Making matters. And design thinking matters to makers.
About - Making Learning Connected - 0 views
An Inside Look at an Award-Winning Maker Program | Edutopia - 0 views
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Eleven students, including four who had just graduated eighth grade, would spend the weekend explaining how design thinking drove our program’s work and their learning. Kids used student-built prototypes to explain how they employed design thinking to solve problems and make the world a better place.
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We set up stations where Faire attendees got to experience prototyping for themselves, tackling design challenges based on the Extraordinaires Design Studio and expertly explained by our kids.
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The Marshall Memo Admin - Issues - 2 views
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1. What makes a team effective? 2. A new perspective on closing the achievement gap 3. Project-based learning 101 4. A school network experiments with high tech and student choice 5. Opening up a daily 40-minute block in a North Carolina high school 6. How to hold onto high-quality new teachers 7. The effect of reading about the struggles of accomplished scientists
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Project Aristotle, as it was dubbed, found that some team characteristics that seemed intuitively important – members sharing interests and hobbies, having similar educational backgrounds, socializing after hours – didn’t correlate with team success.
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The ‘who’ part of the equation didn’t seem to matter.”
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Ready. Set. Let go. - 0 views
Trusting My Children as They Trust Me - 0 views
Fund For Teachers® - 1 views
NAIS - Building More Inclusive Communities with Grading for Equity - 1 views
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Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.
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Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.
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Teachers often use grades not just to indicate how well students master course content but also to evaluate student behaviors. Categories such as “effort” or “participation” are highly subjective and heavily influenced by a teacher’s own experiences and habits. The student who is penalized for not asking questions or contributing to discussions may be learning just as much as other students, and the student who is taking copious notes may not be learning at all. Similarly, teachers judge student behaviors through culturally specific lenses and assumptions that they might not even be aware of, which can result in student actions being misinterpreted and misjudged.
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Coronavirus: Close the bars. Reopen the schools. - Vox - 0 views
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Reopening is a community-wide project. Whether a school can reopen safely, for example, doesn’t just depend on capacity, personal protective equipment, or individual actions. It depends on how widespread the coronavirus is in the community outside the school’s walls.
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But if a community is flooded with infections, the chances are much higher that those infections will creep in no matter how many protective steps are embraced.
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If you want to reopen schools this fall, then you need to get the spread of Covid-19 down, as close to zero as possible, this summer. And that means opting not to reopen — possibly at all and definitely not at full capacity — restaurants, bars, nightclubs, or other places that will lead to significantly more coronavirus spread but have less value to society than schools.
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