Best content in Common Core and 21st Century Learning

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Principals slam 2014 NY Common Core tests as badly designed - 0 views

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Common Core Standards Explorer - 0 views

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Testing to, and Beyond, the Common Core | Stanford Center for Opportunity Policy in Edu... - 0 views

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shared by Tracy Watanabe on 20 Mar 14 - No Cached

the push is now to implement next-generation learning goals that encourage higher-order thinking skills.
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A critical piece in this roadmap will be new assessments, which have the potential to give school leaders new and better tools to guide instruction, support teachers, and improve outcomes. Assessment decisions will have a big impact on principals, who know the difference between leading a school constrained by punitively used tests that fail to measure many of the most important learning goals, and a school that uses thoughtful assessments to measure what matters and inform instruction.
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Become part of a new accountability system that replaces the old test-and-punish philosophy with one that aims to assess, support, and improve. Tests should be used not to allocate sanctions, but to provide information, in conjunction with other indicators, to guide educational improvement.
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some schools, districts, and states are developing more robust performance tasks and portfolios as part of multiple-measure systems of assessment.
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In addition to CCSS-aligned consortia exams, multiple measures could include: Classroom-administered performance tasks (e.g., research papers, science investigations, mathematical solutions, engineering designs, arts performances); Portfolios of writing samples, art works, or other learning products; Oral presentations and scored discussions; and Teacher rating of student note-taking skills, collaboration skills, persistence with challenging tasks, and other evidence of learning skills.
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How can we engage students in assessments that measure higher order thinking and performance skills—and use these to transform practice? How can these assessments be used to help students become independent learners, and help teachers learn about how their students learn? How can teachers be enabled to collect evidence of student learning that captures the most important goals they are pursuing, and then to analyze and reflect on this evidence—individually and collectively— to continually improve their teaching? What is the range of measures we believe could capture the educational goals we care about in our school? How could we use these to illustrate and extend our progress and successes as a school?
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Tracy Watanabe on 20 Mar 14

this was written by Linda Darling-Hammond, a Stanford University professor

<div class="cArrow"> </div><div class="cContentInner">this was written by Linda Darling-Hammond, a Stanford University professor</div>

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California Common Core State Standards: Professional Learning Modules :: Groups :: Brok... - 2 views

www.myboe.org/...GroupView california CCSS standards PD expertise learning modules

shared by Garrett Kerr on 13 Mar 14 - No Cached

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Educational Uses of Non-coursepack Materials - Copyright Overview by Rich Stim - Stanfo... - 1 views

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Removing Barriers and Educational Technology | The Principal of Change - 1 views

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shared by Tracy Watanabe on 04 May 13 - No Cached

How is technology changing the face and pace of K-12 education?  Information is abundant and as Daniel Pink discusses in his latest book, it is not about accessing information, but about curating it. When you have access to all of the information in the world, there is obviously some great stuff, and some stuff that is of a poor quality. How are students critical of what they see, and how do they reflect and share? Too many schools are worried about students “googling” answers on test because that would make them “cheaters”, yet as adults, we would be considered resourceful if we did the same thing. What we do with the information is much more important now than simply finding it. We need to look at how students are not only consumers of information, but creators of content as well. That is where the real learning happens and technology gives us the opportunity to be able to share easily with the entire world
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Tracy Watanabe on 04 May 13

This is so right on -- and reminds me of two Common Core Standards also: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 AND CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. They must be able to currate to do these! -- My recommendation is to get the students on Diigo (where they can create collaborative annotative bibliographies!)

<div class="cArrow"> </div><div class="cContentInner">This is so right on -- and reminds me of two Common Core Standards also: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 AND CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. They must be able to currate to do these! -- My recommendation is to get the students on Diigo (where they can create collaborative annotative bibliographies!) </div>

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