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Educating should be a team sport.

The three core concepts proposed in his video about health care should similarly be applied in education, especially secondary education. The three are the following:
1. Education Anywhere
2. Education Networking
3. Education Customization
Education Anywhere consists of breaking the model of the brick and mortar building being the center of an educational environment and expanding it to include home, the internet, places of work and careers, etc.
Education networking consists of teams of teachers working together to create rigorous and relevant learning opportunities which are multidisciplinary and relevant to career readiness and inquiry.
Education Customization refers customizing learning paths and teams for individual learners and their learning needs. By working on a team, sharing and tracking relevant learning data, the interests and needs of the student, and building relationships as part of the team, teachers and students can work together to become lifelong learners and career-ready citizens.

  • Apr 17 2013: Luke Luke let the force be with you. What
    I am trying to say is What are the interests and what are the abilities of each kid. Make a common sense effort to optimize that.
  • Apr 16 2013: So how can we make this happen?
  • Apr 16 2013: I was thinking this same thing when I watched the health care video. The problem is in introducing/implementing such ideals from within without a complete overhaul(revolution?) of the education system.
    • Apr 16 2013: Sometimes I wonder if the difficulty comes from the allocation of resources. 1. The emphasis placed on test scores and the funding system for schools (based upon enrollments on a per student basis, etc.) along with the necessary costs of running a school all are factors that impede a focus on the necessary transformation that we clearly see a need to do. This causes point 2. 2. Teachers at the high school level are generally responsible for about 180 students distributed among 6 classes in a given day. That is an inordinate amount of workload for a teacher (especially if they teach English or something that requires feedback on writing, etc.) in a day without the necessary embedded professional development, reflection, shared and team time with other teachers of the same content area or with the team responsible for a group of students.
      Hence, the necessary time for reflection on individualized student data, focus on feedback to students, shared responsibility and feedback among the teams of teachers, are compromised from the start.
      3. Moreover, we need to reinvent the teacher/educator training process as well.
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    Apr 16 2013: This is a practical philosophy many educators hold dear and that they live and work by.
    • Apr 16 2013: From my perspective, as someone working in the field, the training and some of the implementation of these concepts are in full swing. The concepts are certainly permeating the discussions at the leadership levels and there are some pockets of greatness being implemented. Yet, I don't see this being the norm across the board. I can venture into one high school and see these things being done with fidelity and then go into another school in the same corporation and see the same teaching techniques as the 1950s.

      I think most educators hold this dear. It's a problem of common practice though.
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        Apr 16 2013: I am glad you shared this. I too work in this field and am glad you shared that this is in full swing in many places. Too many people assume every school has been doing the same thing, typically lecture in isolation from other teachers, ever since the fifties, that kids are expected to repeat back things learned by rote, and other stereotypes of today's classrooms. What I found, rather, was that because of limitations in terms of time, implementing lots of good ideas simultaneously is challenging. So one year comparing notes regularly within a department and looking over student work together gets a lot of attention, while the next year interdisciplinary collaborations do. Meanwhile there is professional development on new curriculum materials or new pedagogies to implement, new testing structures to implement, and so forth. There are lots and lots of changes every year.