The Buck Institute for Education analyzed various educational frameworks relevant to the 21st Century.

Why the 21st Century? I believe the digital age presents a unique opportunity for students to leverage their career in new ways, specifically by accessing online resources. I found the data visualization curated by the Buck Institute for Education proved helpful for understanding the connection between the new skill sets and how they can be used.

See below for more information:

In 2008, BIE analyzed selected frameworks for 21st Century Outcomes. The columns represent the different frameworks which fall into the focus areas of workforce readiness. The number in each cell represents the number of components for each sub-domain within each framework.

The internet’s expanding collection of useful materials for education has just become richer. Take a look at Instructional Strategies Online that includes information across:

• Direct Instruction
• Interactive Instruction
• Indirect Instruction
• Independent Study
• Experiential Learning
• Instructional Skills

The sections are instructional, helpful and include actionable classroom insight. For example, see below for a snippet from the page on narratives:

What are Narratives?

Narrative essays are told from a defined point of view, often the author’s, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story.

What is its purpose?

Since a narrative relies on personal experiences, it often is in the form of a story. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. It is usually filled with details that are carefully selected to explain, support, or enhance the story. All of the details relate to the main point the writer is attempting to make.

How do I do it?

Students can “tell what happened” by introducing the situation (who, where, and when); relaying events in a logical order (firstly, after that, next, etc.); and concluding by giving the last important event (e.g., at last …).

These are definitely useful classroom strategies regardless of your field or level of education. Please share any stories of using any of these or additional internet resources rich in content.

This post is part of the Teachers Certification Map’s “discussion series,” a collection of posts featuring highlights and questions around the evolving state of education aimed at enlightening young teachers as they embark on their careers.

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A New York Times economix column looks at whether the “success” of city is tied to how entrepreneurial it is:

The answer should matter for two reasons: local policy makers are constantly looking for ways to rev the economic engines of their cities, and the ingredients of success at the local level can help inform national policy. Just as city-level evidence on the connection between education and urban growth helps build the case for a national schooling agenda, city-level evidence on the determinants of entrepreneurship should help guide federal policies toward new businesses.

My first thought of skepticism to this claim was regarding “measurement.” Apparently, it’s being thought about a few ways:

One route is to use the self-employment rate, but self-employment doesn’t capture the scale of the enterprise or its success. It also creates some anomalous results.

If the self-employment rate captures entrepreneurship, then West Palm Beach is by far the most entrepreneurial place in the country and the San Jose metropolitan area, that home of Silicon Valley, is one of the least.

Discussion: Do you think the location of a university have any indication of how “entrepreneurial” the coursework, students or teachers are?

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Do you know someone with great insights to share with young teachers, or do you want your material considered for a discussion topic?

Please email us at hello@certificationmap.com.

This post is part of the Teachers Certification Map’s “discussion series,” a collection of posts featuring highlights and questions around the evolving state of education aimed at enlightening young teachers as they embark on their careers.

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Thomas College has a new policy on education (via New York Times):

Students who can’t find work in their fields within six months of graduation can come back to take classes free, or have the college pay their student loans for a year.

But..wait. There’s more:

The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of declining enrollments in those majors.

What’s going on and why the change in attitude? Let’s look at the stats:

Consider the change captured in the annual survey by the University of California, Los Angeles, of more than 400,000 incoming freshmen. In 1971, 37 percent responded that it was essential or very important to be “very well-off financially,” while 73 percent said the same about “developing a meaningful philosophy of life.” In 2009, the values were nearly reversed: 78 percent identified wealth as a goal, while 48 percent were after a meaningful philosophy.

Discussion: What methods, from either the perspective of a student or teacher, can you use to receive an education outside of “just” a major?

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Do you know someone with great insights to share with young teachers, or do you want your material considered for a discussion topic?

Please email us at hello@certificationmap.com.

This post is part of the Teachers Certification Map’s “discussion series,” a collection of essays featuring notes and questions around the evolving state of education aimed at enlightening young teachers as they embark on their careers.

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David Brooks, in a New York Times op-ed, discusses his “other education,” referring specifically to his early exposure to Bruce Springsteen:

We don’t usually think of this second education. For reasons having to do with the peculiarities of our civilization, we pay a great deal of attention to our scholastic educations, which are formal and supervised, and we devote much less public thought to our emotional educations, which are unsupervised and haphazard. This is odd, since our emotional educations are much more important to our long-term happiness and the quality of our lives.

How does “other education” work? Brooks continues:

This second education doesn’t work the way the scholastic education works. In a normal schoolroom, information walks through the front door and announces itself by light of day. It’s direct. The teacher describes the material to be covered, and then everybody works through it.

My college experience was rich with “other education,” including concerts, plays and even parties. I’d argue that out of classroom experience during college is as important as the in classroom experience.

Discussion: What were some of your “other educations,” in college or otherwise? How can universities encourage these activities while still remaining focused on academics?

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Do you know someone with great insights to share with young teachers, or do you want your material considered for a discussion topic?

Please email us at hello@certificationmap.com.

This post is part of the Teachers Certification Map’s “lessons from the field”, a series of posts featuring passionate, inspiring educators from across the country discussing some of the lessons that they have learned over the years that would help young teachers as they embark on their careers.

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Diane Hulme is  a Georgia certified elementary and middle school teacher, currently employed part time at a private school for children with learning differences.

Diane has been teaching for about 16 years: 6 years in a public school system; 8 in several private schools, and 2 years of subbing. Two of the private schools I taught at serve students with special populations.

What inspired you to teach?

I did not want to teach initially. I have a BA in English and started out in public relations work. I married a teacher, which gave me an inside look at the profession. I was envious of the rapport my husband had with his students and parents. You don’t get hugs and sweet little notes in the business world! I began to think seriously about teaching after working one year as a job placement counselor at a private agency. I was shocked and saddened to see the limited opportunities available to young people without college degrees or technical training. It was after this that I started back to school to get my certification. I think my experiences in jobs prior to teaching make me a better teacher!

What classroom methods are most helpful in pushing students towards their goals?

I think students are inspired to meet their goals when they have a calm, caring and patient “cheerleader” as a teacher. Being able to individualize instruction, to create attainable goals for each student, is key, in addition to creating a classroom “team” atmosphere. Pacing and organization of lessons is important for a teacher- always reviewing, allowing adequate time to practice skills, and summarizing learning. I also believe students need lots of different ways to practice skills and demonstrate mastery, with lessons and projects that emphasize critical thinking. I am a firm believer in leading students from extrinsic rewards towards intrinsic rewards.

What is one thing you wish you’d known when you started in the classroom?

I felt well prepared actually, as I worked one year as a paraprofessional before starting. I do wish that I had had more knowledge of learning disabilities and behavior disorders before working in our public school system. Our system has many disadvantaged youth, and when I started in 1989, many had undiagnosed disabilities. I have more training and experience now, largely due to my private school experiences and training. In my state, one survey class on exceptional children is required, but this is really not enough!

What did your training teach you that was most helpful in preparing you to enjoy and thrive in a classroom today?

Exposure and study in learning styles was invaluable, with actual teaching examples to take into the classroom. In graduate classes I have taken, the peer interaction and sharing of ideas and experiences is valuable.

What would you like to improve about your teaching?

I would love to get a masters degree in learning disabilities or counseling. I see these two areas as instrumental to the success of students today. I’d also like to learn to use current technology, such as the ITouch and Smart Board, to enhance my teaching.

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Do you know someone with great insights to share with young teachers, or do you want to be considered for an interview? If so, please email us at hello@certificationmap.com.

This is a guest post from our journalist Alex J. Mann.  You can subscribe to his blog here and follow him on Twitter here.

This post is part of the Teachers Certification Map’s “lessons from the field”, a series of posts featuring passionate, inspiring educators from across the country discussing some of the lessons that they have learned over the years that would help young teachers as they embark on their careers.

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Barbra Stevens, a teacher since 1989, has taught and taken an interest in numerous methodologies of learning, including Montessori, Reggio Amelio, High/Scope, Emergent Curriculum, Phonics, DAP, The Intelligences Theory. Barbra majored in the field if Early Childhood Education but have worked with a full spectrum of ages ranging from infants to pre-teens.

What inspired you to teach?

I have always had a heart for children. Whenever I am interested in something I study it. Children were one subject I find infinitely interesting.

What classroom methods are most helpful in pushing students towards their goals?

I have studied so many methodologies I can not say one works best on one particular child, or group. I know that it is very important to know yourself as a person and feel comfortable in your own skin. Teaching means you also must be willing to be taught….not only by other adults but by the children as well. It takes time. I have found that teachers that come into the field with a particular mindset….wind up seeing their career choice in a very negative light. Pride is concerned with who’s right, humility is concerned with what’s right. I believe it is okay to find what’s right for you and stick with it…but don’t knock others for their choices..

What is the one thing you wish you’d known when you started in the classroom?

I wish I had taken the courses called Life Skills 411. They have taught me to organize my time,space, finances, and take an introspective look at myself…..goodness gravy, so much more. I really believe everyone that manages people should know how to invest in themselves. Mr. Micheal E. Parker, CEO of Stellar Enterprise has inspired this amazing program.. I know we will be hearing more from him.

What did your training teach you that was most helpful in preparing you to enjoy and thrive in a classroom today?

Taking care of myself, physically and spiritually so I can take care of my family. This give me the positive mindset I need to be healthy and happy and be an  example to the children and families. I eat right, exercise, pray, drink lots of water, go out with friends, laugh, stay  positive, and stay busy helping others. When classes come along, I take them.

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Do you know someone with great insights to share with young teachers, or do you want to be considered for an interview? If so, please email us at hello@certificationmap.com.

This post is part of the Teachers Certification Map’s “lessons from the field”, a series of posts featuring passionate, inspiring educators from across the country discussing some of the lessons that they have learned over the years that would help young teachers as they embark on their careers.

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Stacey Chavours, a teacher of ten years, teaches at Lincoln Magnet School in Springfield, IL.

What inspired you to teach?

My sixth grade language arts teacher inspired me to teach. She had a love for the subject matter and was great with the students.

What classroom methods are most helpful in pushing students towards their goals?

I find one on one conferencing with writing essays helps students focus on goals.

What is the one thing you wish you’d known when you started in the classroom?

I wish I had known more about classroom management. Harry Wong’s book really helped.

What did your training teach you that was most helpful in preparing you to enjoy and thrive in a classroom today?

My masters in education helped me see from the viewpoint of the administrator. Also, I learned some great technology strategies.

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Do you know someone with great insights to share with young teachers, or do you want to be considered for an interview? If so, please email us at hello@certificationmap.com.

This post is part of the Teachers Certification Map’s “lessons from the field”, a series of posts featuring passionate, inspiring educators from across the country discussing some of the lessons that they have learned over the years that would help young teachers as they embark on their careers.

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Edith Chu, a teacher of 3 years, teaches Art, ESL, Social studies, language arts (English) at a middle school, specifically grades 6 through 8.

Below is our interview with Edith:

What inspired you to teach?

I liked the relationships I developed with the students.  I liked the security of the job.

What classroom methods are most helpful in pushing students towards their goals?

Using rewards to push students towards a common goal (class party, games, etc)

What is the one thing you wish you’d known when you started in the classroom?

I wish I had known more about classroom management, discipline, time management, and the level of commitment and dedication required for this job.

What skills could more developed if you were to enroll in a teacher training program?

I would like to improve my delivery of the lesson.  I would like a mentor teacher (someone who will observe me teach and help me improve).

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Do you know someone with great insights to share with young teachers, or do you want to be considered for an interview? If so, please email us at hello@certificationmap.com.

This post is part of the Teachers Certification Map’s “lessons from the field”, a series of posts featuring passionate, inspiring educators from across the country discussing some of the lessons that they have learned over the years that would help young teachers as they embark on their careers.

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Brent Colley teaches both students and teachers about the historical fiction novel, My Brother Sam is Dead. Brent believes the best way to use this novel in the classroom is to explore the issues My Brother Sam is Dead highlights where each chapter is geared toward giving us a better understanding of the hardships caused by the American Revolution and the affect it had on individuals, their families, their churches, their towns, their neighbors.

Brent has been using the internet as a teaching tool for 12 years, and My Brother Sam is Dead came into play about 3 years ago.

Below is our interview with Brent:

How do you use internet analytics to cater to your students?

I use my web traffic reports to see what information students and teachers are most interested in then add content accordingly. The MBSD pages had over 300,000 views in 2009, so I focus quite a bit on the novel.

What inspired you to teach?

3 years ago I began receiving e-mails about William Heron, I didn’t think too much about it while replying to them, but then more and more came in…who was Ned? Where did Mr. Beach live? Where is Tim Meeker buried?, etc… It finally occurred to me that My Brother Sam is Dead was the source of the questions and I decided it was time to re-visit the story I had enjoyed so many years ago. The local librarian was a bit puzzled at my request (why would a 36 year old want to read this?), but a copy of My Brother Sam is Dead was obtained and over the course of two days I was enamored again with the brilliant narrative of Timothy Meeker’s trials and tribulations during the early stages of the Revolutionary War.

I quickly realized how much I had missed, historically, the first time around. Growing up in Redding I was surrounded by all that Tim Meeker spoke of in the book, there was so much I could have explored… but I was only 12 years old and I never made the connection. More importantly was the realization that an examination of My Brother Sam is Dead was an opportunity to prevent children of the current generation from missing out on all the great history around them, like I had. The focus of the online guide to My Brother Sam is Dead relates largely to Redding, Connecticut but it does also extend to topics, events and people outside of Redding.

What classroom methods are most helpful in pushing students towards their goals?

You need to get the students excited about the topic they will be studying and the best way to do that is to connect them to the topic. How I accomplish that is by explaining to them that their town was involved in the Revolutionary War too, I bring out journals of soldiers from their town and read them outloud, I show them town records that note the activities of their town during the Revolutionary War, I note if there was an Anglican Church, a Tavern, a local spy, a cattle thief, etc… The idea being they begin to see the story as more than just a story, they realize that these things really happened.

The Bus Tour of Redding is my favor method to achieve this goal because on this tour the children get to stand in a graveyard that contains the gravestones of several characters in the book, they see the location of Meeker’s Tavern, they see the Church that Mr. Beach preached in, the bullet logged in the wall where a Rebel shot at him, they see William Heron’s home lot, the field Sam and Tim raced across, a memorial stone dedicated to Ned…then it’s off to Putnam Park where they see a real Brown Bess, the huts the soldiers lived in that winter, the uniforms they wore, the conditions of the camps. By the end of the day, they’ve gone from a group of disinterested 6th graders to excited, surprised and enthusiastic-

“I can’t believe I saw what we read in the book. I thought that was very cool!! I had so much fun, especially when you showed us the graves at Redding Ridge. I never knew Tim and Sam were fictional. It’s so surprising that I never knew how involved Danbury was [in the Revolution], yet I lived there for so long.”

What is the one thing you wish you’d known when you started in the classroom?

I wish I’d realized how powerful a teaching tool historical fiction novels can be. Once students become immersed in the novel’s setting, character, plot and theme, they become interested and stimulated by the novel’s story. They begin to absorb the historical details in the novel without even realizing they are being instructed. In contrast, if these same historical facts were presented in a textbook and the teacher asked the students to memorize or know them, it is likely that little information would be retained by many students.