The main objectives of the Foundation are: to promote education to the challenges of the modern world; building schools open and involved in solving social problems; strengthening the development of competencies twenty-first century; increasing educational opportunities for children and young people; build relationships inside the school, but also with local communities; educating young people aware and active citizens. Foundation School Class of Warsaw implements educational programs, nationwide and international. He works with teachers and principals. (Source: School Foundation of class) / ** / jQuery (document) .ready (function ($) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 ‘, errorMaxLength:’ Your comment is too long. ‘isEnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 4382 ‘, commenttype’ 1 ‘jacomentUrl’ https://www.edunews.pl/narzedzia-i-projekty/narzedzia-edukacyjne/4382-design-thinking-w-szkole-z-klasa ‘contenttitle’ Design Thinking in School with Class’, hidInputComment: ‘You must input comment.’ , HidInputWordInComment: ‘The words are too long you should add more spaces between them’, hidEndEditText: ‘Please exit spell check before Submitting comment’, hidInputName: ‘You must input name’, hidInputEmail: ‘You must input email’, hidValidEmail: ‘Your email is invalid’, hidAgreeToAbide: ‘You must agree that abide by the website rules’ hidInputCaptcha: ‘You must input the captcha’, textQuoting ‘Quoting’ textQuote ‘Quote’, textPosting ‘Posting’, textReply: ‘comment Reply’, textCheckSpelling ‘No writing errors’, mesExpandForm ‘(+) is a Click Expand’ mesCollapseForm ‘(-) Click to Collapse’ theme ‘default’, txtCopiedDecode ‘Copied DCode’}; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length> = 1) {for (i = 1; i -1) {tmp = c_url [i]. split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 4382 & wound = 2137884319” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘https://edunews.pl/’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’ function (e) {displayVotedComments ( ‘com_content’, ‘4382’); }); }}.) Send (); }); / ** / It is impossible that the school has become an institution closely entwined with cultural experience. But – despite the fact that the programming documents may indicate something else – the school has changed – said prof. Szkudlarek Thomas, head of the Department of Philosophy of Education and Cultural Studies at the Institute of Education, University of Gdansk. “New media” largely a challenge for school functions, questions about its social goals. Of course, not for the first time in history – long before the advent of the Internet, back in the sixties, Ivan Illich proposed utopia of “a society without schools,” in which education was based on self-learning networks. Currently utopia Illich it is largely a reality, and some of the educational policies of the European Union, for example. Certification of skills acquired outside the formal education system, quite clearly bring us closer to give her a more systemic shape. In this sense, the idea of ​​redefining the school has already done. Examination Program Policies and to a large extent – without accompanying changes in the system of self-consciousness – has changed its objectives, although it still uses the masking them ideologies (eg. “Knowledge society”). In short, the school now is different – different functions from those that are still included in the program documents. However, distinct “schools” and “world”, the experience portrayed in the report [ “Youth and Media”] high school students, can not be eliminated – this distinction is “endemic”, has deep historical background, cultural and political. Primarily due to the genesis of school, first associated with the Church, then the political visions of enlightenment and – later – the nation-state. In all these systems, the school was designed somehow “against” the social world, as an institution acting on behalf of the world “non-existent”. Besides, today’s the kind of ideologies of globalization and the knowledge society are like “zaświatowy” character, impose the logic of the functioning of a school does not necessarily rooted in everyday experience. That nieprzystawanie school to the world has two dimensions: conservative (the school as an institution transmission of culture, which is a machine producing collective identities based on shared by large groups of myths, stories, racjonalnościach etc. – the living world “now” non-existent) and radical (the school as an institution that produces future utopian living world “still” non-existent). They are interwoven with the size of the immediate and temporary adaptation to the present. There is probably no chance that the school became an institution closely entwined with cultural experience, because it would mean the end of education and return to the original forms of culture, which was based on the transmission of socialization. In the Pomeranian program “Foresight” I try to scratch the hypothesis that the size of adaptive education, involving a stronger opening on the world-school, more practical, more strongly imbued with modern technology education and their counterparts popkulturowymi may develop on a massive scale in the public schools. Private schools – due to the segregated education functions constitutes a key element of reconstruction after the class structure in Poland – in my opinion will be clearly conservative. People always were and always will exist between school and non-school learning, it is only sensible vision optics of this institution. The school will never be able to appropriate learning and never former thus designed: its job is only a “different text” introduced in the sphere of social experience – and it can become significant only if it will be his “update” in this the second area. This is well illustrated in the report cited “Youth and Media” examples of dedicated teachers maintaining good contact with the students – without such teachers also can actively live, but where they come into contact with the operation of the non-school experience, we have a significant effect added. One can hope that it will be exacerbated by increasing popularniejszemu thinking mains, ujmującemu school in the perspective of different forms of social partnership. But I do not overestimate the impact of the spread of the new school of communication solutions. We must also remember that “technological revolutions” in the school, from the frenzy of television in the US in the sixties, generally have very little effect on its substantive work. Usually are introduced for economic reasons (to be cheaper), then there are reasons for teaching (as in distance learning – asynchronous communication allows flexible organization of time), then the new discovers old (after all it’s just another form of correspondence education …). Then there is a realistic assessment of the strengths and weaknesses, the reduction of enthusiasm – and the observation that “nothing can replace a live contact” etc. Another issue are the barriers competence: children are in these technologies more efficiently than adults (with a “reversed” intergenerational learning already in the sixties wrote Margaret Mead), and non-school institutions from schools (from our research that students of computer science, who usually from the third year of working full-time jobs in the fi rmach the ICT sector, contribute to the polytechnic knowledge of technologies newer than those that are in the “circulation” academic ). In this context, wonders faced in the report claim that digital competences involved in the study of high school students in many cases turned out to be not very impressive. Maybe young people simply do not see these technologies have anything exciting? In the report, there are descriptions of shortening the distance between teachers and students. This shortening, which many teachers doing well, often done via social networking, instant messaging, etc., And it is not after all a new phenomenon – perhaps as would be justified thesis that once the students much more to know about the private lives of teachers (and each other). Very accurate observation seems to me to indicate the nature of the work actually a group of students – indeed, the school individualism is often a sham. This (still) contested by students optics unit is not deficit invention or the school itself – it has been imposed by the present social order. In the tradition of the school is a lot of experience and teamwork concept, project method has been known for over a hundred years and still present in the training of teachers. Very easily you can restore them to school practice, but this is contrary to the logic examination of neo-liberal individualism assuming the need for competition between individuals, and finally – in deeper and rarely perceived layers – with the ideology of economy / knowledge society, where it is assumed the “privatization” of knowledge and strict protection of its properties. In this sense, students helping each other behave illogically and contrary to its own interests. That is probably why more ambitious students, a stronger achievement motivation, will come into operation less cooperative; others abandon them probably in the later stages of education. This problem, however, refers us to the extracurricular according to our country in the absence of legally binding ideology Community (sort of European social democracy or American communitarianism). All the energy is directed at supporting the processes of individualization, privatization, parameterization etc. Individualism in school is just one of the effects of these processes. (Statement of Professor. Szkudlarek is a fragment of the study “The Young and the media. New media and participation in culture.” Report of Research Center for Popular Culture Social Psychology, Warsaw, January 2010 .; CC-BY-NC-SA, see: Young – connected, connected) / ** / jQuery (document) .ready (function ($) {jac_init ();}); var JACommentConfig = {jac_base_url: ‘/ component / jacomment /’ SITEURL: ‘/ component / jacomment /? tmpl = component & view = comments’, minLengthComment:’ 10 ‘, errorMinLength:’ Your comment is too short. ‘, maxLengthComment’ 5000 ‘, errorMaxLength:’ Your comment is too long. ‘isEnableAutoexpanding:’ 1 ‘, dateASC’ recent comments at the top ‘, dateDESC’ Latest comment in bottom ‘, votedASC:’ Most voted on top ‘, votedDESC’ Most voted in bottom ‘, strLogin:’ Login ‘, isEnableBBCode:’ 1 ‘, isEnableCharacterCounter:’ 0 ‘, isEnableLocationDetection:’ 0 ‘, commentFormPosition:’ 1 ‘, hdCurrentComment: 0, contentoption’ com_content ‘ContentID’ 1056 ‘, commenttype’ 1 ‘jacomentUrl’ https://www.edunews.pl/edukacja-na-co-dzien/media-i-edukacja/1056-szkola-wobec-nowych-mediow ‘contenttitle’ School to new media ‘, hidInputComment:’ You must input comment. ‘, hidInputWor dInComment: ‘The words are too long you should add more spaces between them’, hidEndEditText: ‘Please exit spell check before Submitting comment’, hidInputName: ‘You must input name’, hidInputEmail: ‘You must input email’, hidValidEmail ‘ your email is invalid ‘, hidAgreeToAbide:’ You must agree that abide by the website rules ‘hidInputCaptcha:’ You must input the captcha ‘, textQuoting’ Quoting ‘textQuote’ Quote ‘, textPosting’ Posting ‘, textReply’ reply comment ‘, textCheckSpelling’ No writing errors’, mesExpandForm ‘(+) is a Click Expand’ mesCollapseForm ‘(-) Click to Collapse’ theme ‘default’, txtCopiedDecode ‘Copied DCode’}; / ** / / ** / / ** // ** / / ** / / ** / / ** / / ** / function open_youtube (id) {jacCreatForm ( ‘open_youtube’, id, 400,200,0, 0, ‘Embed a YouTube video’, 0, ‘Embed video’); } / ** / / ** / window.addEvent ( “load” function () {var url = window.location.hash; c_url = url.split ( ‘#’); d = 0; tmp = 0; if (c_url.length> = 1) {for (i = 1; i -1) {tmp = c_url [i]. split ( ‘:’) [1]; if (tmp! = “”) {id = parseInt (tmp, 10);}}}} url = “? tmpl = component & option = com_jacomment & view = comments & contentoption = com_content & ContentID = 1056 & wound = 1625983963” ; if (d! = 0) {url + = “& currentCommentID =” + id;} var req = new Request ({method: ‘get’, uRL url onComplete: function (text) {$ jacJQuery = jQuery; $ jacJQuery ( ‘# Jac-wrapper’). html ($ jacJQuery ( ‘# Jac-wrapper’). html () + text); moveBackground (id ‘https://edunews.pl/’); jac_auto_expand_textarea (); jacJQuery $ ( ‘# jac-wrapper-.conversation avatar’). tooltip (); jacJQuery $ ( ‘# jac-wrapper and #jacTab: last’). it ( ‘shown’ function (e) {displayVotedComments ( ‘com_content’, ‘1056’); }); }}.) Send (); }); / ** / For many teachers, formative assessment is a tempting idea, but it scares the huge amount of work that you need to insert them. This happens probably because the teachers see that the rules are beneficial for both students and for the teacher. But I agree with them that the application of these principles is laborious. I think it OK to enter gradually, slowly and with help from other teachers. P – slowly, P – help P – watered First, get used to each other and students to work with goals, then with the success criteria, and then feedback. If you can be friends with these three principles, the rest can be made in gradually if necessary. Objectives and criteria are not so time-consuming, require only a fair approach to lesson planning and consistency in informing students about them. It is worse with feedback, this definitely requires a lot of extra work. But it is https://www.studybays.me/ encouraging that a “worthwhile”. In the application of the feedback I have a few suggestions: 1. Establish yourself together (and perhaps also with students) that work should add a comment. Type of work: Give the date, insert the correct answer, are not worth it. These works, which should be assessed kształtująco it works, where you can see the student’s thinking, and that while there may be information for the teacher, where and what the student has a problem. 2.

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