Inspiring: Reimagining Education News Articles
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Finland's school system has consistently come at the top for the international rankings for education systems. So how do they do it? It's simple — by going against the evaluation-driven, centralized model that much of the Western world uses. Finnish children don't start school until they are 7. Compared with other systems, they rarely take exams or do homework until they are well into their teens. The children are not measured at all for the first six years of their education. There is only one mandatory standardized test in Finland, taken when children are 16. All children, clever or not, are taught in the same classrooms. Finland spends around 30 percent less per student than the United States. 30 percent of children receive extra help during their first nine years of school. 66 percent of students go to college. The difference between weakest and strongest students is the smallest in the World. Science classes are capped at 16 students so that they may perform practical experiments every class. 93 percent of Finns graduate from high school. 17.5 percent higher than the US. Elementary school students get 75 minutes of recess a day in Finnish [schools] versus an average of 27 minutes in the US. Teachers only spend 4 hours a day in the classroom, and take 2 hours a week for "professional development". Teachers are effectively given the same status as doctors and lawyers. In an international standardized measurement in 2001, Finnish children came top or very close to the top for science, reading and mathematics.
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Even though the Biden administration’s plan to make community college tuition-free for two years was stripped from the federal Build Back Better bill, the push for free college is alive and well in many parts of the country. While the White House has turned its focus to extending the student loan payment pause, states have been quietly moving forward with plans to pass legislation of their own to make some college tuition-free. Most recently, New Mexico Gov. Michelle Lujan Grisham, a Democrat, signed the New Mexico Opportunity Scholarship Act, establishing the most extensive tuition-free scholarship program in the country. Like New York’s Excelsior Scholarship, it covers four years of tuition, including career training certificates, associate and bachelor’s degrees. But New Mexico’s Opportunity Scholarship goes a step further by opening up access to returning adult learners, part-time students and immigrants, regardless of their immigration status, in addition to recent high school graduates. Maine’s Gov. Janet Mills ... has proposed a plan to make two years of community college free for recent high school graduates. If passed, that would bring the total number of statewide free-college programs to 30, which means 60% of states would have free tuition opportunities. “If we get to 50, it’s mission accomplished,” said Morley Winograd ... of the Campaign for Free College Tuition. Most are “last-dollar” scholarships, meaning students receive a scholarship for the amount of tuition that is not covered by existing state or federal aid.
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Students in England already learn about mathematics, science and history, but hundreds of schools are preparing to expand the traditional curriculum with a new subject: mindfulness. In up to 370 English schools, students will start to practice mindfulness as part of a study to improve youth mental health. They will work with mental health experts to learn relaxation techniques, breathing exercises and other methods to help them regulate their emotions, the government said. The study, which will run until 2021, is one of the largest of its kind in the world. As a society, we are much more open about our mental health than ever before, but the modern world has brought new pressures for children, Damian Hinds, the British education secretary, said. Children will start to be introduced gradually to issues around mental health, well-being and happiness right from the start of primary school, he added. The initiative comes months after a survey commissioned by the National Health Service found that one in eight children in England between the ages of 5 and 19 suffered from at least one mental disorder at the time of their assessment in 2017. Dr. Jessica Deighton ... who is leading the government trials, said that the new initiative was intended to offer more than quick fixes. There is a tendency to think that the solution is mental health intervention, she said. We will try to reduce the stigma against mental health problems, by making the school environment literate in mental health.
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Kein Abschluss ohne Anschluss (KAoA) — or “no graduation without connection” — [is] a program that has been rolled out across the German state of North Rhine-Westphalia to help students better plan for their futures. Young people get support with resumes and job applications; in ninth grade, they participate in short internships with local businesses and have the option of doing a year-long, one-day-a week work placements in grade 10. “You don’t learn about a job in school,” said Sonja Gryzik, who teaches English, math and career orientation at ... Ursula Kuhr Schule. “You have to experience it.” Students in Germany can embark on apprenticeships directly after finishing general education at age 16 in grade 10, attending vocational schools that offer theoretical study, alongside practical training at a company. College-bound kids stay in school for three more years, ending with an entry exam for university. Businesses in Germany seem keen to participate in vocational training. Chambers of commerce and industry support company-school partnerships and help smaller businesses train their interns. Students are even represented in unions, said Julian Uehlecke, a representative of the youth wing of Germany’s largest trade union alliance. The goal of apprenticeships is to offer training in the classroom and in the workplace. The system gives students “a pretty good chance of finding a well-paid stable job,” said [policy researcher] Leonard Geyer.
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In a Toronto classroom, a group of 10-year-olds sit in a circle around a green felt blanket cheering on a baby as he tries to roll over. The baby's classroom visit is part of a program designed in Canada to foster empathy among children and, in the process, reduce aggression and bullying. Founded in 1996 by Canadian educator Mary Gordon, the program, Roots of Empathy, has found receptive audiences at home and abroad. In an age of polarized politics in many democracies, where social media often is seen more as a tool of cyberbullying than a bridge to increased understanding, Roots of Empathy has expanded to the U.S. and in Western Europe by using a 20th-century technique: face-to-face interactions. "The students learn that each person has a particular disposition, that there are differences between individuals - but that we all share the same menu of feelings," Gordon says. In 2001, the government of Manitoba commissioned a three-year follow-up study of Roots of Empathy, measuring positive social behavior, physical aggression, and indirect aggression. The results showed an improvement in all three areas immediately after the program and three years later. Studies commissioned by the University of Missouri and the University of Toronto had similar findings. The program has expanded from Canada, where it is delivered in English and French, to the United Kingdom, the Republic of Ireland, New Zealand, Germany, Switzerland ... Costa Rica, [and the] the U.S..
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Founder and principal of San Franciscos Life Learning Academy, Dr. Teri Delane says that the success of the school that serves the citys highest-risk, highest-need students can be replicated. The school tracks a 99% graduation rate with 85% of the students going on to college. The kids that do so well here [have] histories of school failure, truancy, arrest and substance abuse. The ones that traditional school settings cant provide for. [Life Learning Academy] has it roots in the Delancey Street Foundation, a well-known San Francisco-based self-help program for drug addicts and ex-offenders. Delane ... has first hand experience of the Delancey Street program - entering the program as an addict herself. Delane incorporated practices of the program that would could be integrated into a school environment: creating community, engagement, leadership, dress code and working toward rewards. And woven through it all is Delanes philosophy. What we do at the school is a circle around the kids with a number of things that have to be included in their lives in order for them to have a full life: education, a job, having money and ... learning how to give back, she said. I teach that the way you get is by giving. Not by sitting around talking about your problems. We dont stay stuck in our past. All the students know Delanes background, see what she has accomplished and witness her giving back every day.
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Tennessee is about to become the first state in the nation to make community college free for all adults. Lawmakers approved legislation Wednesday that will expand the Tennessee Promise program that launched in 2014. It made tuition and fees free for recent high school graduates enrolled in a community college or technical school. Now, adults who don't already have an associate's or bachelor's degree can go for free, too, starting in the 2018 fall semester. Governor Bill Haslam is expected to sign the bill into law. He proposed the legislation in his State of the State address earlier this year. It's a cornerstone of his initiative to increase the number of residents with a college education to 55% by 2025. Last year, less than 39% of residents had gone to college. "If we want to have jobs ready for Tennesseans, we have to make sure that Tennesseans are ready for jobs, and there is no smarter investment than increasing access to high-quality education," Haslam said in a statement. To be eligible, students must have been a state resident for at least a year before applying, maintain a 2.0 GPA, enroll in enough classes to be a part-time student, and complete the Free Application for Federal Student Aid. Expanding the free-tuition program will cost about $10 million. It will be funded by the state's lottery account. More than 33,000 students have benefited from the Tennessee Promise program in its first two years, raising enrollment among first-time freshmen by 30%.
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Four times a day, the doors of Eagle Mountain Elementary in Fort Worth, Texas, fling open to let bouncy, bubbly, excited kindergarteners and first-graders pounce onto the playground. The youngest kids at this school now enjoy ... three more breaks than they used to get. Students are less fidgety and more focused. They listen more attentively, follow directions and try to solve problems on their own. There are fewer discipline issues. Were seeing really good results, [noted Donna McBride, a first-grade teacher]. Eagle Mountain Elementary is ... trying out LiiNK, a new program that boosts the amount of recess for the youngest students. It gives the platform for them to be able to function at their best level, said Debbie Rhea, a kinesiology professor ... who created the project. The American Academy of Pediatrics agrees, calling recess a crucial and necessary component of a childs development. LiiNK was inspired by Finlands education system, which produces students who get some of the best scores in the world for reading, math and science. Finnish kids [enjoy] 15 minutes of unstructured outdoor play every hour. Children in the U.S., on the other hand, might get one 15-minute recess a day. Thats not enough for kids. Theyre not built that way, Rhea said. [Recess] reboots the system so that when they go back in, theyre ready to learn. They key is unstructured play, which Rhea described as kids being allowed to run, play and make up their own games.
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In the classroom, subjects are often presented as settled and complete. But our collective understanding of any given subject is never complete, according to Jamie Holmes, who has just written a book on the hidden benefits of uncertainty. In Nonsense: The Power of Not Knowing, Holmes explores how the discomforting notions of ambiguity and uncertainty affect the way we think and behave. Confronting what we dont know sometimes triggers curiosity. Teachers who hope to inspire curiosity in their students, and to encourage tolerance for ambiguity, can take steps to introduce uncertainty into the classroom. The emotions of learning are surprise, awe, interest and confusion, Holmes said. But because confusion provokes discomfort, it should be discussed by teachers to help students handle the inevitable disquiet. The best assignments should make students make mistakes, be confused and feel uncertain, he said. Teachers who instruct with a sense of humanity, curiosity and an appreciation for mystery are more apt to engage students in learning, Holmes explained. Those with an outlook of authority and certainty dont invite students in, he said. Also, when teachers present themselves as experts imparting wisdom, students get the mistaken idea that subjects are closed. Teachers should help students find ways to think and learn, he said. The best teachers are in awe of their subjects. The process of discovery is often messy and non-linear.
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Sugata Mitras Hole in the Wall experiment has garnered a lot of attention since it first begun in 1999 and won a TED prize in 2013. It demonstrated that a group of students working together, motivated by a deep question and with access to a computer, could produce amazing results. Cleveland is a world away from Delhi, but Dora Bechtel says many of her students at Campus International School remind her of the Indian children she observed in videos about the Hole in the Wall experiment. Recently, Bechtel has been experimenting with Self-Organized Learning Environments, or SOLEs, in her elementary school classes. In a classroom SOLE, Bechtel asks her students a messy question, something that doesnt have just one right answer, then sets them loose to research the question in small groups. Students choose who they work with, find their own information, draw their own conclusions and present their findings to the whole class. It can be a bit chaotic, but Bechtel says thats often good. The method has students asking questions and taking ownership in a whole new way. As any teacher knows, finding challenging work for such a varied class of learners is extremely difficult. But because the SOLE is so open-ended, more advanced students are helping struggling students and kids access information in whatever way they can. The SOLE Cleveland website ... has question suggestions for teachers just getting started, arranged by grade level and subject.
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The San Francisco Unified School District has introduced mindfulness meditation as part of its curriculum this year. Susi Brennan instructed first graders on Wednesday at Daniel Webster Elementary School in Potrero Hill. Mindfulness focuses on slow and deliberate breathing, and Brennan's students sat on the floor as they listened to her calming voice. "When we’re focusing on our breath, we can use it as an anchor," Brennan told the students. "So if our mind starts to wander away, we just gently bring it right back and notice our breathing." Over 57,000 students attend school in the district, and each of them will learn about mindfulness this year. The district said it introduced the technique into every grades’ curriculum for the 2021-22 school year. Dr. Vincent Matthews, the district’s superintendent, joined in on Wednesday’s lesson. He took deep breaths alongside a class of 6-year-olds, participating in a social and emotional learning technique Matthews said is focused on the whole student. Brennan said teachers and staff also benefit from this calming technique. “It’s an opportunity for them to also sit with their thoughts, and also for them to notice sounds and their breath,” she told KCBS Radio. “It’s a moment of pause for the teachers as well.” You can learn more about the mindfulness meditations practiced in the San Francisco Unified School district by clicking here.
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Linda Tutt High School in Sanger opened up a grocery store inside the school. It’s meant to help put extra food on the table for students and their families. But the store doesn’t accept money, just good deeds. “How often can a school say they have a grocery store inside their walls?” said principal Anthony Love. With the help of local partners like Texas Health, Albertsons and First Refuge Ministries, the school was able to complete the grocery store in an extra room. Students can shop using a point system. “A lot of our students, they come from low socioeconomic families.” Love said. “It’s a way for students to earn the ability to shop for their families. Through hard work you can earn points for positive office referrals. You can earn points for doing chores around the building or helping to clean.” Paul Juarez, the Executive Director of First Refuge Ministries said he hopes the idea is implemented in other rural areas. “These points were actually given by the students, so we walked through here and decided that a can of green beans was one point,” said Juarez. “It gives us a picture of what can be. So if we can do this inside other schools it will do a whole lot to help other small towns.” Students will learn about having sales when they have too much product, and of course, what to expect in their own first jobs. The store will also hold food drives weekly for the community and act as a supplement to other food insecurity programs in the area.
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One school has found that eliminating rules can actually be a good thing. After Swanson Primary School in New Zealand got rid of rules during recess as part of a study, administrators saw a decline in rates of bullying, injuries and vandalism, as well as an increase in students ability to concentrate during class. The [Auckland University of Technology] and Otago University study ... eliminated recess rules in an effort to discover ways to promote active play. As a result, kids were more engaged in their activities. "The kids were motivated, busy and engaged. In my experience, the time children get into trouble is when they are not busy, motivated and engaged. It's during that time they bully other kids, graffiti or wreck things around the school," school Principal Bruce McLachlan [said]. Previously, the students were not allowed to engage in playground activities like climbing trees or riding bikes, McLauchlan [said]. While he says the playground is now more chaotic looking, it is also safer. What happens is when you let kids do anything they like is that they actually dont go and purposefully hurt themselves, McLauchlan said.
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For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy. Which makes it all the more remarkable that Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state scrapping traditional teaching by subject in favour of teaching by topic. Subject-specific lessons an hour of history in the morning, an hour of geography in the afternoon are already being phased out for 16-year-olds in the citys upper schools. They are being replaced by what the Finns call phenomenon teaching or teaching by topic. For instance, a teenager studying a vocational course might take cafeteria services lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills. More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography. There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems. The reforms reflect growing calls ... for education to promote character, resilience and communication skills, rather than just pushing children through exam factories.
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Natalie Hampton doesn't just have memories of being bullied in middle school; she has actual scars. Now 16 and a high-school junior ... Natalie said, "Apart from the horrific attacks, the worst thing was being treated as an outcast and having to eat lunch alone every day. I believe that being isolated branded me as a target." After switching schools ... Natalie found a supportive new friend group, but she never forgot how it felt to be the outcast. "Whenever I saw someone eating alone, I would ask that person to join our table, because I knew exactly how they felt. I saw the look of relief wash over their faces," she said. Her experiences inspired Natalie to create a new app called Sit With Us. The app allows students to reach out to others and let them know they are welcome to join them at their tables in the school cafeteria. Kids can look at the list of "open lunches" in the app and know that they have an open invitation to join with no chance of rejection. "Sit With Us ambassadors take a pledge that they will welcome anyone who joins and include them in the conversation. To me, that is far better than sitting alone," said Natalie. "Even though just about every school has bullies, I believe each school has a larger number of upstanders who want to make their schools more inclusive and kind," she said.
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