- May 2018
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blackboard.bsu.edu blackboard.bsu.edu
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Competen cies in these areas on the part of our youth could almost certainly be of major importance in years to come.
Critical thinking is a highly-sought skill, but very few schools work with teachers on drawing out critical thought from students.
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How can research be more effective ly pointed up and translated into ac tion?
Translation is the key word. Most teachers are not trained academics or researchers. Translating theory into practice requires distilled reports and/or coaching to interpret and implement research-based findings.
We also need to work on patience in research. Often, we look for quick fixes and change initiatives because something "isn't working" in the near term.
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How can we start improving cur riculum?
Lowering the barrier for entry to revision, changing the status quo...
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What steps can we take further to clarify what the high school diploma actually stands for?
Competency-based education could be a possible fix. Rethinking transcripts and entrance requirements would also fall into this category.
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How can further progress be made with regard to modification in college entrance requirements?
How much of the "previous experience" explanation tie into this?
"If only they learned this in [middle school, high school...]
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How can we achieve better coordination between the various areas of the present curriculum?
UBD ties into this - what do we want students to know and be able to do by the end of the unit? Cross curriculuar connections help tell that story as students develop skills.
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Can we have a child- centered emphasis rather than an em phasis on subject matter?
This is question number one, still, 60 years later. How do we drive the conversation - swing the pendulum - back to students instead of the material?
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How can we deal more effectively with the wide range of differences be tween pupils in present secondary schools?
What tools and mechanisms are in place, and what are missing, to really support all secondary students?
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