The citizens of America can now see where education is heading in many states. After seeing all the tweets coming out of the Rodel sponsored Vision ED25 Conference today, I did some research on this personalized learning they were talking about. Welcome to the world of 2Revolutions. As seen on their website, this is their mission statement:
2Rev is a national education design lab that designs and launches Future of Learning models and helps catalyze the conditions within which they can thrive. We partner with forward-thinking governments, funders, nonprofits and entrepreneurs to innovate across the birth-to-26 Human Capital Continuum. If you are involved – or want to become involved – in building the Future of Learning, we hope you’ll reach out. Please visit us at www.2revolutions.net.
So who are they partnered with? Only the following: Council of Chief State School Officers, Apple, Carnegie Corporation of New York, Charter School Growth Fund, Cisco, Ford Foundation, Frameworks Institute, FutureLab, Bill and Melinda Gates Foundation, William and Flora Hewlett Foundation, IBM, Ideas Lab, Immersive Education Initiative, iNACOL, Innosight Institute, Intel, KnowledgeWorks, John D. and Catherine T. MacArthur Foundation, Microsoft, Nellie Mae Education Foundation, NewSchools Venture Fund, Organization of Economic Cooperation and Development, and the Stupski Foundation.
Bryan Setser, one of the lead partners of 2Revolutions, gave his presentation to stakeholders today at the ED25 event at the University of Delaware. This is not his first rodeo in terms of brainwashing an oblivious public to the master plan. In fact, Setser and the other partner behind 2Revolutions met with Rodel in March of this year, and this came out of it: http://www.rodelfoundationde.org/wp-content/uploads/2014/03/2REV_V2015_Unthink-School-to-Rethink-Learning_3-13-14vPublic3.pdf
This is the future of education, a complete and utter takeover by corporations, which will eventually end schools as we know them and students will learn in a virtual environment at home on a computer. Social interaction will be eliminated. Extra-curricular activities will become a thing of the past. Special needs students will not be tied to a curriculum they can’t keep up with. Everything will be at the speed of the student, and their own motivation for how fast or slow they want to go.
This is what Common Core and standardized testing has been all along, a game of data which will be used to create this new method of learning. The longitudinal data plans have already created a huge warehouse of information on students. All the major technology players are already on board. If you look at 2Revolution’s website, the entire plan is right in front of you.
For example, a subset of industry organizations – including the Carnegie Corporation of New York, the Council of Chief State School Officers, the William and Flora Hewlett Foundation, and the Stupski Foundation – appear to be coalescing around the need for students to:
• Master core academic content;
• Think critically and solve complex problems;
• Work collaboratively;
• Communicate effectively; and
• Learn how to learn.
In addition, a global research collaborative spearheaded by Intel, Cisco and Microsoft – Assessment & Teaching of 21st Century Skills (AT21CS), which includes participation from 60 of the world’s top education research institutions and over 250 researchers, practitioners and industry leaders – has captured similar priorities with different language. AT21CS advocates that students must develop:
• Ways of thinking: creativity, critical thinking, problem-solving, decision-making and learning;
• Ways of working: communication and collaboration;
• Tools for working: information and communications technology (ICT) and information literacy; and
• Skills for living in the world: citizenship, life and career, and personal and social responsibility.
The very first thing they have to do in order for this to be implemented is to break up the teachers unions. We can see this happening across the country as public school district teachers are attacked on many fronts. At the same time, they are doing the following:
» Alignment to national and state standards (i.e., Common Core);
» Depth and choice in scope and sequence (e.g., ability to customize for individual learners as opposed to forcing all students down the same pathway);
» Performance-based learning opportunities;
» World-relevant content and context;
» Content appropriateness;
» Platform agnostic/technology interoperability; and
» Value, cost-effectiveness and flexible pricing
which will lead to:
» Strategies to leverage traditional assessments where appropriate;
» Ability to integrate embedded, “inside the activity” assessments that gauge proficiency within learning activities;
» Strategies to assess deep conceptual learning (e.g., demonstrations of understanding);
» Developing appropriate assessments for project-based learning modalities (e.g., performance assessments);
» “Stealth” assessments (e.g., learner analytics from keystroke data that capture learner tendencies);
» Third-party validation of micro-formative assessments to confirm content and skill mastery in a digital context; and
» Desire for new tools or platforms that enable schools to aggregate assessment data from across multiple learning modalities and activities.
So what happens to the educators of America’s children? Their role will be completely redefined:
» Clarity on the range of new job configurations in this emerging field (e.g., certified versus uncertified; full- versus part-time; “teacher” versus “coach,” “guide,” “facilitator,” “concierge,” or other);
» A matrix delineating new roles, responsibilities and relationships among educators;
» A deeper understanding of the economics and cost implications of educator roles;
» Competencies against which these educator roles can be recruited, selected, on-boarded and managed;
» Clear career pathways that promote and retain effective educators;
» Resources to support more effective training and professional development (e.g., articles, videos, site visits around promising practice);
» Profiles of effectiveness in “blended” models; and
» Awareness of the need to develop a new culture and understanding about the nature of learning and the role of educators within it.
They even have a page on their website devoted to the role of state leaders: http://www.nxgentechroadmap.com/stateleadertable.html
Everything the Delaware Department of Education has done in the past few years is all leading to this. Now we know what Rodel’s role in this has been and why it was essential for Governor Markell to have Secretary of Education Mark Murphy strategically placed into his role at a very specific time. If you go through 2Revolutions website, the entire picture will form. These are the answers to questions people didn’t even know they were asking. This is the endgame for students. This is the final destination of the agendas and policies thrust upon the public with no idea of what is really going on. The only question remaining is if we let this happen.
4 thoughts on “Breaking News: The Future Of Education In Delaware and America and Why Common Core & Standardized Testing Are Only The First Part @KilroysDelaware @ed_in_de @dwablog @Apl_Jax @nannyfat @DianeRavitch @BadassTeachersA #netde #eduDE #edchat #Delaware”