Chetan Pinto

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What is your opinion on the New Teaching Manifesto? Can it be implemented in a school/college?

Education is learning by doing!

We cannot always build the future for our youth, but we can build our youth for the future.
- Franklin Delano Roosevelt

The New Teaching Manifesto a scalable template to quickly implement Multiple Intelligences and Bloom’s Taxonomy in the classroom. It is a framework for improving critical thinking and creativity in schools. It hopes to reform an education system based on textbooks that tell us how things should ideally work but does not let us try it out until the ‘student is ready for it’or for fear of failure or a need for seeking perfection before getting started! The NTM aims to change this by encouraging students to think critically about the challenges we face today by exposing them to real-life, real world challenges for a comprehensive, well-rounded understanding of our world based on multiple perspectives and literally crate and build solutions to check their understanding.

All the education imparted through the NTM can be personalized and contextualized in such a way that the students discover their own self through the activities they do, the things they build, through their interaction with other students, with their parents and family members and the community. All of these enriching experiences based on observation or imitation would be accounted for in their grades and assessment or at least an individual project portfolio to begin with.

Read the full manifesto here-

View or Download PDF

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    Apr 3 2013: Chetan, NTMs appear all of the time. When I went to school we had rote memory ... then came select math and we had to memorize theorems ... each time a new doctorial candidate come up with a new thought we go into a test bed. The tools are not new .. Blooms has been the foundation for syllabus and testing since the 50's ... the idea of application versus multiple guess has been in vogue since Singapore kicked all of the world butts in PISA exams ... what is being addressed is the "ownership" of education by the textbook publishers and the test writers. If we go one step further and get the feds (USA) out of education and return states rights we will again leap forward. When the gov is involved we hear what they want us to.

    I often propose that we design a map from K - 12 in each subject area comprised of modules that define a goal. Each student works at their own speed and must demonstrate "compentency" to advance to the next module. Thus called "compentent / non-competent training / education. Hand and hand is the admission that college is not necessary for everyone ... thus two tier syllabi .. 1) college prep and 2) manual trades / arts. By doing this you take the onus off of the teachers and onto the students as they are doing what they enjoy are show a talent for.

    A true benefit of this system is that students could advance academically while staying with their peers for social development. Under the current system we place a 12 year old "freak" into college with 20 somethings where only the mind matches.

    Can it be implemented .... yep. Should it be ... only time will tell if that was the right decision. The system has learned to protect itself and the nest makers are careful about changes that would desturb the nest.

    It is my opinion that schools are no longer about the student but about money at all levels. Scary .. huh. Do you think that is true?

    Out of space.

    I wish you well. Bob.
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    Mar 29 2013: My manifesto is at Actually it is about outcomes for a full education rather than techniques.
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    Mar 27 2013: Here's the link to the manifesto-

    Here's a link to the pdf- Click to view and download as PDF-
    Copy paste this-
  • Mar 27 2013: That's pity I couldn't open the complete Manifesto website link to know more about what u mentioned:The New Teaching Manifesto(NTM) in detail.
    That's true'Education is learning in doing'.We are doing education refrom in my place.It is a really hard job to do.We know what are the so called:good education.But we just don't follow it.Maybe it also means we are on the way to get good education.
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    Mar 26 2013: Thanks. Will look into it. This document is a work in progress. Dan Pink and all the rest of the people dealing with motivation et al are being considered.

    I'd be really happy if you could point at least one thing that's good.
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      Gail .

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      Mar 26 2013: It would help you if you would reply to the questioner (that opens a box under the comment where you can reply) rather than go to the big open box that does not send me an e-mail telling me that you have replied.

      But to answer your question. I loved the introduction. I was getting excited until I saw the implementation. At that point, my mind filled with awareness of all that you are NOT teaching - which, by the way, is an essential life skill (seeing or hearing what is not being shown or said).
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    Gail .

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    Mar 26 2013: I read the Manifesto, and I don't see the improvement. It is wrapped around the same systemic flaw that is at the core of our current broken system. It still devalues the individual and promotes an unspoken agenda that offends me.

    For example, you bring in a police officer (that you call police "men") to have "him" talk about the importance of law and order. But you never bring in the expert that demonstrates how to avoid needing police in the first place. ( - as only one example - nor does it bring in those who have become adept at deliberately manifesting their own realities, which would remove them from the slavery of our money system.)

    You never bring in the expert that talks about the role of emotions in a life experience, and never show that thoughts precede emotions and that emotions accompany mistakes in the belief system (where beliefs are thought constructs). You never quite get around to showing the student how to develop EQ and how to recognize the belief that is causing the emotions that cause the crime or bad behavior.

    You leave out ideas like:, which is most unfortunate, because your Manifesto doesn't even acknowledge its legitimacy. It is still a money-centered ideal that exists to support commerce rather than the student - too many of whom will not fit into your model.

    You are stressing the importance of the student's role as a cog in a bigger wheel, but you never stress the importance of a student's responsibility to self. Community will not fall apart if high EQ people follow their passions. And though passion is suggested or alluded to, it is dimmed because the indoctrination says that a "good" person will apply that passion to community and not follow a passion for the sheer pleasure.

    It's too incomplete and biased. (Though much of what you talk about is already being done in the US)
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      Mar 27 2013: I think it's better to recognize the intent more than the presentation of the manifesto. I think could easily be edited to be more politically correct...the problem is a lot of the ideas are already being done. I do absolutely think it's important to integrate community, roles, and to work with "experts", I don't really see the agenda, I do see something that's more appropriate for early elementary. In Georgia we have a Pre K standard: "SS 1 c Becomes aware of the roles, responsibilities and services provided by community workers" Students spend 8 hours at school, that leaves plenty of room in the curriculum for concepts that focus on the individual as well as the whole community...and yeah, dancers, artists, and actors are part of that community and should be added to the "experts" list.

      I like the ideas...manifesto is just a strong word to use though. After a certain age group the concepts and ideas get stickier and people get more up in arms about what and how things are being taught.