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Universal Screener- PD around WHY it is a tool that supports teachers work in ways that produce successful results for students and HOW, in this model, teachers are the experts who make decisions around how to differentiate instruction for students using the screener data.

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Universal Screener- PD around WHY it is a tool that supports teachers work in ways that produce successful results for students and HOW, in this model, teachers are the experts who make decisions around how to differentiate instruction for students using the screener data.

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We are the last district to implement this equitable practice.  Our teachers need to know the value and how it's useful in the classroom. THIS IS AB/AR IN ACTION.

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It would be great to have sessions on healthy interpersonal communication. Listening, understanding and expressing needs and boundaries, recognizing body sensations and understanding feelings, listening for needs underneath, how we frame requests and make agreements, what it feels like to hear "no". How to repair in 1-1 relationships. Practicing mindful awareness as a foundation for these healthy communication practices. These are some of the practices within Non-Violent Communication. These practices can be foundational for our professional relationships as well as our ability to facilitate restorative practices. It is foundational to our work on teams, at sites, in departments, on committees and in our 1-1 relationships.

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There are many laws that guide what we need to do for PD to increase support for LGBTQ+ youth. AB 493 (2019) encourages that we  train teachers in 7-12 every 2 years. AB 1266 explains how we are empowered to support transgender and non-binary youth. Staff needs to develop shared understanding about gender identity, gender expression and sexual orientation and HOW to help students and families. SB 48 Fair, Accurate Inclusive and Respectful (FAIR Act) specifies that LGBTQ+ people's contributions are included in history and other curriculum. There are many other laws that guide what is needed. More on Bullying Prevention support for staffs beyond the electronic module. While it might seems like PD for this is about a specific groups of people only, most people have a gender and sexual orientation. When we are making our schools safer for lgbtq+ youth, we make schools safer for everyone, because some people might perceive another person to be lgbtq and be treated in a certain way, or some people might have various gender expression that is outside of what is thought of as a traditional man or woman, so when we create affirming environments for lgbtq+ youth, staff and families, we are creating affirming environments for everyone.

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Art & Art Literacy

Library

Music

Physical Education

Science

Technology

Notes of what is needed by "Prep" teachers in multiple subjects

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Please, consider Reading Simplified Academy for a PD for K-3 teachers to support our Benchmark reading instruction. here's the link:  

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Please, consider Reading Simplified Academy for a PD for K-3 teachers to support our Benchmark reading instruction. here's the link:  

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Reading Simplified | streamlined instruction, accelerated achievement

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Streamlined Reading Instruction | Reading Simplified

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Reading Simplified supports teachers and parents to streamline reading instruction AND accelerate readers’ achievement. Save time & reach ALL readers here!

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As a Tennyson High School teacher for seven years, I've been grateful for the various PD's we've had: deeper learning; socio-emotional; anti-racism; trauma-informed practices; and so on.  Often done quite well, for a year or less.  It seems every year there is a new need, a new trend.  Fair enough.  But can we have a clearer model, pedagogically grounded, on HOW adults learn?  As a Hollyhock fellow, I would offer that Stanford fellowship as one model, one possibility: you pick one topic and for two years you get coaching, you work in small groups, you look at student work, you try out things.  It's clear and recursive learning.  - Ward Stern

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More PD that helps students connect directly to things that are going on in their life and the world right now like the vaccine PDs.

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More PD that helps students connect directly to things that are going on in their life and the world right now like the vaccine PDs.

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The vaccine PDs were so amazing how they connected social justice with science, math, history ELA. Plus we got the materials to teach the lessons. Can we get more like that?

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Making vaccine information and resources easily accessible is an urgent public health and safety priority. Educators can have a substantial impact on disseminating accurate information by dispelling misinformation and answering student and family questions about vaccination. Teachers often work in diverse classrooms with students from communities that are disenfranchised from the health care system. We are therefore in a unique position to provide critical information to the populations slipping through the cracks of public health outreach. Communities of color have been disproportionally impacted by the pandemic, and are some of the least vaccinated groups in the country. By teaching our students about vaccines, we can use our unique position as educators to help reverse those trends.

Since caregivers are ultimately the ones who decide whether a student gets vaccinated, we have made family engagement central to this unit. For homework, students are asked to talk to their families about what they have been learning in class and bring back questions that arise from family discussions. Through this process, we hope families will work collaboratively with their children to make sense of vaccine information.

Beyond the public health imperative, vaccine lessons provide a powerful template for students to learn and develop critical scientific skills. In this unit students are asked to: conduct experiments, analyze qualitative and quantitative data, make sense of scientific models, engineer solutions to difficult challenges, develop and defend arguments from evidence, read and write about the history and process of scientific discovery, and engage in many other processes that are essential facets of science. Because the COVID-19 pandemic has had such an enormous impact on every facet of life, kids are highly motivated to engage in these scientific processes to understand the nuances of the subject. Teaching about vaccines therefore provides a unique opportunity to develop vital skills by leveraging a particularly relevant and interesting topic. As evidence accumulates that relevant, responsive, and sustaining curriculum is a critical aspects of effective teaching, it seems that there is an imperative to teach about something as pertinent to students as COVID-19 vaccines. All students, whether already vaccinated or not, will benefit.

The lesson plans and resources we provided have grade specific adaptations to ensure they are developmentally appropriate for students in Kindergarten through Sixth grade. Although not specifically developed for upper-middle and high school teachers, there are many activities and resources which could easily be modified to work for those grade levels. If you are interested in collaborating to make these lessons work for upper grades, please get in touch.

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Making vaccine information and resources easily accessible is an urgent public health and safety priority. Educators can have a substantial impact on disseminating accurate information by dispelling misinformation and answering student and family questions about vaccination. Teachers often work in diverse classrooms with students from communities that are disenfranchised from the health care system.

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Integration of hands-on science with other subject areas like math, ELA, art, social studies.

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Integration of hands-on science with other subject areas like math, ELA, art, social studies.

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Integrating different subjects are powerful ways for students to connect to different modalities. But it's difficult to do, we need time to learn how to do it and plan for it.

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PDs by teachers for teachers. Every PD I've been to that has been from some outside group has been so awful. The ones led by HUSD teacher leaders are always amazing! They understand our context.

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PDs by teachers for teachers. Every PD I've been to that has been from some outside group has been so awful. The ones led by HUSD teacher leaders are always amazing! They understand our context.

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Humanizing Pedagogy - invite teachers, staff, paras, and noon supervisors

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In addition to Benchmark Implementation, let's support teachers in understanding how children learn to read. Best Practices in Tier 1 literacy instruction.

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HUSD Social-Emotional Supports (SES) SEL Signature Practices and SEL Activities

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HUSD Social-Emotional Supports (SES) SEL Signature Practices and SEL Activities

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HUSD Account to Access.

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Our Story:
Increasing Opportunity Through Removing Barriers

Learn how Hayward Unified School District Early Learning and Community Partners came to grow inclusion practices that promote equity and respect that support all children. Creating opportunity for full participation regardless of ability and enable children to grow and learn from one other.

Professional
Development Opportunities

Learn how we grew our professional development programing to support the attainment of the knowledge and skills needed to ensure that all children in our district are seen, heard and valued. Are you a HUSD or Community Partner Member? Visit the Educator Landing Page to learn more.

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Our Story: Increasing Opportunity Through Removing Barriers Learn how Hayward Unified School District Early Learning and Community Partners came to grow inclusion practices that promote equity and respect that support all children. Creating opportunity for full participation regardless of ability and enable children to grow and learn from one other.

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continue to make available strategies for teachers to create and maintain welcoming communities and relationships. PD supporting classroom practices

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Best practices
Trauma Informed Instruction
De-Escalation
PBIS
Healing Centered Practices
Mental health First Aid

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The Importance of Play-based Learning in the Early Years

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The Importance of Play-based Learning in the Early Years

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PD for teachers in DLI and bilingual programs as well as for English Learners ie. language acquisition. Also PD for newcomers 4-12th grade.

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We need to focus on reviewing/updating our pedagogy because regardless of what Core curriculum we adopt, and regardless of what other programs the specific school has purchase, we need to know what is our own pedagogy so we can thrive. GLAD is one of them. The training is in English and in Spanish. These strategies can be used in all the subjects.

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How to be more effective in teaching reading, and how to differentiate and intervene when students are struggling.

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How to be more effective in teaching reading, and how to differentiate and intervene when students are struggling.

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Differentiating Instruction for Basic Literacy and Numeracy in Elementary Upper Grade

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Differentiating Instruction for Basic Literacy and Numeracy in Elementary Upper Grade

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We need to CLOSE GAPS IN LEARNING.  It is part of our job --- but how to structure the day so that this gets done --- DAILY?  I have ideas, the District has the apps on Clever... on which they have spent an enormous amount of money.  Are we taking full advantage of these DATA-COLLECTING apps that allow us to address grade-level standards at levels accessible to struggling students --- apps such as IXL, Lexia, RAZ KIDS, and numerous others?  Are we using daily time wisely while still using District-adopted, standards-based programs with FIDELITY?  We need an inservice on RTI, data collection, and differentiation of instruction so that all students can achieve a BASIC LEVEL of literacy and numeracy.  We also need to be armed with DATA for the purposes of possible ASSESSMENT for learning disabilities.  NO MORE waiting 5 years to "qualify" after multiple useless SSTs.  Let's learn --- NOW --- how to gather data, prove our point, and distinguish between children who are merely undereducated vs genuinely learning disabled.  In my opinion, THE BIGGEST NEED for PD in our District.

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Universal Screener, Simple View of Reading

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Universal Screener, Simple View of Reading

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Provide PD and practice for teachers to familiarize themselves with the FastBridge platform and deepen teachers' understanding of teaching reading, to make a difference in the lives of our students, and so we can move from decisions/recommendations to implementation

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We have many older students who are far below reading level.  We need phonics for older kids and intervention.

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We have many older students who are far below reading level.  We need phonics for older kids and intervention.

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Integration of Health Standards in the Elementary Curriculum

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Integration of Health Standards in the Elementary Curriculum

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Using Student Created Videos in Math and Science

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Using Student Created Videos in Math and Science

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Zaretta Hammond's Ready for Rigor framework was studied by some schools, but never fully rolled out to all district staff. It could be a powerful umbrella framework for all the work we do.

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Thrively website and Strength Based Learning

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Thrively website and Strength Based Learning

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Silicon Valley Math Initiative Tools, Professional Development and resources 

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Silicon Valley Math Initiative Tools, Professional Development and resources 

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Beneficial SVMI Tools and Resources for HUSD

Formative Assessment Lessons

Card sorts

Mars Tasks

Problems of the Month

Social Justice and Equity Mathematics Practices

Professional Development

Summer professional development team sessions

SVMI monthly follow up professional develop sessions during the year

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PD for secondary teachers to learn to integrate SDAIE strategies in all content areas.  Many of these practices are great for all students.  Our ELLs will benefit greatly!

Teachers following SDAIE practices help ELL students by:

1. Analyzing material from point of view of students with limited English proficiency.

2. Activating students background knowledge.

3. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

4. Using simple language for communicating as well as limiting the use of idioms, jargon and complex sentence structures.

5. Reinforcing learning of language along with content and curriculum.

6. Regularly assessing and monitoring student program

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SB71- Comprehensive Sex Education and HIV Prevention in Middle School

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SB71- Comprehensive Sex Education and HIV Prevention in Middle School

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We will need to adopt curriculum to support this instruction. Also, because there are staff who are not comfortable teaching this content through the science departments as is traditional for the middle schools, we should consider who will provide this instruction.

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How to implement an Ethnic Studies Framework in all classes. 

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How to implement an Ethnic Studies Framework in all classes. 

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Our students are still suffering from pandemic and all the other global threats coming our way, like world war, climate change, and mass extinctions. For many, affording a good education seems out of reach, not to mention how divided our nation has become, mainly due to the misuse of media by manipulative people. It's enough to make adults feel anxious, but gosh...our poor kids. I think we need to somehow address these very real and valid worries with our students to help them cope and thrive. To ignore them will just make things worse.

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Many secondary science teachers need instruction on how to teach using NGSS. They struggle with how to change from the way we used to teach to the 3-dimensions. We also need more resources and examples. Some teachers also would like ways to help our many under-schooled science students apply mathematics to science lessons. We're not math teachers, so it's hard for us to help students understand.

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There are not enough opportunities for the different subject matter departments to participate in specialized PD that relates specifically to their content. Specialized PD days for each department would be great. As a VAPA teacher, I'd love to learn about new techniques or innovative lessons related to art content.

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Address the need for paraeducators to receive comprehensive training, especially in how to help students without giving them answers.

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Address the need for paraeducators to receive comprehensive training, especially in how to help students without giving them answers.

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College and Career Curriculum that is relevant in all subjects. 

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College and Career Curriculum that is relevant in all subjects. 

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Provide students with information/pathways in each subject/class they are in. How is what they are learning in class helpful in life and career situations.

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How to grade for "learning" vs. grade for "work" and Grading for Equity so that we assess what students can do and know more holistically and possibly grade based on standards assessed and 1, 2, 3, 4 vs. just scoring with percentages

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How to grade for "learning" vs. grade for "work" and Grading for Equity so that we assess what students can do and know more holistically and possibly grade based on standards assessed and 1, 2, 3, 4 vs. just scoring with percentages

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learn how to minimize the grading work load and be more equitable with grading so that, for example, grading with percentages and high stakes grades does not sabotage students' success. Less can be more but we need to figure out how to authentically assess students AS WELL AS learn how to grade their growth in terms of what they know

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Grant writing workshop to help write grants so we have the money to help pay for all the hands on projects that the students really benefit from

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Grant writing workshop to help write grants so we have the money to help pay for all the hands on projects that the students really benefit from

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Math and reading differentiation training to support ALL learners.

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Math and reading differentiation training to support ALL learners.

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This year, more than ever, I have seen a huge learning gap between the students in my class. I think it'd be really helpful to have training on how to push the students who need the challenge but also help the students who need more of the foundational building blocks to be able to access grade level material. Additionally, being able to use data to determine the skills students need more support in. On top of that, figuring out ways to do this that is manageable and efficient for planning... is that even a thing?!

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It would be awesome to have more support around creating and getting the materials for hands-on science investigations to bring science learning to life

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Sharing more strategies for students and classes to manage their stress in and out of school.

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I would love a Project Based Learning PD that outlines the framework and shares sample lessons.

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I would love PD around more game-based math learning or ways of making math more project-based and hands-on

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PD to help kids manage socio-emotional challenges.
Also, learning around how to help the students destress themselves, and learn how to imbed some destressing exercises in every lesson everyday.

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PD across the sites with subject matter peers.  PD is not a one size fits all departments.  Given time, departments can plan their own time and get a lot of work done.

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VAPA teachers often feel isolated, so these PD days are one opportunity for building community across the network. These experiences positively affect our work. The Art is Ed workshops are one case in point in HUSD; all participating elementary teachers repeatedly shared the value of this type of professional development. What we need is PD for secondary level VAPA teachers. I don't have a brilliant idea YET but my dream workshop would be something that helps us to collaborate across VAPA sub-departments/subject areas for a culminating performance piece, combining all the arts. ( It has been done here, it has also been done elsewhere- the idea isn't new. But would like to see it cross over to all parts of VAPA...) Project Based Learning workshops also would be valuable.

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I just received the January 10th memo today during our Subject Matter meeting. This was not even an agenda on this month´s LCC meeting. As a result, I would like an extension so that I can contact my department at MEHS and get their input.
Nevertheless, I believe SM needs time to collaborate as a district WL department and we need PD, if any, in the following:
1. Heritage Student Curriculum.
2. How to maintain and or reengineer articulation with remediation, leveraging in-house resources (NOT outsourcing)  for post-pandemic learning loss.

Sincerely,

Paul Maciel

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Math Staff Development-Subject Matter Math

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Math Staff Development-Subject Matter Math

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Recommendations From Secondary Math Subject Matter Curricululum Council

Content Specific:

NMSI Library of Lesson Plans.

Training on Sensors and Calculators-TI Inspire
with lesson plans

Hybrid sessions.

mini math conference in house with other HS sites and Middle school sites

Kagan Training for math specifically

Delta Math

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Using Socratic seminars for deeper learning in all subject areas.

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I would love a PD on project based learning. How to decide, develop, implement, and assess authentic project based learning opportunities.

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Though it's vital we keep ourselves trained and effective on evolving pedagogy, there is a greater sense of social and emotional strain among the entire profession, and perhaps particularly in HUSD. There must be a way to learn new methods while also bolstering morale, camaraderie, institutional trust, and mental health.

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Grading for equity cohort and year long cycle of inquiry with PD support

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CLTA Workshops for World Language to be paid for by the district.

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CLTA Workshops for World Language to be paid for by the district.

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First Aid for Severe Trauma (FAST) for shop teachers, makerspace, engineering, etc. where use of tools and equipment pose a threat of traumatic injuries. Also may be available to students, and possible to have a site person trained to deliver curriculum. Through American Red Cross.

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First Aid for Severe Trauma (FAST) Training | Red Cross

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First Aid for Severe Trauma (FAST) is a national STOP THE BLEED course from the Red Cross. Learn what to do if faced with a severe bleeding emergency.

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Yuval Noah Harari is a professor in Israel who is a historian, philosopher, and best selling author.  The article summarizes  the best skill to teach students/young people is "reinvention".  How can we help students re-invent themselves to be prepared for the future?

https://www.wired.co.uk/article/yuval-noah-harari-extract-21-lessons-for-the-21st-century

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"As the pace of change increases, the very meaning of being human is likely to mutate and physical and cognitive structures will melt"

Forget programming - the best skill to teach children is reinvention. In this exclusive extract from his new book, the author of Sapiens reveals what 2050 has in store for humankind.

Part one: Change is the only constant

Humankind is facing unprecedented revolutions, all our old stories are crumbling and no new story has so far emerged to replace them. How can we prepare ourselves and our children for a world of such unprecedented transformations and radical uncertainties? A baby born today will be thirty-something in 2050. If all goes well, that baby will still be around in 2100, and might even be an active citizen of the 22nd century. What should we teach that baby that will help him or her survive and flourish in the world of 2050 or of the 22nd century? What kind of skills will he or she need in order to get a job, understand what is happening around them and navigate the maze of life?

Unfortunately, since nobody knows how the world will look in 2050 - not to mention 2100 - we don't know the answer to these questions. Of course, humans have never been able to predict the future with accuracy. But today it is more difficult than ever before, because once technology enables us to engineer bodies, brains and minds, we can no longer be certain about anything - including things that previously seemed fixed and eternal.

A thousand years ago, in 1018, there were many things people didn't know about the future, but they were nevertheless convinced that the basic features of human society were not going to change. If you lived in China in 1018, you knew that by 1050 the Song Empire might collapse, the Khitans might invade from the north, and plagues might kill millions. However, it was clear to you that even in 1050 most people would still work as farmers and weavers, rulers would still rely on humans to staff their armies and bureaucracies, men would still dominate women, life expectancy would still be about 40, and the human body would be exactly the same. Hence in 1018, poor Chinese parents taught their children how to plant rice or weave silk, and wealthier parents taught their boys how to read the Confucian classics, write calligraphy or fight on horseback - and taught their girls to be modest and obedient housewives. It was obvious these skills would still be needed in 1050.

In contrast, today we have no idea how China or the rest of the world will look in 2050. We don't know what people will do for a living, we don't know how armies or bureaucracies will function, and we don't know what gender relations will be like. Some people will probably live much longer than today, and the human body itself might undergo an unprecedented revolution thanks to bioengineering and direct brain-computer interfaces. Much of what kids learn today will likely be irrelevant by 2050.

At present, too many schools focus on cramming information. In the past this made sense, because information was scarce, and even the slow trickle of existing information was repeatedly blocked by censorship. If you lived, say, in a small provincial town in Mexico in 1800, it was difficult for you to know much about the wider world. There was no radio, television, daily newspapers or public libraries. Even if you were literate and had access to a private library, there was not much to read other than novels and religious tracts. The Spanish Empire heavily censored all texts printed locally, and allowed only a dribble of vetted publications to be imported from outside. Much the same was true if you lived in some provincial town in Russia, India, Turkey or China. When modern schools came along, teaching every child to read and write and imparting the basic facts of geography, history and biology, they represented an immense improvement.

In contrast, in the 21st century we are flooded by enormous amounts of information, and even the censors don't try to block it. Instead, they are busy spreading misinformation or distracting us with irrelevancies. If you live in some provincial Mexican town and you have a smartphone, you can spend many lifetimes just reading Wikipedia, watching TED talks, and taking free online courses. No government can hope to conceal all the information it doesn't like. On the other hand, it is alarmingly easy to inundate the public with conflicting reports and red herrings. People all over the world are but a click away from the latest accounts of the bombardment of Aleppo or of melting ice caps in the Arctic, but there are so many contradictory accounts that it is hard to know what to believe. Besides, countless other things are just a click away, making it difficult to focus, and when politics or science look too complicated it is tempting to switch to funny cat videos, celebrity gossip or porn.

In such a world, the last thing a teacher needs to give her pupils is more information. They already have far too much of it. Instead, people need the ability to make sense of information, to tell the difference between what is important and what is unimportant, and above all to combine many bits of information into a broad picture of the world.

In truth, this has been the ideal of western liberal education for centuries, but up till now even many western schools have been rather slack in fulfilling it. Teachers allowed themselves to focus on shoving data while encouraging pupils "to think for themselves". Due to their fear of authoritarianism, liberal schools had a particular horror of grand narratives. They assumed that as long as we give students lots of data and a modicum of freedom, the students will create their own picture of the world, and even if this generation fails to synthesise all the data into a coherent and meaningful story of the world, there will be plenty of time to construct a good synthesis in the future. We have now run out of time. The decisions we will take in the next few decades will shape the future of life itself, and we can take these decisions based only on our present world view. If this generation lacks a comprehensive view of the cosmos, the future of life will be decided at random.

Part two: The heat is on

Besides information, most schools also focus too much on providing pupils with a set of predetermined skills such as solving differential equations, writing computer code in C++, identifying chemicals in a test tube or conversing in Chinese. Yet since we have no idea how the world and the job market will look in 2050, we don't really know what particular skills people will need. We might invest a lot of effort teaching kids how to write in C++ or how to speak Chinese, only to discover that by 2050 AI can code software far better than humans, and a new Google Translate app enables you to conduct a conversation in almost flawless Mandarin, Cantonese or Hakka, even though you only know how to say "Ni hao".

So what should we be teaching? Many pedagogical experts argue that schools should switch to teaching "the four Cs" - critical thinking, communication, collaboration and creativity. More broadly, schools should downplay technical skills and emphasise general-purpose life skills. Most important of all will be the ability to deal with change, to learn new things and to preserve your mental balance in unfamiliar situations. In order to keep up with the world of 2050, you will need not merely to invent new ideas and products - you will above all need to reinvent yourself again and again.

For as the pace of change increases, not just the economy, but the very meaning of "being human" is likely to mutate. In 1848, the Communist Manifesto declared that "all that is solid melts into air". Marx and Engels, however, were thinking mainly about social and economic structures. By 2048, physical and cognitive structures will also melt into air, or into a cloud of data bits.

In 1848, millions of people were losing their jobs on village farms, and were going to the big cities to work in factories. But upon reaching the big city, they were unlikely to change their gender or to add a sixth sense. And if they found a job in some textile factory, they could expect to remain in that profession for the rest of their working lives.

By 2048, people might have to cope with migrations to cyberspace, with fluid gender identities, and with new sensory experiences generated by computer implants. If they find both work and meaning in designing up-to-the-minute fashions for a 3D virtual-reality game, within a decade not just this particular profession, but all jobs demanding this level of artistic creation might be taken over by AI. So at 25, you introduce yourself on a dating site as "a twenty-five-year-old heterosexual woman who lives in London and works in a fashion shop." At 35, you say you are "a gender-non-specific person undergoing age- adjustment, whose neocortical activity takes place mainly in the NewCosmos virtual world, and whose life mission is to go where no fashion designer has gone before". At 45, both dating and self-definitions are so passé. You just wait for an algorithm to find (or create) the perfect match for you. As for drawing meaning from the art of fashion design, you are so irrevocably outclassed by the algorithms, that looking at your crowning achievements from the previous decade fills you with embarrassment rather than pride. And at 45, you still have many decades of radical change ahead of you.

Please don't take this scenario literally. Nobody can really predict the specific changes we will witness. Any particular scenario is likely to be far from the truth. If somebody describes to you the world of the mid-21st century and it sounds like science fiction, it is probably false. But then if somebody describes to you the world of the mid 21st-century and it doesn't sound like science fiction - it is certainly false. We cannot be sure of the specifics, but change itself is the only certainty.

Such profound change may well transform the basic structure of life, making discontinuity its most salient feature. From time immemorial, life was divided into two complementary parts: a period of learning followed by a period of working. In the first part of life you accumulated information, developed skills, constructed a world view, and built a stable identity. Even if at 15 you spent most of your day working in the family's rice field (rather than in a formal school), the most important thing you were doing was learning: how to cultivate rice, how to conduct negotiations with the greedy rice merchants from the big city and how to resolve conflicts over land and water with the other villagers. In the second part of life you relied on your accumulated skills to navigate the world, earn a living, and contribute to society. Of course, even at 50 you continued to learn new things about rice, about merchants and about conflicts, but these were just small tweaks to well-honed abilities.

By the middle of the 21st century, accelerating change plus longer lifespans will make this traditional model obsolete. Life will come apart at the seams, and there will be less and less continuity between different periods of life. "Who am I?" will be a more urgent and complicated question than ever before.

This is likely to involve immense levels of stress. For change is almost always stressful, and after a certain age most people just don't like to change. When you are 15, your entire life is change. Your body is growing, your mind is developing, your relationships are deepening. Everything is in flux, and everything is new. You are busy inventing yourself. Most teenagers find it frightening, but at the same time, also exciting. New vistas are opening before you, and you have an entire world to conquer. By the time you are 50, you don't want change, and most people have given up on conquering the world. Been there, done that, got the T-shirt. You much prefer stability. You have invested so much in your skills, your career, your identity and your world view that you don't want to start all over again. The harder you've worked on building something, the more difficult it is to let go of it and make room for something new. You might still cherish new experiences and minor adjustments, but most people in their fifties aren't ready to overhaul the deep structures of their identity and personality.

There are neurological reasons for this. Though the adult brain is more flexible and volatile than was once thought, it is still less malleable than the teenage brain. Reconnecting neurons and rewiring synapses is damned hard work. But in the 21st century, you can hardly afford stability. If you try to hold on to some stable identity, job or world view, you risk being left behind as the world flies by you with a whooooosh. Given that life expectancy is likely to increase, you might subsequently have to spend many decades as a clueless fossil. To stay relevant - not just economically, but above all socially - you will need the ability to constantly learn and to reinvent yourself, certainly at a young age like 50.

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms, and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature?

To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the first world war. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the 21st century demands, for they themselves are the product of the old educational system.

The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with 30 other kids who were all born the same year as you. Every hour some grown-up walks in and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the Earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven't created a viable alter- native. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

Part three: Hacking humans

So the best advice I could give a 15-year-old stuck in an outdated school somewhere in Mexico, India or Alabama is: don't rely on the adults too much. Most of them mean well, but they just don't understand the world. In the past, it was a relatively safe bet to follow the adults, because they knew the world quite well, and the world changed slowly. But the 21st century is going to be different. Due to the growing pace of change, you can never be certain whether what the adults are telling you is timeless wisdom or outdated bias.

So on what can you rely instead? Technology? That's an even riskier gamble. Technology can help you a lot, but if technology gains too much power over your life, you might become a hostage to its agenda. Thousands of years ago, humans invented agriculture, but this technology enriched just a tiny elite, while enslaving the majority of humans. Most people found themselves working from sunrise till sunset plucking weeds, carrying water buckets and harvesting corn under a blazing sun. It can happen to you too.

Technology isn't bad. If you know what you want in life, technology can help you get it. But if you don't know what you want in life, it will be all too easy for technology to shape your aims for you and take control of your life. Especially as technology gets better at understanding humans, you might increasingly find yourself serving it, instead of it serving you. Have you seen those zombies who roam the streets with their faces glued to their smartphones? Do you think they control the technology, or does the technology control them?

Should you rely on yourself, then? That sounds great on Sesame Street or in an old-fashioned Disney film, but in real life it doesn't work so well. Even Disney is coming to realise it. Just like Inside Out's Riley Andersen, most people hardly know themselves, and when they try to "listen to themselves" they easily become prey to external manipulations. The voice we hear inside our heads was never trustworthy, because it always reflected state propaganda, ideological brainwashing and commercial advertisement, not to mention biochemical bugs.

As biotechnology and machine learning improve, it will become easier to manipulate people's deepest emotions and desires, and it will become more dangerous than ever to just follow your heart. When Coca-Cola, Amazon, Baidu or the government knows how to pull the strings of your heart and press the buttons of your brain, could you still tell the difference between your self and their marketing experts?

To succeed in such a daunting task, you will need to work very hard on getting to know your operating system better. To know what you are, and what you want from life. This is, of course, the oldest advice in the book: know thyself. For thousands of years, philosophers and prophets have urged people to know themselves. But this advice was never more urgent than in the 21st century, because unlike in the days of Laozi or Socrates, now you have serious competition. Coca-Cola, Amazon, Baidu and the government are all racing to hack you. Not your smartphone, not your computer, and not your bank account - they are in a race to hack you, and your organic operating system. You might have heard that we are living in the era of hacking computers, but that's hardly half the truth. In fact, we are living in the era of hacking humans.

The algorithms are watching you right now. They are watching where you go, what you buy, who you meet. Soon they will monitor all your steps, all your breaths, all your heartbeats. They are relying on Big Data and machine learning to get to know you better and better. And once these algorithms know you better than you know yourself, they could control and manipulate you, and you won't be able to do much about it. You will live in the matrix, or in The Truman Show. In the end, it's a simple empirical matter: if the algorithms indeed understand what's happening within you better than you understand it, authority will shift to them.

Of course, you might be perfectly happy ceding all authority to the algorithms and trusting them to decide things for you and for the rest of the world. If so, just relax and enjoy the ride. You don't need to do anything about it. The algorithms will take care of everything. If, however, you want to retain some control of your personal existence and of the future of life, you have to run faster than the algorithms, faster than Amazon and the government, and get to know yourself before they do. To run fast, don't take much luggage with you. Leave all your illusions behind. They are very heavy.

Yuval Noah Harari's 21 Lessons for the 21st Century (Vintage Digital) is published on August 30

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Yuval Noah Harari on what the year 2050 has in store for humankind

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"As the pace of change increases, the very meaning of being human is likely to mutate and physical and cognitive structures will melt" Forget programming - the best skill to teach children is reinvention. In this exclusive extract from his new book, the author of Sapiens reveals what 2050 has in store for humankind.

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OER/ World History Project Training, standards integration

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OER/ World History Project Training, standards integration

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PD Trainings for SpEd Teachers & General Education Teachers  to Learn Best Practices for Collaboration

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PD Trainings for SpEd Teachers & General Education Teachers  to Learn Best Practices for Collaboration

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I miss the districtwide Social Studies trainings-Making Thinking Visible/Thinking Routines.

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Dept budget for materials/membership to professional organizations

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Dept budget for materials/membership to professional organizations

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Science dept rep for purchases (equipment and tech)

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Science dept rep for purchases (equipment and tech)

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SB224  Health teachers will need training on the new law. In addition, any new teachers or teachers who don't receive training this year will also need training on California Healthy Youth Act.

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SB224  Health teachers will need training on the new law. In addition, any new teachers or teachers who don't receive training this year will also need training on California Healthy Youth Act.

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World Language (Spanish) to meet for diagnostics to assess appropriate placement into Spanish courses.

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World Language (Spanish) to meet for diagnostics to assess appropriate placement into Spanish courses.

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World Language (Spanish) to meet for scope and sequences for Spanish-speaking courses.

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World Language (Spanish) to meet for scope and sequences for Spanish-speaking courses.

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World Language to meet for NEW curricular materials.

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World Language to meet for NEW curricular materials.

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We already have a framework that is comprehensive and that we started working on three years ago (the last time we had the Summer Institute in person). I am confused as to why this framework was abandoned. We desperately need coherent, high-quality PD that is guided by a clear, overarching framework for effective teaching. The best framework I have found is Culturally Responsive Teaching. Can we please return to this overarching framework? The one-day CRT PD that was delivered by ToSAs three years ago was excellent, but just scratched the surface. Why did we not follow up on this? Why was there no CRT part 2 or 3 or 4? Why does the district change tack on PD every year? We have done Deeper Learning practices (but never went into all four practices besides a surface-level intro), then we focused on inquiry and building effective teams (but schools got to choose which one). Then AB/AR but with very little application (almost all theory). CRT is a powerful practice-based umbrella framework for all of these. Without an overarching framework for effective teaching and learning, teachers and admin are learning lists of strategies or just theory with very little practice and neither is actually going to transform schools or practice. The skills associated with CRT are sophisticated and take time and sustained support to develop. If this district really wants to improve teaching and learning, PD MUST be coherent and sustained. That still hasn't happened despite years of feedback and tons of research that says without a coherent, sustained approach to professional development, instruction will not change. Please continue with CRT. Make sure the folks designing and delivering the PD have the skills to do so, work collaboratively (rather than in silos working on just parts of the PD), and include formative assessment in their PD, so that the final product is high quality, coherent, responsive, and builds participants' capacity over time.

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World Language to meet as department district wide to implement "new" standards.

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World Language to meet as department district wide to implement "new" standards.

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Vertical Articulation-What it is and how it works within the school day. 

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Vertical Articulation-What it is and how it works within the school day. 

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Assessment - the various types and when to utilize each, formulating common assessments district, site, grade level

Grading - callibrating, analyzing for equity

Facilitating affective small group instruction across subjects