"How can we best reimagine school for our students?"
Below are the slides from the presentation.
Still figuring it out....
designed to accelerate growth and success..... through an array of (business) support resources and services that could include physical space, capital, coaching, common services, and networking connections .
|Connecting the dots of learning...|
Today’s students (Generation Me) score higher on assertiveness, self-liking, narcissistic traits, high expectations, and some measures of stress, anxiety and poor mental health, and lower on self-reliance. Most of these changes are linear; thus the year in which someone was born is more relevant than a broad generational label. Moreover, these findings represent average changes and exceptions certainly occur.
These characteristics suggest that Generation Me would benefit from a more structured but also more interactive learning experience, and that the overconfidence of this group may need to be tempered. Faculty and staff should give very specific instructions and frequent feedback, and should explain the relevance of the material. Rules should be strictly followed to prevent entitled students from unfairly working the system. Generation Me students have high IQs, but little desire to read long texts. Instruction may need to be delivered in shorter segments and perhaps incorporate more material delivered in media such as videos and an interactive format. Given their heightened desire for leisure, today’s students may grow into professionals who demand lighter work schedules, thereby creating conflict within the profession.In short, the author asserts that today's youth know what they want, are self centered, smart, place high expectations on themselves, have inflated egos, don't want to work as hard and, in return, are increasingly stressed out and rely on others (primary their parents) to help them out.
Those in high school in the 2000s, who will be the medical students of the 2010s, feel entitled for another reason: they were given better grades for doing less work. A total of 20% fewer high school students did 15 or more hours of homework per week in 2006 than in 1976, and more did no homework at all. Yet the number of A-grade students has nearly doubled over the same period: whereas only 18% of students said they earned an A or A-average in 1976, 33% said they were A students in 2006, representing a whopping 83% increase in self-reported A-grade students. Generation Me has come to expect an easy ride, courtesy of their high school education.I could spend the entire post reacting to this statement. Suffice to say, that pinning the "grade inflation" issue on hours of homework completed is a "red herring". The grade inflation issue has little to do with the number of minutes a learner spends doing homework and everything to with the assessment and evaluation practices of teachers. In fact, I would argue that the practice of linking effort to grades is one of the causes of grade inflation! Spending more time on work should not inform a student's grade, but rather, a student's demonstrated understanding, relative the learning outcomes, is what should be graded.