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Demetri Orlando

TeachPaperless: Exam Day: Demonstrating Understanding through Collaboration and Connection - 0 views

teachpaperless.blogspot.com/...monstrating-understanding.html

exam

shared by Demetri Orlando on 15 Nov 11 - No Cached
  • Demetri Orlando on 15 Nov 11
     
    interesting description by a history teacher who lets students use the internet for an exam.
Megan Haddadi

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...whats-worth-learning-school

education information expertise achievement future learning

shared by Megan Haddadi on 19 Feb 15 - No Cached
  • Indian leader Mahatma Gandhi was getting on a train. One of his sandals slipped off and fell to the ground. The train was moving, and there was no time to go back. Without hesitation, Gandhi took off his second sandal and threw it toward the first. Asked by his colleague why he did that, he said one sandal wouldn’t do him any good, but two would certainly help someone else.
  • It was also a knowledgeable act. By throwing that sandal, Gandhi had two important insights: He knew what people in the world needed, and he knew what to let go of.
  • crisis of content
  • ...10 more annotations...
  • information, achievement, and expertise.
  • ifeworthy — likely to matter, in any meaningful way, in the lives learners are expected to live.
  • Knowledge is for going somewhere,” Perkins says, not just for accumulating.
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • The achievement gap asks if students are achieving X. Instead, it might be more useful to look at the relevance gap, which asks if X is going to matter to the lives students are likely to lead.
  • the encyclopedic approach to learning that happens in most schools that focuses primarily on achievement and expertise doesn’t make sense.
  • we need to rethink what’s worth learning and what’s worth letting go of — in a radical way
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “students are asked to learn a great deal for the class and for the test that likely has no role in the lives they will live — that is, a great deal that simply is not likely to come up again for them in a meaningful way.”
  • “As the train started up and Gandhi tossed down his second sandal, he showed wisdom about what to keep and what to let go of,” Perkins says. “Those are both central questions for education as we choose for today’s learners the sandals they need for tomorrow’s journey.”
  • Megan Haddadi on 19 Feb 15
     
    David Perkins discusses what's worth learning.  We teach a lot that doesn't matter.  There's also a lot we should be teaching that would be a better return on investment.  
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