Not exact matches
In this
century, deeper - learning proponents argue, the job market requires a very different set of skills, one that our current
educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one
context and adapt them to a new and unfamiliar problem or situation.
By situating important academic concepts and skills in the
context of projects and internships, High Tech High gives Morikawa and his classmates what John Dewey, the great pragmatic philosopher and
educational reformer of the early twentieth
century, called «both magnet to attract and glue to hold» their learning.
Findings also suggest the need to make further investigation into the differentiation of materials, models of teacher education, and professional development that might help different types of learners adjust to the teaching profession and to the kinds of broad - based changes that frequently occur within
educational contexts, particularly as schools attempt to make changes to meet 21st
century learning standards with regard to technology.
To complicate matters, over the course of the 20th
century, states began using time - based measures — called instructional, clock, or contact hours — in a number of other state policy areas, such as minimum requirements for
educational programs, school approval standards, and formulas for distributing state funding.11 Moreover, depending on the specific school design and the particular state
context, high school innovators can encounter a wide range of other friction points.