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Visų pirma ten daug kalbama kaip auklėti vaikus. Mažiau auklėkite vaikus, o daugiau save. Vaikai vis tiek užaugs tokie kokie este jūs. Na, ne tokie, kokį vaidmenį bandote vaidinti, bet tokie, kokie iš tikro esate.

Antra. Bet koks vertinantis vaiką ar jo veiklos rezultatus požiūris išreikštas žodžiais (tiek teigiamas, tiek ir neigiamas) aiškiai demonstruoja "kas čia žino tiesą", tai veda į aiškų hierarchnį santykį, pozicionuojant vaiką į žemesnę poziciją. Nesvarbu ar sakome "Labai gražiai ir teisingai nupiešei. Šaunuolis", ar "Kaip čia taip nevykusiai pripeckiojai, medis negali būti mėlynas, o saulė - žalia".
Gal geriau būtų išsakyti savo jausmus ir įvardinti emocinę reakciją į konkretų poelgį:"Man patiko šis piešinys, jis man asocijuojasi..." arba "šis spalvinis sprendimas man labai netikėtas. Pirmą kartą matau mėlynus medžius. Kur tu tokius matei?" Tokiu atveju vaikui lieka vietos kažką paaiškinti ar išsakyti savo motyvus. Pvz. "Vakare, saulei nusileidus, prie ežero, medžiai būna melsvi, tik neturėjau tinkamo atspalvio" .

Na ir trečia. Žydai iš ties labiau orientuoti į išmintingus sprendimus, verslumą, žinias ir mokslą, nes tai jų kultūroje kur kas labiau vertinama nei atkaklus triūsas.
Lietuvių valstietiškame mentalitete pats darbas ir atkaklios pastangos, kaip ir kentėjimas jau savaime yra vos ne sakralinės vertybės. Nepriklausomai nuo pasiekto rezultato. O žydų mentalitete svarbesnis yra rezultatas, nei kiek pastangų tu padėjai jo siekdamas. Dargi atvirkščiai. Labiau vertinamas pastangų efektyvumas ir protingi sprendimai. T.y. tas pats rezultatas vertinamas geriau jei jį sugebėjai pasiekti įdėdamas mažiau fizinio darbo, bet dirbdamas labiau apgalvotai.

Assessment or Audit?

What's the difference between assessment and audit?

Source: http://www.efqm.org/blog/whats-the-difference-between-assessment-and-audit#.UgOPTT2WLT4.facebook 

EFQM

26 July 2013

Managing with Agility

A question often asked is "What's the difference between an assessment and an audit?" The difference comes down to the objective of each.
In an audit, you have a "standard" and an explanation of how the activity should be performed (normally a process or procedure). Together, these are prescriptive; they define how things SHOULD be done. The auditor is there to check firstly whether the described process conforms to the standard and secondly whether the operators are following the described process. An audit is therefore a control to check whether people are doing what they are told they should be doing.
In an assessment, there is no "standard". This is replaced with a set of concepts and principles; for us, the EFQM Excellence Model. These describe desirable outcomes but not the specifics on how they should be achieved; that's up to the organisation to decide. The Assessors are there to find out why people have chosen to do things the way they do and what other options have been considered. The objective is therefore learning; if that's what we want to achieve, are we doing the right things?
This explains the differences in the way, and speed with which, the Excellence Model and standards evolve over time. In a non-prescriptive framework, you only need to define the "what". The "how" is the challenge that needs to be addressed by the organisation. This makes it easier to incorporate emerging trends and new concepts. Standards, by their nature and function, need to be prescriptive. This means the "how" has to be known before being described as a "standard".
Both approaches are valid and both add value. The difference though is fundamental to the terms used. A "standard" is something everyone should aim to achieve. "Excellence" is defined as exceptional, therefore if everyone does it, it's no longer "excellent". That's why we see concepts described in excellence models eventually being incorporated into standards over time. From our perspective, this isn't a bad thing. If anything, it validates the work of EFQM and the "early adopters" organisations. The challenge with "excellence" is to always stay one step ahead of the "standard".

8 Tips and Tricks to Redesign Your Classroom

Source: http://www.edutopia.org/blog/8-tips-redesign-your-classroom-david-bill?utm_source=facebook&utm_medium=post&utm_campaign=blog-remake 

August 6, 2013

Remake Your Class is a 3-part video series that covers how one educator transformed his classroom with the help of his students, some community volunteers, and design experts.

Editor's Note: Author David Bill is a designer and educator who consulted with The Third Teacher+ on the Remake Your Class project highlighted in the videos below. The tips in this post go along with the companion video. We are excited by the simplicity (and low price tag!) of this great redesign. Hope you'll share any of your own tips in the comments area below.
If you're thinking of completing your own classroom remake project, good for you. I have been helping teachers redesign classroom spaces for the past three years, and have seen this process work for projects of all sizes.
The tips below can be used for smaller scale remakes right way. If you want to do something bigger, you can start planning immediately and schedule some time over a holiday or long weekend. Either way, much of the prep work can be done now, and incrementally over a few weeks as a lead-up to a larger remake project.
Whether you are looking to reorganize one corner or redesign the entire room, here are eight tips that may help you throughout the process.

https://www.youtube.com/watch?feature=player_embedded&v=4y2IaAC5vj4

1. Get Students Involved

Students are your primary users and should be at the center of such a remake process. To begin building excitement, reach out to them early and invite them to a weekend session at school (or someone's garage) where they can be involved from the beginning. Here are some specific ways to involve students:

Create Visual Inspiration

Ask parents, colleagues or friends to donate a variety of appropriate magazines. Have students find and add magazine pictures to create a visual wall of spatial inspiration. The pictures can portray any space at all -- not just schools. The goal is to include any and all places that stand out for students. When complete, have them use sticky dots to indicate the places that stand out and why. If you're strapped for time, find and post the images yourself.
Digitally, you can utilize Pinterest as a way for to create a "board" of inspiration. As you or your students find items or spaces that stand out, they can be pinned to your board. Students then comment on the "pins" that they appreciate.

Students Define Pain Points

Is there anything unsatisfying about the present setup? To find out, use a whiteboard to draw a map of your current classroom, and visually identify the various sections. Students then use sticky notes to write a word or two that indicates how they feel or what types of actions take place while spending time in that section of the classroom.

10x10x10

With the students, define several questions that address your classroom remake project. Then have students talk with ten different people in ten different places and bring ten different stories. Use that research to provide insights into what spaces people like and why.

Student Helpers

Later, when you're building out your redesign, ensure that the students play various roles in building the actual room. Whether it's painting, putting casters on tables, or moving boxes, the more they are involved, the more ownership and pride they will take in the classroom.

2. Research and Brainstorming Methods

You don't need to be a "designer" to engage in this process. All you need is the ability to conduct the research and do the brainstorming that is essential to this process. When remaking your classroom, the first step is to define the right "need" and then ask the right questions.
For example, when defining your need, you might ask, "How could we create more collaborative space in our classroom?" As you identify needs, activities like those mentioned below will help you collect data and then examine the challenge through a different perspective.

Word Association

Place butcher paper on several tables. Break the participants into several groups with each group at a separate table. Write a different random word in the center of each piece of butcher paper. Based upon that initial word, have the individuals write the first word that comes to their mind, and then repeat the process for each subsequent word. Do this for a few minutes. The table participants should then rotate and quickly build upon their group members' words. Once that is completed, have the group select their two favorite words. Those two words must then be used to create a quick prototype that addresses the stated "need."

Classroom Flow

Find a colleague or student who has a free period when you teach, and ask him or her to come and observe how you and your students move about the classroom. Print a diagram of the classroom, and as your observer watches, have him or her draw where you and your students move. One color should be used for tracing your movement and another for the students' movement. The sheet of paper with the tracking will help you determine what areas are used most heavily, and where items should be placed to better support fluid movement throughout your class.

Sticky Notes

After conducting your initial research, determine the areas that need the most focus (e.g. clutter, collaborative space and teacher workspace). For each focal point, have participants draw or write an idea related to the topic on sticky note. The ideas should be posted on a whiteboard. When all the ideas are on the board, they should be sorted and grouped to determine which ideas overlap and which can move forward. These brainstorming rules and guidelines will be helpful in setting up such an experience.

https://www.youtube.com/watch?feature=player_embedded&v=lxHVX7gbk6s 

3. Tips for Organizing and Managing Volunteers

When assigning tasks and responsibilities to your volunteers, use something very simple. If the various individuals and groups helping you remake your classroom have regular online access, use a Google spreadsheet. If access is problematic, create a printable spreadsheet with the tasks and responsibilities, and pass it out to all parties involved in the project. The key to such a process is ensuring that it's easy to identify and know who is handling each task and responsibility.

4. Tips for Clearing the Clutter

One of the keys to any classroom remake is removing all of the unnecessary items. Spend some time considering what you most frequently use and where those items should be in relation to where you spend most of your time while in class. Once you define those needs, begin to search sites like Lifehacker for some tips on how to reorganize your materials.

5. Tips for Obtaining Supplies and Support

Once you've defined your required materials for the remake, reach out to your locally owned stores and tell your story. In many cases, the owners may donate or discount certain supplies. And -- oh, by the way -- it wouldn't hurt to bring a few of your students when you are making the ask.
If your project is going to require a bit more money, an Indiegogo campaign may be a viable option. Partner with some of the students and perhaps your media teacher to create a video that will draw in some interest and support.

6. Ideas for Repurposing Materials You May Already Have

Many items in our classrooms and homes are sitting idle when they could easily be repurposed. Do you have old plastic containers from the grocery store, milk crates or old hardbound books? Use them as storage containers in your classroom. Have old CDs? Make them into art. Lacking inspiration? Again, Pinterest may be a great resource for how to reuse your materials in your classroom. If you can't find the types of materials you're looking for to organize things, your town or city may have a group like SCRAP, Urban Ore or Goodwill. Check out those locations, as they will have plenty of reused materials. Also, explore Craigslist, a veritable goldmine for used materials.

https://www.youtube.com/watch?feature=player_embedded&v=Ml17ynz8FG4 

7. Organizing Your Tools

Organize your tools in groupings based upon usage and frequency. Consider using containers or boxes that you or you students can easily identify and access, as these will be two of your biggest concerns. Use some color and visual labels to ensure that the containers stand out. If there are doors on your cabinets, consider taking them off so that everyone can see the containers with ease.

8. Additional Resources

• School Architecture Projects
  A series of schools built by the Danish architect Rosan Bosch
• Learning Spaces
  A Pinterest board of learning spaces curated by Melanie Kahl of The Third Teacher +
• Beautiful Learning Spaces
  A tumblr curated by Jennifer Chan
• Teaching in Spaces Research on Learning Spaces
  Ideas from Stanford professors on how they use learning spaces to enhance their teaching
• Learning Spaces Toolkit
  A toolkit to help design and maintain 21st century informal learning spaces from the North Carolina State University
• Learning Spaces (Book)
  Research on learning spaces published by EDUCAUSE
• Organizations that Support Re-using Materials
  Organizations that offer materials and suggestions for reusing materials

You can do a lot with space, materials, and even your students when you think creatively. In the comments section below, please share any questions, ideas and experiences for how you might remake your classroom this year.

VPL - useful links

Various VPL projects:

• ETAP (Inovatyvūs neformalaus mokymosi pripažinimo metodai ir procedūros turizmo sektoriuje): http://chamber.lt/LT/Pradzia/Projektai/Ivykdyti/Inovatyvus-neformalaus-mokymosi-pripazinimo-metodai-ir-proceduros-turizmo-sektoriuje

source: http://www.edutopia.org/blog/5-shifts-regenerating-learning-ecosystem-andrea-saveri?utm_source=facebook&utm_medium=post&utm_campaign=blog-5shifts 

Five Future Trends That Will Impact the Learning Ecosystem

June 19, 2013

Image credit: iStockPhoto

As summer reflections on the past school year turn into aspirations for the next year, it's important to keep in mind the big picture of change in education. Five shifts in how we think about schools and education in general will help to regenerate the learning ecosystem, and will provoke our imagination about new possibilities for teaching and learning.

1. Democratized Entrepreneurship

Democratized entrepreneurship will spread an entrepreneurial mindset among learners, educators and communities, accelerating a groundswell of grassroots innovation.
Entrepreneurship is no longer reserved for those few with the resources to buffer risk and the social capital to access expertise and guidance. An emergent social and financial infrastructure is rapidly growing and cultivating practical know-how about entrepreneurship and helping to regenerate the learning ecosystem. Incubators, startup mentor networks, funding platforms, and innovation summits such as Startl, ImagineK12, Startup Weekend EDU and Big Ideas Fest will proliferate and attract creative risk-takers and do-it-yourselfers from diverse domains, and provide them with the resources and support to turn their ideas into practical, marketable solutions that remake classrooms, schools and communities. Over the next decade, democratized access to investment capital and startup know-how in education can turn any teacher, parent or student into an edupreneur, accelerating the diffusion of disruptive tools, models and applications for organizing teaching and learning.
To take advantage of this trend: Begin to cultivate an edupreneurial mindset of experimentation, risk-taking, learning from failure, creative problem-solving, and market awareness in your classroom, and expand it to your school and district.

2. Personalization Strategies

Next-generation personalization strategies will combine learning analytics with insights from brain-based science to provide more contextualized feedback and create high-fidelity learning environments.
Sophisticated learning analytic tools and adaptive courseware have been an important factor in creating personalized learning pathways in hybrid, or blended, classrooms such as San Francisco Flex Academy and the School of One. Next-generation personalized learning strategies and tools will include insights from brain-based learning and emotion science, such as those from the Stanford Math Brain Project and the RULER program from Yale University. Sophisticated analytics and adaptive tools will help educators provide preemptive and continuous whole-person support based on factors such as learners' health, environments and social contexts, as well as their academic performance. In addition to data strategies that match students to instructional modes, personalization strategies will shift to include creating a richer cognitive environment that supports focus, attention, memory and healthy relationship building for all learners.
To take advantage of this trend: Find ways to enrich your students' cognitive environment through social-emotional skills and brain-based insights

3. Diversification of School Formats

A creative explosion of school formats will utilize diverse strategies and structures for organizing learning experiences to increase district adaptability and responsiveness.
As the costs of coordinating talent with learning resources and convening learning communities decline rapidly, diverse and flexible forms of hyper-focused schools will multiply. What began as a "bring-your-own-device" (BYOD) movement may well evolve into a "create-your-own-school" movement in the next decade as new intermediaries, learning agents, parents and learners collaborate to weave vibrant value webs for teaching and learning. Diverse "school" formats will include:

• Agile schools that creatively combine hybrid approaches and social media classroom strategies
• Virtual academies that flexibly serve highly motivated, self-directed learners with custom pacing and sequencing
• Deep-place, partnership schools that structure learning around neighborhood innovation, service and design thinking
• Custom micro schools that take homeschooling to the next level by integrating social networks, online resources and relationships with community organizations

To take advantage of this trend: Identify ways that your district can diversify its school formats to serve the multiple and changing needs of the community and its learners.

4. Changing Certification Methods

A diversity of certification mechanisms will flourish as talent clouds and extreme career mobility shape employment.
In the future, work will increasingly be organized by talent clouds -- networks of skilled professionals and para-professionals like oDesk and eLance, that coordinate work activities and match specialized skills with interaction-based tasks. Career readiness will shift from a static benchmark to a continuous and dynamic need over a lifetime, requiring self-directed learning that is closely aligned to the needs of shifting industries. Individuals will assemble the right combinations of learning experiences and credentials to meet their lifelong learning needs and to communicate their performance and mastery. Career pathways will become less tied to the requirements of a single institution or industry. Instead, they will more closely resemble personal mosaics of skills and experiences that will be documented through a multitude of alternate credentials, certificates and reputation markers.
To take advantage of this trend: Help students of all ages communicate their meta-learning -- their insights about their skills, the application of their skills, and evidence of their learning.

5. Transforming Urban Learning Landscapes

Cities as open, collaborative civic labs will help transform urban learning landscapes into flexible service platforms.
Next-generation cities are emerging out of a combination of open data initiatives and urban hackathons, an expanding DIY culture, and increased access to maker tools and small-scale fabrication technologies, such as TechShop, MakerFaire and FabLabs. The result is an increase in flexible, citizen-oriented services, local pop-up businesses and markets, and vibrant micro-economies in cities. Over the next decade, urban schools and educators will link learning projects and inquiry to city challenges and become true innovation and design partners. More immersive, public-facing, design- and service-oriented schools and programs such as Berkeley's REALM Charter School and project Breaker will become important sources of inspiration and problem-solving for cities.
To take advantage of this trend: Identify community partners with whom you can develop relationships that support purposeful curriculum based on solving real problems.