Saturday, October 3, 2015

Enrique Gonzalez likes these words

Something that Enrique Gonzalez finds important



NONCOGNITIVE ADMISSIONS VARIABLES


William E. Sedlacek


I. POSITIVE SELF CONCEPT OR CONFIDENCE.

 Strong self feeling, strength of character.

 determination, independence.

II. REALISTIC SELF APPRAISAL, especially 

academic. Recognizes and accepts any deficiencies 

and works hard at self development. Recognizes need

 to broaden his/her individuality.


III. UNDERSTAND AND DEALS WITH RACISM.

 Realist based upon personal experience of racism. 

 Is committed to fighting to improve existing system. 

Not submissive to existing wrongs, nor 

hostile to society, nor a "cop out." Able to handle

 racist system. Asserts school or organization role to

 fight racism.

IV. PREFERS LONG RANGE GOALS TO 

SHORT TERM OR IMMEDIATE NEEDS. Able to 

respond to deferred gratification.

V. AVAILABILITY OF STRONG SUPPORT 

PERSON to whom to turn in crises.

VI. SUCCESSFUL LEADERSHIP EXPERIENCE in

 any area pertinent to his/her background 

(gang leader, church, sports, noneducational groups, etc.)

VII. DEMONSTRATED COMMUNITY SERVICE.

 Has involvement in his/her cultural 

community.


VIII. KNOWLEDGE ACQUIRED IN A FIELD.

 Unusual and/or culturally-related ways of obtaining 

information and demonstrating knowledge.

Screen Shot 2015-10-03 at 5.44.54 AM.png
Dr. Sedlacek
VI. SUCCESSFUL LEADERSHIP EXPERIENCE in any area pertinent to his/her background (gang leader, church, sports, non-educational groups, etc.)
 Field itself may be non traditional.



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In words that a kid might get...




What makes us strong?    William E. Sedlacek
I. CONFIDENCE.   Strong self feeling, strength of character. Determination, independence.

II. REALISTIC SELF IMAGE, especially academic. We accept any weaknesses and we work hard at self development. We see the need to broaden our individuality.

III. We UNDERSTAND AND DEAL WITH RACISM.
We are committed to fighting to improve existing system.
We don’t submit to existing wrongs, and we are not hostile to society.  We don’t "cop out."   We can handle a racist system.

IV. WE THINK ABOUT THE FUTURE instead of IMMEDIATE NEEDS.   We can wait for a reward.

V. We have STRONG SUPPORT PEOPLE whom we can depend on during a crisis.


VII. WE SERVE THE COMMUNITY.
We are involved in our cultural community.

VIII. KNOWLEDGE ACQUIRED IN A FIELD.

We have ways of obtaining information and demonstrating knowledge.  Our area of knowledge   might be non-traditional.                                                  




Start with 10 Questions

Here's the start... use this brochure...

10 Questions for Parents and Students to Ask
Relationships
Am I just another face in the classroom?  Or do my teachers know about me and my interests and talents?  Do the teachers help me form relationships with peers and adults who might serve as models and coaches?


Relevance
Is the work just a series of hoops to jump?  Or is the work relevant to my interests?   Do my teachers help me understand how my learning contributes to my community?


Time
Am I expected to learn at a pace decided by my teacher?  Or can I learn at my own pace?
Is there time for learning to be deep as well as broad?


Timing
Do all students have to learn things in the same sequence? Or can I learn in an order that fits my learning style or interests?


Play
Is there always pressure to perform?  Or do I have opportunities to explore?   Make mistakes and learn from them?  Do I have opportunities to tinker and make guesses?


Screen Shot 2015-10-03 at 2.53.02 AM.pngThese questions come from  LeavingToLearn.org by Elliot Washor and Charles Mojkowski   
Practice
Do we learn something and then immediately move on to the next skill?  Or can we engage in deep and sustained practice of the skills that we need to learn?   


Choice
Am I following the same path as every student?   Or do I have real choices about what, how and when I will learn and demonstrate my abilities?


Authenticity
Is my work just a series of worksheets?  Or is the learning and work I do considered significant outside of school, by experts, family and employers?  Does the community recognize the value of my work?


Challenge
is the school work just about completing assignments?  Or do I feel challenged?   Am I addressing high and meaningful standards?


Application
Is my learning all theoretical?  Or do I have opportunities to apply what I’m learning in real world settings?


To learn more:
Spanish
Fb.com/LaEducacionLittky          TinyURL.com/SpanishLittky1    TinyURL.com/SpanishLittky4     TinyURL.com/10ExpectationsSpanish




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In Spanish....

10 preguntas para los padres y los estudiantes
Relaciones
¿Soy sólo otra cara en el aula? ¿O saben mis maestros sobre mí y mis intereses y talentos? ¿Me ayudan los profesores a formar relaciones con sus compañeros y adultos que pudieran servir como modelos y entrenadores?
Relevancia
¿Es el trabajo sólo una serie de aros para saltar? ¿O es el trabajo relevante a mis intereses? ¿Mis maestros me ayudan a entender cómo mi aprendizaje contribuye a mi comunidad?
LeavingToLearn.org
is the correct address


Tiempo
¿Se supone que aprenda a un ritmo decidido por mi maestro? ¿O puedo aprender a mi propio ritmo?
LeavingToLearn.org
is the correct address
¿Hay tiempo para aprender con amplitud y profundidad?
Plazos
¿Todos los estudiantes tienen que aprender las cosas en la misma secuencia?  ¿O puedo aprender en un orden que se ajusta a mi estilo o intereses de aprendizaje?
Juego
¿Existe siempre la presión de comportamiento? ¿O tengo la oportunidad de explorar, cometer errores y aprender de ellos? ¿Tengo la oportunidad de juguetear y hacer conjeturas?
LeavingToLearn.org
is the correct address
Práctica
¿Aprendemos algo y luego nos movemos inmediatamente a la siguiente habilidad? ¿O podemos comprometernos en la práctica profunda y sostenida de las habilidades que tenemos que aprender?
Elección
¿Estoy siguiendo el mismo camino que todos los estudiantes? ¿O tengo opciones reales acerca de qué, cómo y cuándo voy a aprender y demostrar mis habilidades?
Autenticidad
¿Es mi trabajo solo una serie de páginas? ¿O son mi aprendizaje y trabajo considerados importantes en la comunidad?  
Desafío
¿Consiste el deber escolar solo en completar tareas? ¿O sentiré las exigencias de mis deberes? ¿Estoy realmente intentado alcanzar estándares elevados de calidad?
Aplicación
¿Es mi aprendizaje solo teórico? ¿O podré aplicar lo aprendido en el marco del mundo real?




Spanish:  Fb.com/LaEducacionLittky          TinyURL.com/SpanishLittky1    TinyURL.com/SpanishLittky4                        TinyURL.com/10ExpectationsSpanish



Spanish

Fb.com/LaEducacionLittky          TinyURL.com/SpanishLittky1    TinyURL.com/SpanishLittky4     TinyURL.com/10ExpectationsSpanish



Three steps: Visit the conference office, Attend Universidad and then Attend Pedagogia (the next year)

These are notes for anyone who wants to get information to thousands of people in South America.  The simple tip:  Go Retail.  Go face-to-face at a conference.

Select a conference that has "diversity" and "reach."

I wanted to get a book called The Big Picture "out there" in the Spanish-speaking world.  How?  Through a conference that dozens of delegates from dozens of Spanish-speaking countries might want to attend.   Here's the plan that my friend put in place...

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USE POSTERS
I created the posters on BingBanners.com

If your timetable makes it hard to create a flyer/brochure while you are in Havana, at least you have these as an example for what could be handed out.

Flyers could be given to the Exposition's office for distribution either with any mailings or certainly in Feb. when the delegates arrive.   The flyer could be distributed as part of the packet 

UNIVERSIDAD 2016
Feb 2016 to spread the message to University professors (and trainers of teachers, which is your focus) and to invite attendees to take the "ten expectations" questions back to their countries  (and to get email addresses...  and through those contacts, you can reach out to principals and superintendents in high schools in other countries)
PANEL:  Perhaps you can be on an informal panel or arrange for discussion groups outside the conference?   Mario suggests that you will have a rental car (he'll show you how to rent a car in November so you will be independent in Feb 2016).  Perhaps the  PDF of the flyer can be quickly shared among the delegates on the first day because you have collected 200 or more email addresses through the help of the organizers?  The panel can be recorded and posted on Youtube after you return to the USA...  so that anecdotes can be shared and perhaps transcribed for a book of discussions... that book could turn into an ebook that is a companion to the Big Picture and the translated "10 preguntas" (Washor and Mojkowski).   
PREP WORK for 2017:  at a panel during the Feb conference, perhaps you can arrange to give "homework" for people to take back POSTERS ...  then what stories will the 2017 attendees bring to another panel discussion in Pedagogia 2017?

Jan. 2017  Pedagogia ---  to hear back about the testimonials of others...  
Perhaps through the conference organizers you will have addresses of attendees from Pedagogia 2015 and you can send the ebook for BIG PICTURE and the PDF of the 10 Preguntas flyer.   and an invitation to past delegates to distribute the flyer and bring to 2017 conference the anecdotes about how the questions were received at their schools...

Steve McCrea
SKYPE  SteveEnglishTeacher
TransformTeaching.org and get lots of free posters