From July 21st-25th, 2014 the Harvard Graduate School of Education hosted Project Zero Classroom (PZC), an institute for educators to delve into Project Zero concepts and see how they can better understand and meet their students’ needs as learners. Plenary sessions and mini-courses during the institute focused on topics such as creativity, comprehension, causal thinking, global understanding, and ethics.
Martin is a 35 year old civil servant in the office of Migration and Asylum at the Ministry of Safety and Justice in The Netherlands. After he finished his masters in ‘Policy and Management in Multicultural Society,’ Martin specialized in migration issues …
Graduation season has just wrapped up, and the Good Project has put together a collection of some of our favorite quotes from this year’s commencement speakers.
After learning about the Good Project, I also found that its promotion of responsibility, community, and empathy resonated with one of my big ideas: intergenerational integration.
School-based extracurricular activities (ECAs) are rich spaces for students to experiment with the “how” of doing good work. …Through membership, students go through a constant cycle of acting and reflecting on their behavior, their motivations and their relations with others. ECAs make powerful engines for development, since learning is based on observation and activity, quite different from the classroom’s more top-down instruction.
Do Students Really Remember What They Learn in School? Life and Career after Exposure to the Good Work Course
At the end of a typical university semester, professors will hand out evaluations to students with the hope of garnering insightful and constructive feedback about a course. Unfortunately, professors will typically distribute these evaluations in the final moments of class or in conjunction with an examination. As such, students will frequently dismiss the questions, providing vague or incomplete responses as they aren’t allowed the time necessary to produce thoughtful answers
James Heckman, Nobel Prize winning economist, has just published a 435 page collection called The Myth of Achievement Tests. On the surface it is a well-documented critique of the GED (General Educational Development) examination. But as one leafs through the volume, it turns out to be a 400+ page hymn-of-praise to character education. Heckman and his three co-editors see the development of character as at least as important as IQ/SAT measures, if not more so.
The intent of the “Fourth Grade Project” is to lessen prejudice, oppression, and violence by sharing stories that prompt people to change their views of the “other” and of themselves.
If Indian society’s transformation is akin to a storm, then at its eye is India’s youth. They will inherit India’s growth, yet are lost in a results-driven frenzy. How do we teach youth to confront today’s issues?
I was talking last week to a 2013 Rivers graduate who is doing a gap year before she attends an Ivy League college. She spent two months in Tanzania, working in a clinic that delivers babies. She actually delivered four babies herself. Her experience was transforming. She now realizes that she can make decisions about her life, that she does not have to follow a prescribed path that leads to “success.”