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To Place Graduates, Law Schools Are Opening Firms – NYTimes.com
A great example of the intersection of corporate practice, social entrepreneurship, and education. Law schools are opening law firms to serve graduates and low- and moderate-income clients. Also a great example of “outside perspective” – law schools borrowing catalyst from teaching hospitals.
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“Who should lead innovation in education—teachers or entrepreneurs? That key question was in the air here at this year’s South by Southwest Edu conference, which brought together a mix of entrepreneurs and educators for four days of panels and a competition for education start-ups.”
ME: What if we stopped seeing school change and ed transformation as a competition and we worked together? Education should be everybody’s business, and ALL efforts should begin with inviting in the voices and expertise of educators. But if we started by thinking of business, social entrepreneurship, and education as parts of the same team, we would do better for our learners – from cradle to grave.
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How Leaders Mistake Execution for Strategy (and Why That Damages Both)
“When discussing strategy, executives often invoke some version of a vision, a mission, a purpose, a plan, or a set of goals. I call these “the corporate five” (see exhibit, below). Each is important in driving execution, no doubt, but none should be mistaken for a strategy. The corporate five may help bring your strategy to life, but they do not give you a strategy to begin with.
Nevertheless, they are often mistaken for strategy—and when that happens, real damage can ensue. If the corporate five are the cart and strategy is the horse, leaders who put the cart first often end up with no horse at all.
Before they get to the corporate five, companies need to address five much more fundamental, and difficult, questions. Let’s call them the “the strategic five”:
1. What business or businesses should you be in?
2. How do you add value to your businesses?
3. Who are the target customers for your businesses?
4. What are your value propositions to those target customers?
5. What capabilities are essential to adding value to your businesses and differentiating their value propositions?” -
The Open Classroom : Education Next
Since children differ in their motivations, interests, and backgrounds, and learn at different speeds in different subjects, there will never be a victory for either traditional or progressive teaching and learning. The fact is that no single best way for teachers to teach and for children to learn can fit all situations. Both traditional and progressive ways of teaching and learning need to be part of a school’s approach to children. Smart teachers and principals have carefully constructed hybrid classrooms and schools that reflect the diversities of children. Alas, that lesson remains to be learned by the policymakers, educators, and parents of each generation.
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“The subject of independent schools and inequality is rife with contradictions. In some ways, independent schools work to ameliorate inequities. In other ways, they reinforce and exacerbate them. Those in independent schools who work on social justice, equity, and diversity issues deal with these contradictions every day. Most believe, most of the time, that the good done by independent schools outweighs the bad, but sometimes it is not clear this is the case.”
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ParkDayTom: The Children’s School – Chicago
“I lunched with the faculty of The Children’s School and they stressed the importance of emergent curriculum that is developmentally appropriate for students. Three years ago I visited the school and observed an extraordinary unit on Shakespeare in Kate Miller’s fourth grade classroom. When I returned, I was hoping to go back to Kate’s class and learn more about the unit. But, when I asked Pam if the Shakespeare unit had begun yet, she answered, “No, the kids have not yet decided what they want to study.” Instead of repeating a successful unit year after year as so many teachers do, TCS faculty listen, wait patiently, and develop units arising out of the current interests and passions of their students. It is teaching at its most challenging and, in my view, very progressive.”
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Collective Impact | Stanford Social Innovation Review
“large-scale social change comes from better cross-sector coordination rather than from the isolated intervention of individual organizations. Evidence of the effectiveness of this approach is still limited, but these examples suggest that substantially greater progress could be made in alleviating many of our most serious and complex social problems if nonprofits, governments, businesses, and the public were brought together around a common agenda to create collective impact. It doesn’t happen often, not because it is impossible, but because it is so rarely attempted. Funders and nonprofits alike overlook the potential for collective impact because they are used to focusing on independent action as the primary vehicle for social change.”
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“This forecast previews five disruptions that will reshape learning over the next decade. Responding to them with creativity rather than fear will be critical to preparing all learners for an uncertain future.”
HT to Mark Hale for sharing this KnowledgeWorks Forecast 3.0 and the work of Andrea Saveri
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Should Designers Fear Design-Thinking MBAs? | Co.Design: business + innovation + design
“It is not about a world where designers do their thing and MBAs do theirs, but rather where both recognize and value the power of a successful collaboration, built on solid communication, that brings the strengths of business and design thinking together to drive business innovation by design.”
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Guest Post: @braddo on Digital Footprints and the Brand of Me – The Tempered Radical
“Instead, we talk about the “Brand of Me” and coach our kids on proactively managing their online identity and on becoming good digital citizens, for the reasons Will Richardson talks about.”
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