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R 3

R 3. R 3. Ready, Respond, Review by David Miller, Glau Serralvo, Rod Wallace, and George Zickefoose. What will our students’ future look like?. Are we prepared for the extreme future?. Yes. R 3. Ready. Process Oriented.

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R 3

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  1. R3

  2. R 3 Ready, Respond, Review by David Miller, Glau Serralvo, Rod Wallace, and George Zickefoose

  3. What will our students’ future look like?

  4. Are we prepared for the extreme future?

  5. Yes

  6. R3

  7. Ready

  8. Process Oriented Being READY is a mindset, a way of thinking. It is a process, that is ongoing…described for this presentation as R3 (R-Cubed).

  9. Mindset of Hope “The word God has written on the brow of every man is hope.” Victor Hugo, author of Les Miserables (1802-1885)

  10. “Hope is like the sun, which as we journey toward it, casts the shadow of our burden behind us.” Samuel Smiles (1812-1904)

  11. Biblical Worldview • School verse – Philippians 3:14 • "I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus." (NIV) Philippians 3:14 • Mission and Educational Philosophy • http://www.tcis.or.kr/mission.html • http://www.gsis.sc.kr/missionstatement.html • This is the foundation of our mindset and the context in which we make our decision.

  12. Principles • IB Learner Profile – Expected School Wide Learner Results • http://www.tcis.or.kr/eslr.html • The IB Learner Profile encourages us to continue to make changes to our thinking.

  13. Ministry • Relationships • Spiritual Emphasis Week • Chapel & Bible classes • Community visits to orphanages in Korea • LASA (Love All Serve All) - Missions trips toThailand, India, Philippines, and Cambodia • Habitat for Humanity projects in other countries • Fund-raisers to community organizations and neighbors in North Korea • http://www.tcis.or.kr/spiritlife.html

  14. R3

  15. Respond

  16. “Education clearly plays a key social role in the formation of identities (Apple, 2008).”

  17. Quality Staff • Pre-service training • Professional Development • Community experts in their field • Aggressive recruitment in order to secure the best possible teachers that believe in the mission of the school and are student-centered.

  18. Quality Schools • PD that keeps the school aware of the latest research on student learning and school environment. • Utilize resources available to the school. • Make connections in the community that will enhance student learning and the environment of the school. • Does quality mean the newest and latest trends or does it mean tried and true methods that change with research based programs?

  19. Teacher Preparation Preservice preparation programs and inservice professional development initiatives have not adequately responded to the realities of today’s globalized world (Kelly, 2004, ¶4).

  20. Student Teachers Student teachers who have experienced an international placement become more globally aware and ready to consider other perspectives and points of view, which will better equip them to participate in the diversified communities (Stachowski & Sparks, p. 118).

  21. Global Citizens Until there is a coordinated effort at all levels of teacher preparation and in-service professional development to enhance the nation’s teachers’ ability to teach about the world, U.S. students will continue to exhibit a profoundly discouraging lack of knowledge about the world. Global citizenship in the 21st Century requires a different set of knowledge, skills and attitudes that what was required of previous generations. (Heyl & McCarthy, 2003, p. 5)

  22. Flexibility - Adaptability International student teaching experiences have been noted to produce an increase in more effective teaching skills, positive self-esteem, and confidence to take risks, adaptability, and independence (Cushner, 2007, p. 32).

  23. Teaching Practices • Deliberate research and training to maintain and improve the teaching practices. • From chalkboard to Whiteboard to Smart board to Elluminate!

  24. Can schooling contribute to a more just society? “Actually acting on ones deeply held ethically, political, and educational commitments to building an education that responds to all of us, one that embodies the vision of the common good that says that it needs constant criticism and revision to keep it alive, can be threatening to people with power (Apple, 2008).”

  25. Innovative Structures • Design and Delivery • Do all students have to physically attend school every day or at all? • Virtual learning • Use of technology • Holographic teachers interact with students • Community relevancy, relationships, partnerships

  26. Partnership for 21st Century Skills • Critical thinking and problem solving skills • Communication skills • Creativity and innovation skills • Collaboration skills • Contextual learning skills • Information and media literacy skills Gooding, J. (2008)

  27. Technology • 21st Century – Technology Literacy/Function • International Society for Technology in Education (ISTE), 2007 – 6 Performance Indicators for Students. • Desire for seamless and “invisible” technology in the classroom.

  28. ISTE – International Society for Technology in Education • Performance indicators for Students • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical thinking, problem solving, and decision making. • Digital Citizenship • Technology operations and concepts

  29. Review

  30. Conclusion What will we do with what we have now?

  31. In other words, it must somehow turn the simple, consoling myths of spectacle back into the messy, intractable realities of schools and classrooms and the concrete human lives behind the numbers. For only there, where some measure of risk and fallibility is accepted, can education that treats students as something more than mimetic subjects and ciphers genuinely exist. It’s never as simple as “research shows we know the way,” where the particular needs of individual students are concerned (Granger, 2008, p. 224).

  32. Hope “One of the tasks of the progressive educator, through a serious, correct political analysis, is to unveil opportunities for hope, no matter what the obstacles may be. After all, without hope there is little we can do.” Paulo Freire, Brazilian educator (2004)

  33. “As long as matters are really hopeful, hope is a mere flattery or platitude; it is when everything is hopeless that hope begins to be a strength.” G.K. Chesterton, as recorded in Callaway (2005).

  34. Romans 15:13 “May the God of hope fill you with all joy and peace as you trust him, so that you may overflow with hope by the power of the Holy Spirit.”

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  36. References Apple, M. W. 2008. Education, Citizenship, and Social Justice. http://www.sagepublications.com , p. 254. Callaway, P. (2005). Laughing Matters – learning to laugh when life stinks. Multnomah Publishing: Colorado Springs, Colorado, pp. 207-251. Collins, L., Lasseter, J. (Co-Producers) & Stanton, A. (Writer/Director). & Docter, P. (Writer). 2006). WALL-E [Motion Pictire]. United States: PIXAR. Freire, P.& Barr, R. R.(2004). Pedagogy of hope: reliving pedagogy of the oppressed. Continuum International Publishing Group. Granger, D. A. (2008). No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform, p. 224. Gooding, J. (2008, April-June). Web 2.0: A vehicle for transforming education. International Journal of Information and Communication Technology, 4(2), pp.51-52. Heyl, J. D. & McCarthy, J. (2003, January, 24). International Education and Teacher Preparation in the U.S. Paper for presented at the national conference “Global Challenges and U.S. Higher Education: National Needs and Policy Implications.” Duke University, Durham, North Carolina. The Holy Bible, New International Version, (2005). Grand Rapids, Michigan: Zondervan.

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