's school children.<br />
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Our next Secretary of Education needs to understand how children learn. One of the ways we have failed our students in the past is by enacting policies that fly in the face of the neuroscience research that shows how kids learn. If we want to build a system focused on student learning, the leader of that system must understand student learning.<br />
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Since approximately 90% of American schoolchildren attend public schools, our next Secretary of Education must be intimately familiar with the workings of American public schools. This is no small requirement. Each state has a different way of funding, running, and evaluating public schools.<br />
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The leader of the Department of Education must understand the purpose of our public school system. Our public schools do not exist to serve parents. Our public schools exist because our society is better when we have an educated populace. While it is true that parents and families benefit from strong public schools, we have developed a publically funded system of education because it is good for everyone in our communities. If we lose sight of this fact and divert tax dollars to privately run schools for the benefit of parents, we destroy a system that was created to strengthen our communities. There is a reason that you cannot take your tax dollars back that the government uses on the police force to buy private security. There is a reason that you cannot take the tax dollars back that the government uses for road maintenance if you don't have a car. There is a reason that you cannot take back the tax dollars the government uses for the fire company in order to install a sprinkler system in your house. In each of those cases, those tax dollars are being used for the good of the community and removing them for the benefit of individuals would hurt everybody. Our next Education Secretary must understand that the public school system benefits the collective, and that removing tax dollars for individuals hurts everybody in the same way.<br />
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Education is Constitutionally a state right. The federal government has a role to play, but our next Secretary of Education must end the practice of coercive unfunded mandate control over state education systems. This has become toxic in part due to lobbying from companies who are looking at their own financial interests instead of what's best for our students. While companies have gotten rich off standardized testing and selling Common Core aligned textbooks, our students have been subjected to increasingly more test prep and have had fewer opportunities to find the joy in learning.<br />
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The role of the Department of Education absolutely should be ensuring that the US Constitution is not being breached in schools that receive federal funding. This means that students should be protected from discrimination based on gender, disability, race, religion, or anything else. Students can't learn if they don't feel safe. Our Secretary of Education should be a champion for all students.<br />
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Our Education Secretary should have at least a Master's Degree in an education field. If a principal, someone who is in charge of running a school, is required to possess a Master's Degree in Educational Administration, it is fairly obvious that someone wishing to run the entire American educational system should have that level of education.<br />
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Within the Department of Education's influence, nobody has greater sway over student learning than teachers. Like any other professional, teachers are better at their job when they are supported, inspired, given autonomy to use their professional judgement, and empowered. Our next Secretary must be someone who understands this. Empowered teachers create empowered learners.<br />
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We must encourage our most talented youngsters to choose teaching as a profession. In 1971 close to 21% of American college freshmen were education majors. Now, that number is below 5%. The teaching profession has been decimated by a lack of respect and a lack of autonomy. Those who choose to teach do so because they want to make a difference and help our children thrive. When education policy makes it difficult for those who choose teaching to fulfill those goals, when salaries do not allow those who choose teaching to live in the districts where they teach or pay back their student loans, when those in power emphasize the few stories of bad teachers over the plethora of amazing stories of good teachers so that they can better meet political goals, our most talented youngsters are discouraged from teaching. The next Secretary of Education must be committed to reversing this trend.<br />
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Communication will be an important skill for our next Secretary to possess. Policy at the highest levels is nuanced and complicated. The leader of a federal department will have to be able to understand and articulate clearly those policies.<br />
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The best interests of America's students should be the primary driving force behind our next Secretary of Education's decisions. The person occupying this position should have no financial interests in education companies, for-profit entities, universities, private schools, or any other organizations that may influence his/her decision making. Our students deserve an unbiased Secretary looking out for their best interests.<br />
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Sometimes we need to look beyond our borders for solutions. The American public education system helped create one of the most innovative and knowledgeable civilizations in the history of the world. We are the only nation to put men on the Moon. College students from around the globe have flocked to American universities for decades because of our excellence. American teachers are among the most educated and respected on the planet. However, we must not be blind to the excellence happening in other countries, or unwilling to learn from those who have discovered solutions to problems we face. The Secretary of Education should be willing to look at countries like Finland, Canada, Singapore, and others to see what they are doing well and how we can incorporate their solutions into our system.<br />
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Being Secretary of Education is an overwhelming job that requires a lot of expertise and experience. There are plenty of more requirements that I could come up with that I did not list due to space limitations. I haven't even touched upon issues outside K-12 education such as the benefit of pre-K programs, the impact affordable college tuition would have on our country's prosperity, or several other issues. A strong public education system has been the backbone of our thriving, free society. We must choose a Secretary of Education who is committed to strengthening the cornerstone of our American democracy.<br />
<br />Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-9122020795663907272016-03-31T17:22:00.000-07:002016-03-31T17:22:52.400-07:00Leave Time for SerendipityToday, my 4th grade students were supposed to analyze data from <a href="http://climate.nasa.gov/">NASA's Climate Change website</a>. I wanted them to look at real data and to have conversations about what it meant. I wanted them to draw conclusions and make predictions. That's what today's science lesson was supposed to be. It was a good plan.<br />
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Unexpectedly, about 10 minutes into my lesson, the distinctive tone of an incoming Skype call filled the room. My students know this sound pretty well by now.<br />
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"Who are we talking to today?"<br />
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"Are we supposed to be having a Skype call?"<br />
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"Who's calling us?"<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXPbFY4a7PBOyVIAiMs7GOCBv4eDIJFndS1Qqnc5SMf5r8bFmCGZOI-Gu8Vn9U8k-orf7rGeVfIe88DOo9O_MqB6-zilYCWSM49uyf66426YSQEKYnAPRqDNQju-f3oBan4h2srNsJKMl1/s1600/%2540msoskil.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXPbFY4a7PBOyVIAiMs7GOCBv4eDIJFndS1Qqnc5SMf5r8bFmCGZOI-Gu8Vn9U8k-orf7rGeVfIe88DOo9O_MqB6-zilYCWSM49uyf66426YSQEKYnAPRqDNQju-f3oBan4h2srNsJKMl1/s320/%2540msoskil.png" width="320" /></a>In a few seconds I had to make a decision. Should I answer the call or continue on with my solid lesson plan? I saw that a teacher in Nepal, Pradeep Sapkota, whom I had been playing the Skype equivalent of phone tag with over the past couple of weeks was on the other end. He and I have been looking for ways to connect our students. His students had their school destroyed by last year's earthquake and are learning English. I wanted my 5th grade students who were learning about plate tectonics to connect with them to learn about the earthquake.<br />
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I knew that it was too late for Pradeep's students to be on the call. My 4th graders hadn't learned much about geology. They have the state's high-stakes standardized science test coming up in a few weeks. They were excited to look at the data from NASA. There were plenty of reasons to ignore this call and move along with my lesson.<br />
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But I didn't. I answered the call. Sometimes it's moments of serendipity that make the best learning experiences. If we never take the chance to allow them to happen, our students are robbed of opportunity.<br />
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My kids learned from Pradeep about the earthquake. They learned that the Nepalese don't eat beef, that students are learning outside because their school is being rebuilt, that Mount Everest is in Nepal, and that the capital of Nepal is Kathmandu. They got a little taste of a different part of the world, which by itself is a wonderful experience and absolutely worth the time we took out of our lesson. When we travel and experience different cultures with an open mind, beit physically or virtually, we get the opportunity to see what parts of those other cultures we can incorporate into ourselves to make us a better person. I want my students to have as many of those experiences as possible.<br />
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And then, just as we were about to end the call, serendipity happened. One of my students asked, "We've been learning about climate change. Has climate change had an effect on you up in the mountains?"<br />
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The impersonal data that we were looking at just became a whole lot more meaningful. Pradeep told us how rising temperatures are causing avalanches in Nepal as snow on the mountains becomes less stable. He told us that many people were affected. He told us that Nepalese people were dying.<br />
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After the call we still looked at NASA's data, although we got to see less of it than we would have had I not answered the call. The data my students did analyze was a whole lot more meaningful to them, though. We also had great discussions about the shape of mountains in the Himalayas and how that relates to avalanches, plate tectonics (they'll have a great head start for next year's learning), and Asian geography.<br />
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It's the emotional connections to content that make knowledge stick in our students long-term memory. They may not remember in two weeks how many parts per million the carbon dioxide in our atmosphere has risen in the past three decades, but I guarantee they'll be able to tell you ways climate change is affecting humans.<br />
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Sometimes, with all the demands placed upon us as teachers, it's easy to forget why we do what we do. It's easy to focus on the content that needs to be covered, the assignment that needs to be completed, or the assessment that is upcoming instead of the inspiration that we have the opportunity to provide our students. The most important things we do in schools can't be quantified easily, and so it's easy to forget their power.<br />
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It's the unexpected, and often uncelebrated, moments of awesome that make all the difference for our students. As teachers, sometimes we just need to let them happen.Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-22643640644248856612016-03-20T17:19:00.000-07:002016-03-20T17:20:30.950-07:005 Takeaways from the 2016 Global Education and Skills Forum<div class="separator" style="clear: both; text-align: center;">
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It's been a week now since I was sitting on stage waiting for Pope Francis to announce the winner of the Global Teacher Prize. Looking back, my whole experience in Dubai at the Global Education and Skills Forum (GESF) and the Varkey Teacher Ambassador Summit that preceded it have a surreal, dreamlike quality. It's hard to believe that they really happened. There is no doubt that I will remember the last week as one of the most powerful and amazing weeks of my life.<br />
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There were so many incredible moments, influential conversations, and meaningful personal experiences that occurred during those few days. Here are my five biggest takeaways.</div>
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The Global Teacher Prize is elevating the status of teachers around the world.</h3>
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At the 2014 GESF Sunny Varkey announced the <a href="http://globalteacherprize.org/">Global Teacher Prize</a> as a way to elevate the status of the teaching profession around the world. It is working. The narrative around teachers is changing and around the globe <a href="http://www.globalteacherprize.org/2016-finalists">inspirational stories of teaching excellence from the top 50 finalists</a> are being shared on television, the front cover of newspapers, and in magazines. Each of these stories serves as a source of motivation for others in the profession who desperately need it in the current anti-teacher climate that exists in many countries around the world.<br />
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The way that teachers were celebrated at the Forum was outstanding. I can't think of another event in which teachers were seated in a place of prominence next to heads of state, ministers of education, and other guests of honor. As my fellow finalist Joe Fatheree expressed, <a href="http://blogs.edweek.org/teachers/teacher_leader_voices/2016/03/the_global_teacher_prize_a_mes.html">teachers were given respect</a>. Our voices mattered. Teachers were given the opportunity to speak, debate, and participate as equals in policy discussions on the highest level. </div>
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For the Top 10 Finalists, this event was nothing short of surreal. Never in my wildest dreams did I imagine that teaching would lead me to walk the red carpet like I was a celebrity, <a href="http://www.globalteacherprize.org/stephen-hawking-announces-the-global-teacher-prize-2016-top-ten-finalists">be praised by the greatest scientist of our time</a>, or be kicked off a stage while dancing in Dubai as a French Neuroscientist DJ blasts Pakistani dance jams (Yes, that really happened). Nobody ever chose the teaching profession for the recognition, but I hope the attention surrounding this award lets teachers around the globe know that there are many people around the world who understand just how important teachers are. </div>
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Teachers need autonomy over teaching, and learners need autonomy over learning.</h3>
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Right from the opening plenary keynote in which Adreas Schleicher talked about "making education everybody's business," and Sunny Varkey explained that he created the Global Teacher Prize to elevate the status of the teaching profession, the theme of teacher empowerment was present. In order for us to have the excellent educational systems that we desire, teachers must be treated as the professionals that they are. Teachers must have autonomy in their practice to do what they know is best for students instead of having their methodologies, curricula, and professional learning dictated to them by non-educators. </div>
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<tr><td class="tr-caption" style="text-align: center;">Jelmer Evers talks about empowering teachers</td></tr>
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It would be absurd to think that surgeons were being forced to use techniques that were dictated to them by those outside the medical profession. It should be viewed as equally absurd for those with no educational background to be dictating to teachers how to teach. We should be encouraging teachers to innovate and share their best practices with others so that those techniques can be replicated. Yet, 75% of teachers around the world believe that innovation in their classrooms is not encouraged. How can we prepare our students for an unknown future in which critical thinking and creativity are crucial when we are being told not to model innovation for them?</div>
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Another theme that was present in the Masterclass sessions taught by the Top 10 Finalists for the Global Teacher Prize was the need for students to be in control of their own learning. You can't make someone learn, but you can create conditions that inspire someone to want to learn. That's what made the finalists so amazing. Each of them had their own way of creating intrinsic motivation in their students in order to shift control back to the students.<br />
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<b>The world would be better off if teachers were in charge. </b></h3>
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<tr><td class="tr-caption" style="text-align: center;">Varkey Teacher Ambassador Summit</td></tr>
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During the Varkey Teacher Ambassador Summit and GESF, I spent a lot of time learning and working with 50 teachers who were named finalists for the Global Teacher Prize the past two years. We came from all over the world. Every religion and region of the country was represented. Muslims, Christians, Jews, Hindus, and Buddhists were all in the same room working to solve the world's problems through education. We spoke different languages and had very different backgrounds. There was no tension, animosity, or friction. There was just a group of amazing people who were thrilled to get the chance to know each other and make the world a little better. Our governments and politicians could learn a lot from teachers.<br />
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We do not agree on the purpose of schools.</h3>
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<tr><td class="tr-caption" style="text-align: center;">Debate over the use of standardized testing in schools</td></tr>
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Are we educating children to get them ready for the workforce? Are we developing global citizens? Are schools tools to ensure the economic success of their nations, or are they tools to preserve culture and heritage? Should we focus on knowledge and compliance in schools, or should we focus on creativity and develop students who will question authority? Should we focus on equal access to education in our societies, or should we focus on developing excellence in our educational systems? </div>
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These are difficult questions, and I don't believe there would be consensus among attendees on any of them. The debates at GESF were an excellent addition and gave opportunities for many of us in attendance to examine our beliefs. In a world that is being rapidly transformed by the ubiquity of information due to the internet, it is vital that we figure out the purpose of schools before we move forward.<br />
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Hanan Al Hroub is the perfect representative of the teaching profession.</h3>
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The most exciting part of this whole experience for me was getting to know and learn from the other finalists and Varkey Teacher Ambassadors. The ten finalists got to know each other very well. When you go through such an emotional experience together, you bond because people on the outside will never understand the experience as well as those who went through it. Every one of the other nine finalists inspired me and made me proud to be a teacher.<br />
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<tr><td class="tr-caption" style="text-align: center;">Hanan Al Hroub and I after she was announced as the winner</td></tr>
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I feel blessed to have gotten to spend a few days getting to know Hanan before she was announced as the winner. I participated in her Masterclass, volunteering to play games as a student. I got to speak with her in private and tell her how much I admired her as a person and a teacher. I got to feel the love that she has for her students and her profession.<br />
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When the announcement came from Pope Francis that she had won, I broke out into a huge smile. I am so happy for her and for our profession that she will be our representative for the next year. Her message of non-violence and teaching through play will resonate around the globe, and the story of what she has overcome in order to spread her message will inspire millions.<br />
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Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-88700714035876551522016-03-11T00:42:00.000-08:002016-03-11T00:42:14.511-08:00Global Teacher Prize Trip Report - VTA Summit Day 1<div class="separator" style="clear: both; text-align: center;">
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I was so tired last night that I couldn't bring myself to write this trip report before bed. It didn't much matter because I had a tough time turning my mind off and sleeping after a day of incredible conversations, but at least I was laying quietly in a dark room. As an introvert, it's very difficult to turn it all off after a day of constant engaging social interaction.<br />
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The day started early - I had to check out of my solo room, check into the room with my wife who was arriving in the afternoon, and catch a bus to the Day 1 of the Varkey Teacher Ambassador Summit at one of the many GEMS schools in Dubai. <br />
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There are so many GEMS schools that our bus actually took us to the wrong school. At least we got to see some different parts of Dubai. I enjoyed chatting with Kaz, one of the other Top-10 Finalists from Japan.<br />
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It was great to meet up with so many of the other finalists when we first arrived. It was the first time we had all been together in one place. We got our lanyards with our IDs and followed a series of signs upstairs to a room where we had coffee and pastries waiting for us, and we listened to Vikas Pota, CEO of the Varkey Foundation welcome us.<br />
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Next we listened to a professor talk to us for a few hours. Then, we broke into groups to create resources for teachers around the world. It was nice to finally get to talk to some of the other finalists, but incredibly frustrating to not have the opportunity yet to year each other's stories.<br />
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My group focused on developing global citizens in schools. We had some great discussion, and for one of the few times in my life I was in the minority as the only native English speakers. Our session needed to be translated into Spanish and English by Elisa Guerra Cruz, who did an amazing job. We committed to putting together a website with resources and videos for other teachers to use.<br />
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During one of the breaks, Jolanta, a teacher from Poland, and I decided to go explore and have a look at what classrooms in Dubai look like. <br />
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Our time at the school ended with an awesome drum circle where I tried to find a little rhythm.<br />
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From there, we hopped on busses which took us back to Atlantis for dinner. On the way down to dinner I found Lori and my mother, who had arrived in the afternoon. It was so wonderful to see them here and to have them with me for the rest of the trip to share this experience with me. Unfortunately I didn't have more than 3 or 4 minutes to talk with them before I had to be at the aquarium, where dinner was being held.<br />
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Dinner was amazing - the food, the atmosphere, and the company. I had fantastic conversations with Mareika from Germany, Melissa from Staten Island, and Maarit (one of the other Top-10 finalists) from Finland. Sunny Varkey made a surprise appearance, and I was asked to respond to his message. I shared the appreciation of the group and my own feeling that the time I've gotten to spend with other finalists from all corners of the globe has been one of the great blessings in my life.<br />
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At 9:30, I was one of the first to leave the dinner, but I desperately wanted to see Lori and get to bed at a reasonable hour. I knew that the next day would begin bright and early at 7AM.Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-77017149440306106812016-03-09T10:21:00.000-08:002016-03-09T10:31:42.989-08:00Global Teacher Prize Trip Report - Storms, Spices, and Spectacular ConversationsWhat a day! It seems like weeks ago that I woke up this morning at the Hilton Garden Inn, had a nice quiet breakfast by myself, and took a taxi to Atlantis to check in. My taxi driver was a Pakistani, and we had an amazing conversation about cultural differences, how learning happens in schools, and about economic disparities in Dubai.<br />
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Walking into the lobby to Atlantis was pretty amazing, and reinforced many of his points.<br />
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My room was ready, so I dropped off my bags and explored around a bit. Wow. I'm not sure there are enough superlatives to describe this hotel. I think that was kind of their hope when they built it. The aquarium is massive.<br />
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At 11AM, I met up with top-50 finalists from last year Melissa Morris (USA) and Souad Belcaid (Morocco), and top-10 finalist from last year Naomi Volain (USA). After checking out the Batmobile in the parking lot, we met our tour guide, Sameh, who led us to his Land Rover.</div>
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Our first stop on the tour was the Dubai Mall and the Burj Khalifa. While in the mall we walked past the giant aquarium that Melissa and I had seen last night, the ice-skating rink, and through some other beautiful areas. Naomi and I took a picture at the Top-10 sign at the candy store, which we were told was the largest candy store in the world. Everything here seems to be the biggest, tallest, most expensive, or most something-or-other in the world. </div>
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We also stopped to take a few pictures of the Burj Khalifa, the world's tallest building. It was just as impressive in the daytime as it was last night. As we were leaving the mall, it started to rain. Serious rain. Thunderstorm, cats and dogs kind of rain. Later we found out that this was a once in a 100 years storm. </div>
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After leaving the Dubai Mall area, we decided to go to the gold and spice souks, even though it was raining. We also, much to Sameh's amusement, decided to take the boat across the Dubai Creek to the souks in the torrential rain. </div>
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We started at the Spice Souk, which was quite a unique experience for me. It was dark and alley-like with very few people due to the rain. We went into one of the little shops and got to learn about lots of different spices, and the three women each bought some spices to bring back home. I didn't buy anything because I figured that my wife, Lori, would end up coming here when she arrives, and that she'd know better than me what to buy. I did pick up a Dubai shot glass for my cousin. </div>
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From there, we walked to the Gold Souk. I didn't find this area nearly as impressive. It looked a lot like a bunch of jewelry stores that you would find in New York City. Some of the displays were gaudy and over the top, but it didn't do much for me. </div>
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From there, we took the boat back across the creek and found a place nearby to get a bite to eat. The food was good, but the conversation was even better. </div>
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By the time we finished eating, the rain had just about stopped. We went to the Jumeirah Mosque. We could only see it from the outside since visits inside only are possible in the morning. While we were there, the call to prayer started. That was a cool experience. </div>
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Our final stop was "Little Venice", which consisted of a shopping area and a walk past a few nicely landscaped canals. </div>
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After the tour, we each went to our rooms to rest a bit, and then met back in the lobby at 6:30 for dinner. I took some time to Skype a few classes to share a bit about my day from beside the pool. </div>
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Souad had some work to finish, but Stephen Ritz (USA), a top-10 finalist from last year, and Nancie Atwell (USA), last year's Global Teacher Prize winner joined us for dinner. The dinner conversation was amazing. It was exactly what you would expect if you stuck some of the world's best teachers at a dinner table. Great discussions, debates, and insights into a variety of educational topics. I left feeling totally inspired.</div>
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On the way out I finally got to meet Joseph Fatheree, the other American top-10 finalist this year. I'm looking forward to getting to know Joe better this week. </div>
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Tomorrow we are meeting in the lobby at 7AM for the first day of the Varkey Teacher Ambassador Summit, so it's bed time for me - even though a stroll through the grounds at night looks like it would be amazing. </div>
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<br />Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-62961965375744509092016-03-08T19:17:00.000-08:002016-03-08T19:17:39.761-08:00Global Teacher Prize Trip Report – Dubai - Day 1<div class="separator" style="clear: both; text-align: center;">
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With the long flight and the time change, I’m not quite sure
where yesterday ended and today began, so I’ll pick up where I left off with
yesterday’s post.<o:p></o:p></div>
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The flight was great. All of the things that I had heard
about Emirates being a great airline were true.<span style="mso-spacerun: yes;">
</span>Good service, decent food, comfy seats. It helped that the back of the
plane was empty and Melissa and I both had our own rows to stretch out and
sleep. I got about 6 decent hours of sleep, watched Bridge of Spies (really
good movie), and felt pretty good when we landed around 2. It was cool to wake up, look out the window and see the desert mountains of Iran.<o:p></o:p></div>
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We got through passport control, baggage claim, and customs
rather quickly, I hit the cashpoint/ATM to draw out some UAE Dirhams, and we
hopped a cab to the Hilton Garden Inn at the Mall of the Emirates where I am
staying for one night before moving to Atlantis the Palm. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqtdtQtUdQQdmzCxag0mguQWhyphenhyphenrnBJS6JvH7XMED_lqAdFRUBir_BB9WhL1Y5lIi9Vc3mj9GkrIk9U6D3v8mG-507te-q8X8QsUWCuAwvLrYR2tGhXCDC6XAXc1I8GmVtdiL34M2gVH-dM/s1600/IMG_4370.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqtdtQtUdQQdmzCxag0mguQWhyphenhyphenrnBJS6JvH7XMED_lqAdFRUBir_BB9WhL1Y5lIi9Vc3mj9GkrIk9U6D3v8mG-507te-q8X8QsUWCuAwvLrYR2tGhXCDC6XAXc1I8GmVtdiL34M2gVH-dM/s320/IMG_4370.jpg" width="320" /></a></div>
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It was exciting to see the Burj Khalifa off in the distance
as we drove past.<span style="mso-spacerun: yes;"> </span>Melissa and I both
looked eagerly out the window to take in as much as we could on the drive. <o:p></o:p></div>
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As soon as we dropped off our bags, we headed out to
explore.<span style="mso-spacerun: yes;"> </span>First, we walked across the
street to the Mall of the Emirates.<span style="mso-spacerun: yes;"> </span>We
went to Ski Dubai to see what it was all about, and noticed that there was a
penguin encounter available. We bought tickets and got into our loaned jackets,
pants, and boots. Our ticket was for 5PM, but the nice penguin guide allowed us
to join the 4:30 group.<span style="mso-spacerun: yes;"> </span>There were two
short films, followed by a meeting with a Gentoo Penguin.<span style="mso-spacerun: yes;"> </span>She was still in training, so we got to take
pictures with her, but not touch her. There was also a cool window into the
area with a pool and the other penguins that we could view from this first
room.</div>
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From there we moved into a section where Wally, the King
Penguin was waiting to meet us. After learning a bit about king penguins, each
of us got to touch the different types of feathers on Wally, feel the oil from
his preening gland that allows him to stay waterproof, and take some pictures. <span style="mso-spacerun: yes;"> </span></div>
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After that, we hopped in a taxi to the Dubai Mall.<span style="mso-spacerun: yes;"> </span>By the time we arrived, we were both hungry,
so we found a Middle Eastern restaurant that looked cool and ordered a few
small plates.<span style="mso-spacerun: yes;"> </span>The falafels were amazing,
and the other food was very good.<o:p></o:p></div>
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From there, we went to check out the giant aquarium in the
mall, which was 4 stories high and filled with sharks, stingrays, and all kinds
of other fish.<o:p></o:p></div>
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Then, we went outside to catch the water fountain show
outside the mall and at the base of the Burj Khalifa, the world’s tallest
building.<span style="mso-spacerun: yes;"> </span>The show was short, but very
cool.<span style="mso-spacerun: yes;"> </span>The Burj was massive and so much
more impressive up close than it was at a distance.<span style="mso-spacerun: yes;"> </span>The fact that it stands somewhat alone makes
it look even bigger. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglu3ff3DCCr7ABikjS8P8XS7sVn9F_diMVbBPWhyphenhyphenTe6Y7RmLT5RZTO-5qptUvWHs3yE7dTUbIAfnwIAngemAr5RhmvhXfdW70G6QlRifudukkwKxZnznU_aSMuzjo_PsKUALX13JrF3sfd/s1600/IMG_4424.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglu3ff3DCCr7ABikjS8P8XS7sVn9F_diMVbBPWhyphenhyphenTe6Y7RmLT5RZTO-5qptUvWHs3yE7dTUbIAfnwIAngemAr5RhmvhXfdW70G6QlRifudukkwKxZnznU_aSMuzjo_PsKUALX13JrF3sfd/s320/IMG_4424.JPG" width="320" /></a></div>
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After the show we walked around the outside of the Burj to
explore a bit and then took a cab back to the Hilton so that Melissa could pick
up her bags.<span style="mso-spacerun: yes;"> </span>Being a gentleman, I was
happy to ride with her to see her safely to the Atlantis (which looks amazing!)<span style="mso-spacerun: yes;"> </span><br />
<br />
As I’m writing this post I got to talk to Lori for a few minutes before bed,
and I did a live Skype call with Tanya Cunningham’s 5<sup>th</sup> grade class
back home to share some pictures and answer some of their questions.<span style="mso-spacerun: yes;"> I had sent pictures and messages to several classes via Skype during the day. </span><o:p></o:p></div>
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The wifi here at the Garden Inn has been wonky, so
yesterday’s post and this post will have to go live tomorrow. <o:p></o:p></div>
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Tomorrow, I’m heading over to Atlantis to check in when I
wake up.<span style="mso-spacerun: yes;"> </span>I’m really looking forward to
meeting some of the other Varkey Teacher Ambassadors, and spending some time
learning and exploring with them.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-84696220559141071342016-03-08T19:02:00.002-08:002016-03-08T19:05:14.012-08:00Global Teacher Prize Trip Report – Departure Day!<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiXzWIwTjRnvjo45YhpNawiJTlrLj9kbTm6mn3YDn-mkPVxTKo3yGXc2mhYW-wVgwCFjgKRNQnF43tt939Rod0qj6LhDs8TCwSor34MEJaUmiPo_9BVEVg-QbXQkILWThSsuZHTBOrdcj_/s1600/IMG_4343.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiXzWIwTjRnvjo45YhpNawiJTlrLj9kbTm6mn3YDn-mkPVxTKo3yGXc2mhYW-wVgwCFjgKRNQnF43tt939Rod0qj6LhDs8TCwSor34MEJaUmiPo_9BVEVg-QbXQkILWThSsuZHTBOrdcj_/s320/IMG_4343.JPG" width="320" /></a></div>
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Wheels up for Dubai! I’m writing this post from somewhere
between 36,000 and 41,000 feet above the Atlantic Ocean.</div>
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The past few weeks have been a whirlwind. Trying to make
sure my students get what they need, presenting at PETE&C, media requests
since being named a Top-10 Finalist, and my 40<sup>th</sup> birthday have made
life a little crazy. I just finished packing about 10 minutes before I walked
out the door this morning.<o:p></o:p></div>
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I’m very excited, and a bit anxious about the unknown going
forward. No matter what happens this week, I’m sure life will get a bit crazier
for a while going forward. I still can’t believe all of this is real. I’m on a
plane to Dubai. Wow. Out of all the incredible, inspirational, amazing teachers
in the world, I got chosen as one of the Top 10. Double Wow. I’ve got a shot at
winning the whole thing in 6 days. I can’t even wrap my head around that one. No matter what happens, the opportunity to meet all the other finalists and to expand my professional learning network to include some of the best teachers in the world will be the highlight of the trip. <o:p></o:p></div>
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Since my wife, Lori, and my mother are coming into Dubai two
days after me, I’m thrilled to be flying tonight with Melissa Morris, who was a
Top-50 Finalist along with me for last year’s GTP. She made my day by bringing
me a present of champagne flavored Jelly Belly jelly beans so we could
celebrate. We met at the airport around 1:30 and had lunch in an Irish Pub.
Before boarding the plane she bought some duty-free makeup and we shot a 5 clue
challenge video to add to the website.<o:p></o:p><br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/URSbiRmA8Rw" width="560"></iframe>
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It was hard to leave the kids this morning. I wish I could
be sharing this experience with them as well. I was so proud of Michael. When
he was asked this week what I should bring him back from Dubai, he said, “Well,
hopefully not anything made out of gold if the gold was gotten by slave labor.
It would be ridiculous for me to be raising money to get kids out of slavery
and then get something like that.” Socially conscious at 10 years old. When I
dropped Abby off at the bus to school this morning, she asked me to read <i>Enders Game</i> while I was on the plane
because she just finished it and thought I would like it. I told her that I would only read it after
she finishes <i>The Martian</i>, a book I’ve
been begging her to read for months because I want someone to talk to about it.
<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIpCl1Q4jRR7sIuRVnst7-f9xEZ4SY2Fg_V7R2PEEI5ma8VMAB_MrJwakNQlmKdEK0NDikfE2BbOURMmEgc7BNkhmwU9M_3ww3sAmIh9om7RmPcJPtbb18VXOwIDVyyT8tQqV39Dd4lJa3/s1600/IMG_4352.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIpCl1Q4jRR7sIuRVnst7-f9xEZ4SY2Fg_V7R2PEEI5ma8VMAB_MrJwakNQlmKdEK0NDikfE2BbOURMmEgc7BNkhmwU9M_3ww3sAmIh9om7RmPcJPtbb18VXOwIDVyyT8tQqV39Dd4lJa3/s320/IMG_4352.JPG" width="320" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIXk20VoSLE6YNdflOWxoqo3wkfVBjSn_mp5VvkuWqvS-qkBy4UqzdKSL5fu8_MF_dmbKiPU57kxHHt5maFb7jaVgbP-QNCgCtJQNMRIraC9CI1NQRgki3Ccs2LBUD5cOjw-GoLYdd0QGq/s1600/IMG_4354.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIXk20VoSLE6YNdflOWxoqo3wkfVBjSn_mp5VvkuWqvS-qkBy4UqzdKSL5fu8_MF_dmbKiPU57kxHHt5maFb7jaVgbP-QNCgCtJQNMRIraC9CI1NQRgki3Ccs2LBUD5cOjw-GoLYdd0QGq/s320/IMG_4354.JPG" width="320" /></a></div>
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The Emirates A380 we’re on is incredible. We ended up in our own row. Melissa and I are
on the aisles and we have 2 empty seats between us. That should make it easier to get some sleep
on this overnight flight. We were both booked in full rows, but Melissa told
the lady at check in that I was a big shot or something and talked her into
giving us a row. Nice! <o:p></o:p><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiafLkLBqXwaAy4sICpA4iNVGw93cldJ_-Nx8ErWC1qro02r7yTdx-GlkiMOG-1JXVnGfMD21I_JeeZj9nPKzLz6Qid6sIIuQq88KnxHuCkaDrzUbkWkohzzb2xmYzS9rGMyObiigoj8Eg/s1600/IMG_4358.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiafLkLBqXwaAy4sICpA4iNVGw93cldJ_-Nx8ErWC1qro02r7yTdx-GlkiMOG-1JXVnGfMD21I_JeeZj9nPKzLz6Qid6sIIuQq88KnxHuCkaDrzUbkWkohzzb2xmYzS9rGMyObiigoj8Eg/s320/IMG_4358.JPG" width="320" /></a></div>
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Dinner will be served in a bit, and then I’ll try and sleep
as much as I can. It’s not like I’ve been sleeping much lately anyway. I don’t
handle the unknown well. <o:p></o:p></div>
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I’m going to do my best to post every night during the trip
to share this experience with you all, and to keep a record for me to look back
at one day. It’s going to be amazing. <o:p></o:p></div>
Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-26602789854981310582016-02-21T07:55:00.000-08:002016-02-21T07:55:01.499-08:00Thank You, Wondergrove Kids! <a href="http://wondergrovekids.com/">Wondergrove Kids</a> is an incredible education initiative that helps young students in primary grades develop the skills they need to be successful. One of the most amazing things that Wondergrove does is <a href="https://education.microsoft.com/ConnectWithOthers/wondergrove">live Skype calls</a> in which Maria, a 7 year old animated character, will interact with students to play games and teach lessons. It is impossible to talk with Maria without getting a huge smile on your face.<br />
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Yesterday Maria sent a congratulations video to Joe Fatheree and I, the two American Global Teacher Prize finalists. It brought a huge smile to my face!<br />
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<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/DxvGXEDzxfw" width="560"></iframe>Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.comtag:blogger.com,1999:blog-4699092296501181648.post-35122443600419634952016-02-18T16:32:00.000-08:002016-02-18T16:32:20.580-08:00My Heart is Happy<i>This is the third post in a series where I am documenting my experiences as a Top 10 Finalist for the <a href="http://globalteacherprize.org/">Global Teacher Prize</a>. To read the other posts, <a href="http://teacherslifeforme.blogspot.com/p/blog-page.html">click here</a>. </i><br />
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The last 48 hours have been a whirlwind of teaching and interviews, but there is one story that I want to share. So far, it's been the most incredible moment since the announcement that I was a <a href="http://www.globalteacherprize.org/stephen-hawking-announces-the-global-teacher-prize-2016-top-ten-finalists">Top 10 finalist for the Global Teacher Prize</a>. One of my Wallenpaupack colleagues who teaches in a different elementary school shared this anecdote about her students' reaction to my selection. <br />
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She told me that her students were excited when they heard that I was chosen as a finalist. Before showing them <a href="https://www.youtube.com/watch?v=KGcuoghniHQ">my finalist video</a>, she asked them how many of them felt like they were capable of changing the world for the better. None of them raised their hand, and they looked at her like she was crazy. <br />
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Then, she played my video for them. <br />
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Afterward, she asked them again, "How many of you think now that you can change the world?" <br />
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Every one of them raised their hand, and they started sharing ways that they could make a difference in the lives of others.<br />
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It just doesn't get any better than that. My heart is happy.Michael Soskilhttp://www.blogger.com/profile/13789664899983322261noreply@blogger.com