WE ACT RIGHT

1. The Five Core Competencies for
a Relevant Education: WE ACT
Dr. Jorge Olaf Nelson
Head of School
North Jakarta Intercultural School
Indonesia

2. WE ACT: Five Core Competencies
All teachers are invited to see how leadership can
support relevant teaching methodologies. The
participants can expect to observe, learn and
practice current trends in teaching methodologies
as presented by educational leaders focusing on
five core competencies all students need to
thrive:
World view, Emotional intelligence, Academics in
balance, Creativity and Technology (WE ACT).

3. Dr. Jorge Olaf Nelson
31 years, 10 countries, 15 schools/colleges…

4. Passionate about sharing relevant
learning ideas/experiences

5. Traditional vs. Constructivism

8. Guide by the Side Gurus
•Kurt Hahn
•Seymour Papert
•Alfie Kohn
•Gary Stager
•Socrates
•Reggio Emilia
•Clayton Christensen
•Maggie Chadwick
•Lao Tzu
•John Dewey
•R. Buckminster Fuller
•W. Edwards Deming
•Jean Francois Rischard
•Jacques Yves Cousteau
•Dr. Jorge’s conclusion:
“Happy children
learn more, faster.”

9. “Build the finest
school in the
world…
…but not more of
the same!”
Head of School
Search Committee

10. How to Bring Our Schools
Out of the 20th Century
There's a dark little joke exchanged by
educators with a dissident streak: Rip
Van Winkle awakens in the 21st
century after a hundred-year snooze
and is, of course, utterly bewildered by
what he sees. Men and women dash
about, talking to small metal devices
pinned to their ears. Young people sit
at home on sofas, moving miniature
athletes around on electronic screens.
Older folk defy death and disability
with metronomes in their chests and
with hips made of metal and plastic.
Airports, hospitals, shopping malls--
every place Rip goes just baffles him.
But when he finally walks into a
schoolroom, the old...
By Claudia Wallis and Sonja Steptoe
Sunday, Dec. 10, 2006

11. Eduardo Chavez
Larry Rosenstock

12. Eduardo Chaves
“A curriculum defines what we ought to learn.
For what? To become competent to live a life
that we freely chose, for which we are fully
responsible, and that brings us realization. A
curriculum, therefore, is not a set of subject
matters (‘disciplines’) we need to assimilate,
but a matrix of competencies we need to
build.”

13. Larry Rosenstock
“High Tech High (HTH), which began as a single
charter high school in 2000, and now comprises a
network of 12 schools across San Diego, has
successfully implemented new and personalized
approaches that meet students where they are ...
student-centered learning, in which education
extends beyond the traditional school calendar
and classroom walls, and requires students to
take shared responsibility for learning in a variety
of settings and real-world situations, where
teachers act as coach and guide. “

14. 21st Century Student

15. Building the entire school curriculum…

16. …from scratch – 180 days of working together as a faculty of 20+ and only 2 students!?!

17. 5 Core Competencies: WE ACT
•World view,
•Emotional intelligence,
•Academics in balance,
•Creativity and
•Technology

18. World view

19. Solving ? = world peace

20. Worldview
Worldview is a perspective guided by
a thorough knowledge of current
global issues and an understanding
of individual responsibility on the
local, national, and international
levels as a global citizen.

21. Worldview
Learner Understandings
•An increasingly interconnected world creates new
complexities, realities, responsibilities, and
opportunities.
•Each person has a responsibility as a global citizen in
taking action on the 20 Global Issues.
•All cultures have value, and cultural diversity has to be
maintained.
•Collaboration is essential for the solution of global
problems.
•There are both positive and negative effects of
globalization.
•There is a commonality of all human beings.

25. Emotional intelligence
Emotional intelligence is the ability to perceive
self and others as unique and valuable to the
world. There are five domains of emotional
intelligence: knowing your emotions,
managing your emotions, motivating
yourself, recognizing and understanding
other people’s emotions, helping others to
manage their own emotions.

26. Emotional Intelligence
Learner Understandings
•Internal motivation and self-direction are essential.
•Empathy and respect for others are essential.
•Each person has a responsibility to self and others.
•Each person must practice self-discipline, self-assessment and proper
social skills.
•Each person must know and accept himself.
•Self-expression is an important part of developing emotional intelligence.
•There is a continuum of respect from top to bottom level: adapting
behavior, cooperating, valuing difference, accepting other viewpoints,
tolerating.
•One’s emotional intelligence affects the quality of one’s relationships.
•A lack of emotional intelligence can cause social and personal problems.

27. Academics in balance
Academics in balance are project based
learning experiences that foster the
development of the multiple
intelligences, creating lifelong learners
who are inquiring, knowledgeable, and
caring people who will make the world a
better place.

28. Academics in balance
Learner Understandings
•A broad range of knowledge and skills is required
for personal success and the ability to contribute
positively to the human community.
•There are many ways to acquire knowledge and
skills.
•Learning can be differentiated to accommodate
individual learning styles and needs.
•The human mind is a combination of various
intelligences.
•Education is a continuous, lifelong process.

29. Relevant learning experiences

30. STEM?
STEAM?
NEA’s Teacher’s Top 100 books for children

31. Creativity
Creativity is a mindset
characterized by a willingness to
generate new ideas, possibilities
and outcomes. It is multi-faceted,
ranging from cognitive to
aesthetic.

32. Creativity
Learner Understandings
•Creativity is stimulated by asking new questions while generating
new ideas to apply to various situations and challenges.
•Every human being has the capacity to be creative.
•Environment has a dramatic effect on creativity.
•People may not exhibit the same level of creativity in all areas.
•Self-assessment and self-motivation are needed to allow the
learners to foster creativity in all facets of their education.
•Creativity takes many forms.
•Creativity is applied imagination, a step into creating something
new and /or putting it into action.
•Creativity takes various forms: it can be an ability, an attitude or a
process.

33. Creativity
Bloom’s
Taxonomy
modified
to include
Creativity

34. 115 years since John Dewey!

35. Technology
Technology is a tool which
allows an individual learner to
enhance or to facilitate his or
her learning process.

36. Technology
Learner Understandings
•Technology expands our ability to
communicate through a wide range of media.
•Technology allows us to efficiently access,
store, and use information.
•Technology supports self-directed learning.
•Technology supports differentiated learning.
•Technology is a tool to assist human
intelligence, not a substitute for it.

37. Bloom’s Taxonomy w/Technology

40. Putting it all together
GIN
Projects
Core
Competencies
Core Values
Traditional vs. Constructivist
WE ACT
RIGHT

41. dr.jorgenelson@gmail.com
Thank you and keep in touch