30 Percent Manifesto


The Thirty Percent Manifesto

30% of ninth graders in the USA don't make it to their high school graduation.  What role can distance education or online education play in helping these students get their high school diploma? 

The organizers of DistanceEducationDay.com invite you to support the spread of distance education.   In 1982 a Florida university won the legal right to offer distance classes to students in North Carolina. The date of this court decision (March 3) is called "Distance Education Day."

(end of the 30% manifesto)

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What is an ideal activity for Distance Education day? 

(1) How about reading part of the blog of the person who was president of the Florida university when the university sparked an event that broadened the reach of distance education in the USA...  Reading abe.TheStudentIstheClassroom.com might be part of the answer to helping the 30% gain their high school diplomas.

(2) We can each support the transformation of education by participating in an exercise called "What is systemic change?"
visit  http://systemicchange.wordpress.com/
 and leave a comment at http://systemicchange.wordpress.com/discussion/


(3) Additional resources for the transformation of education can be found at the following websites
www.BigPicture.org
www.MetCenter.org
www.NewCitySchool.org
www.QBEAcademy.net
www.EssentialSchools.org


The inclusion of the websites do not imply that the websites are associated with this manifesto.  If you would like to add a website of a school or organization that you believe supports the transformation of education, create your own "Thirty Percent Manifesto" and send it to your colleagues, neighbors and friends.   Use the manifesto to invite others to visit websites and to do something to push forward the transformation of education.  

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To help you observe Distance Education Day, go to abe.theStudentIstheClass.com and scroll to the first blog entry (July 2006). 

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the following excerpt is what you will see if you click on abe.thestudentistheclass.com and scroll to the first blog entry (from July 2006)...

Here is an excerpt from Dr. Fichler's blog.   You are invited to write to him with your comments.

What is my vision and strategy for educational change?  By Dr. Fischler

I believe that we in education must make the investment to do the same for our clients, i.e., each student. What investment is needed?

There are three modes of instruction: 1) self-paced or CAI, 2) project or problem-solving and 3) discussion. Self-paced or CAI requires that each student have access to a computer and modem and access to the curriculum on a server on a 24/7 basis. Projects and problems should be relevant to students so they can relate to the given subject area.

For English and Math, we should implement CAI in the 1st grade (and continue thereafter). The reason English and Math are chosen is that these are the two cultural imperative languages. If you know these two languages and are motivated as a self-learner, you can teach yourself almost anything you want to learn. And, one of the goals of education is to create self-learners.

For all other subjects, the teacher can pose a project or problem that is relevant to the student. Once the problem is defined, the class can be broken down into groups of 4-5 students in order to research the solution to the problem. If complex, each of the groups may study an aspect of the problem. With these subjects, the student uses the computer as a research tool (after having learned to read). Students are taught to use search engines such as Google or Yahoo as well as the intranet made available by teachers gathering information relevant for the students.

Students working in a group learn cooperation, shared responsibility and communication (face-to-face as well as e-mail). Having produced a written solution to the problem utilizing the computer (power point) as a tool, they can then present to the class for discussion. They can also use email or a written report to other students as well as the teacher.

Arbitrary learning within fixed time periods would be eliminated, i.e., no 1st, 2nd, 3rd, etc. grades. Instead, students would be grouped chronologically with materials appropriate to their learning level and style using the CAI approach for English and Math, and the project/problem/discussion modes for other subjects. The projects given to the students match the level of English and Math competencies and are related to the students (their interests and their lives). For example, in 3rd grade, how would you study the amount of water that a plant needs to grow? I would utilize the students’ Math knowledge (learned through CAI) for science learning. Likewise, rather than studying history through memorization and chronology, it can be studied through problems based on the immediate environment for younger children and more abstract concepts in later grades.


Fischler@nova.edu
The words of Dr. Fischler are not part of the "Thirty Percent Manifesto" ---

This message is brought to you by DistanceEducationDay.com

You can also see the "Thirty Percent Manifesto" at Youtube.com/DistanceEducationDay and www.Facebook.com/DistanceEducationDay

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You are invited to spread this message.   Feel free to share it.   Add the websites and youtube videos of people like ....

Ken Robinson   "Changing Educational Paradigms"  
http://www.youtube.com/watch?v=zDZFcDGpL4U
Sugata Mitra  "Hole in the Wall"   http://www.youtube.com/watch?v=Hy5-p3dtCyQ




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