Skip to main content

Home/ Diigo In Education/ Group items matching "mastery" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
meghankelly492

The rise of creative youth development: Arts Education Policy Review: Vol 118, No 1 - 3 views

www.tandfonline.com/...10632913.2015.1064051

world Music

shared by meghankelly492 on 11 Aug 19 - No Cached
  • The article describes creative youth development in the larger contexts of arts education and of education reform.
  • Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.
  • Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo
  • ...11 more annotations...
  • attention due to their high levels of youth engagement that contribute to substantial learning, enhanced critical thinking
  • such as heightened confidence and sense of agency
  • Decades of research findings link adolescent engagement, efficacy, and responsibility with opportunities for immersion and mastery, connection in a community of practice, embracing youth voice, and cultivating youth leadership with adolescent engagement, and non-school settings have emerged as crucial developmental and learning environments for youth
  • Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui.
  • The creative process at the center of CYD programs contributes to profound personal growth for youth participants
  • And as they experience the creative process over an extended period, they learn that they can use it to express their own identities, understand and change the world around them, and connect to the greater human experience.”
  • community of practice of youth artists and their artist mentors, the paid, professional artists who comprise the full-time faculty. SAY Sí boasts a 100% rate of graduation and pursuit of higher education in a community with a 45% dropout rat
  • hese programs had a central belief in the ability of young people to achieve and grow artistically and personally through creative expression and skill building in the arts.
  • impact of arts-based youth programs in reducing risk factors and building protective factors in a study conducted in three American cities
  • She also catalogued characteristics of effective CYD programs, such as supporting risk within a safe space (
  • Teens develop intrinsic motivation as they immerse themselves and develop competence in a topic, connect with others who share this interest, and work with educators positioned as senior collaborators—
Nigel Coutts

Becoming Learners: Making time for OUR Learning - The Learner's Way - 6 views

thelearnersway.net/...s-making-time-for-our-learning

learners learning Education teaching

shared by Nigel Coutts on 21 Jan 18 - No Cached
  • Nigel Coutts on 21 Jan 18
     
    At the heart of all that we do as teachers lies the act of learning. Our hope is that our actions inspire our students to engage in a process that results in their acquisition of new knowledge, mastery of new skills and the development of capacities and dispositions which will prepare them for life beyond our classrooms. Increasingly our focus is on developing the skills and dispositions our students require to become life-long learners. We recognise that in a rapidly changing world, the capacity to take charge of your personal learning journey, to become self-navigating learners is essential. 
Martin Burrett

Moving towards mathematics mastery by @primaryreflect - 9 views

ukedchat.com/...tics-mastery-by-primaryreflect

mastery maths math

shared by Martin Burrett on 23 Nov 17 - No Cached
  • Martin Burrett on 23 Nov 17
     
    "In September we introduced the new curriculum across all subjects and all of our school. This was scaffolding using the Chris Quigley's Essentials materials, during the previous year we had used a numeracy curriculum created by teachers within the Deal Learning Alliance, which a great source and piece of collaborative work in its own right, held too many links back to APP statement and old national curriculum levels. As as school we were finding that the DLA maths document did not provide the scaffold for the raised expectations in mathematics primary curriculum, furthermore, the deeper into the curriculum we delved, the harder it seemed to make the teaching, learning and assessment work efficiently."
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Nigel Coutts

The art of modern writing - The Learner's Way - 53 views

thelearnersway.net/...the-art-of-modern-writing

writing learner education technology teaching collaboration

shared by Nigel Coutts on 28 May 17 - No Cached
  • Nigel Coutts on 28 May 17
     
    Learning to write is one of the fundamental skills we gain from our time at school. Writing is one of the cornerstones of learning and we devote significant time and energy towards its mastery. Skilled writing is a mark of an educated individual and a skill required for academic success. But in the modern world what makes a skilled writer? What has changed about writing and what literary skills should we focus our attention on. 
Jeff Andersen

Personal Knowledge Mastery - 25 views

jarche.com/pkm

personal knowledge mastery

shared by Jeff Andersen on 07 Dec 16 - No Cached
  • Jeff Andersen on 07 Dec 16
     
    Personal Knowledge Mastery PKM is a set of processes, individually constructed, to help each of us make sense of our world, work more effectively, and contribute to society. PKM means taking control of your professional development, and staying connected in the network era, whether you are an employee, self-employed, or between jobs. Personal - according to one's abilities, interests & motivation. (not directed by external forces) Knowledge - understanding information and experience in order to act upon it. (know what, know who, know how) Mastery - the journey from apprentice to disciplined sense-maker and knowledge catalyst. (masters do not need to be managed)
Dan Bench

Process vs Product in Maker-centered Learning - The Learner's Way - 42 views

thelearnersway.net/...uct-in-maker-centered-learning

creativity lifelong learning expansion instruction

shared by Dan Bench on 06 Nov 16 - No Cached
  • by ‘Making Thinking Visible’ (MTV) can help here. MTV strategies offer two advantages to teachers and learners. Importantly they provide structure to thinking and encourage a deeper engagement with concepts and ideas. They also allow the thinking that is occurring to be made visible and thus a part of the assessment process
  • mastery of the process that students are utilising as they solve the problems they encounter in their making. How do they deal with obstacles? How did they plan their solution? How effectively do they collaborate? What did they do to understand the problem and how did they monitor their progress?  
  • Students move through phases of thinking that include empathy, needs analysis, ideation, planning, prototyping and evaluation in patterns both linear and non-linear as needs require.
  • ...2 more annotations...
  • Failing is a part of the process and failing disrupts output based assessments. At the core of the maker philosophy is a process of ideation, iteration and emergence.
  • their Personal Passion Projects. Many of the projects fit neatly into the description of maker-centered learning. These are the projects where the students have identified a need and the solution is a product which they design and then prototype.
  • Nigel Coutts on 06 Nov 16
     
    The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.  
Martin Burrett

'Singapore' approach to teaching maths can work in UK classrooms - 14 views

ukedchat.com/...aths-can-work-in-uk-classrooms

mastery maths Singapore maths

shared by Martin Burrett on 15 Nov 16 - No Cached
  • Martin Burrett on 15 Nov 16
     
    "Mastery - an approach to teaching maths commonly used in East Asian countries - can significantly benefit children in UK schools, a University of Exeter academic has found. The independent research, conducted by the Oxford University Department of Education, is the first academic study to show this teaching method, now supported by the UK Government, can be effective."
Randy Yerrick

Sal Khan: Let's teach for mastery -- not test scores | TED Talk | TED.com - 12 views

www.ted.com/...ch_for_mastery_not_test_scores

LAI532F16

shared by Randy Yerrick on 26 Sep 16 - No Cached
  • Randy Yerrick on 26 Sep 16
     
    Sal Khan shares his plan to turn struggling students into scholars by helping them master concepts at their own pace.
Dan Bench

Dan Pink's Drive: A Scholarly Book Review - 20 views

edurolearning.com/drive-scholarly-review

shared by Dan Bench on 12 Jul 16 - No Cached
  • we have a responsibility to ensure that our students develop skills to perform heuristic tasks in order to compete in the job market.
  • According to SDT the three basic psychological needs for motivation are competence, where one feels effective and efficacious; relatedness, where one feels close and connected to others; and autonomy, where one feels causation and ownership of one’s behavior
  • Starkey (2011) suggests that creativity is the penultimate learning experience and that sharing the knowledge is the ultimate goal (p. 25), a concept supported by Siemen’s (2004) connectivism learning theory, where learning and knowledge rests on a number of opinions that when connected allows us to know more (2004).
  • ...2 more annotations...
  • Overall, promoting mastery through flow-friendly classrooms is certainly a reality and adds weight to the Motivation 3.0 model
  • So as Lent (2010) suggests, providing opportunities for students to be part of something larger than themselves is clearly a viable proposition where students pursue “purpose” goals that serve others as opposed to “profit” goals, such as good grades, that only serve themselves (Pink, 2011, p. 142).
Sharin Tebo

New Blog Series: Promising Policies for Personalized Learning - iNACOL - 15 views

www.inacol.org/...cies-for-personalized-learning

shared by Sharin Tebo on 10 Feb 16 - No Cached
  • How might policymakers remove barriers and support enabling conditions for optimizing learning for each student’s unique needs — both inside and outside of classroom walls?
    • Sharin Tebo
      Sharin Tebo on 10 Feb 16
       
      That is the KEY question, as teachers don't have control over systems' barriers and policies. 
  • Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible.
  • According to this RAND study, students attending schools using breakthrough, personalized learning models “made gains in mathematics and reading over the past two years that were significantly greater than a comparison group made up of similar students selected from comparable schools.”
  • ...2 more annotations...
  • Redefine courses and Carnegie units into competencies.
  • Build educator capacity and professional judgement in calibration on assessing evidence on common performance tasks
Maureen Greenbaum

How about no grades for classwork? It might happen in some North Texas classrooms this fall | | Dallas Morning News - 52 views

educationblog.dallasnews.com/...exas-classrooms-this-fall.html

wesch couros not yet grade

shared by Maureen Greenbaum on 31 Aug 15 - No Cached
  • One idea brought up by several speakers this year is a hybrid grades-free way of evaluating students. In each case, it included a high-bar pass/fail approach to class assignments, with a final, more regular grade for the entire semester. One of the speakers who presented what he called a “Not Yet” grade was “digital ethnographer” Michael Wesch, a professor at Kansas State University. That’s his photo at the top. He told the crowd that they had to inspire “wonder” in their students in order to get them to learn as much as possible. Some key quotes from him: “Low standards/high stakes are the opposite of what you want.”
  • “The new divide will be between those with wonder and curiosity and those without.”
  • Keynote speaker George Couros is a what’s called a “division principal” back home in Canada. He’s a blogger and author who is all about encouraging creativity and change in public education with an emphasis on taking advantage of digital tools. He told the conference that that it’s foolish to deny students use of their smartphones and other digital tools in the classroom — and even on exams. In 2015, being able to figure out what information is relevant is more important than memorization when most facts are a click away, he said.
  • ...2 more annotations...
  • “The world only cares what you can do with what you know,” Couros said. He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response: “If I can look up the answers to the questions on your test on Google, your questions suck.”
  • Students get assignments, of course. And they are expected to complete them. In fact, they are required to master them. So kids who might have been happy to get the equivalent of a C on an assignment in another classroom would be required to work at it until they hit the level defined as “mastery.” And the teachers keep track of whether the students have succeeded, whether they’re turning work in on time and whether they are responding to feedback.
  • Maureen Greenbaum on 31 Aug 15
     
    "The new divide will be between those with wonder and curiosity and those without." "The world only cares what you can do with what you know," Couros said. He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response: "If I can look up the answers to the questions on your test on Google, your questions suck."
Ann Steckel

Syllabus for Online Skills Mastery Public - 58 views

ucdenver.instructure.com/...syllabus

shared by Ann Steckel on 17 Feb 15 - No Cached
  • Elaine Sellhorn on 18 Feb 15
     
    Is this an invitation to participate in this course? It looks promising but is it only for the faculty at you institution?
kfeldhau

Transformation in Education - 12 views

changingislearning.blogspot.com/...-education-by-focusing-on.html

change transformation student-centered

shared by kfeldhau on 19 Jan 15 - No Cached
  • Glenn Hervieux on 19 Jan 15
     
    "What Is Transformational In Your Educational Vision?      Part of the challenge in educational reform is that not everyone defines learning or education the same way.  Sure, we all refer to things such as literacy, college and career ready, 21st century skills, etc.        However, what is the core purpose of one's education?  Beyond specifics related to employment skills, literacy skills and standards mastery, I offer up this idea: Education is meant to transform one's life.  In other words, education has to dramatically, or even radically, transform the person into a new, improved person that is more emotionally, socially, and intellectually ready for any challenge the world has to offer."
Sharin Tebo

OPINION: Personalization, Possibilities and Challenges with Learning Analytics | EdSurge News - 34 views

www.edsurge.com/...lenges-with-learning-analytics

personalizedlearning learner research personalized SDW analytics challenges possibilities personalization

shared by Sharin Tebo on 02 Nov 14 - No Cached
  • Many of these challenges result from trying to personalize within the context of traditional school structures that standardize the curriculum, the assessments, the grouping, and the instructional time.
  • a genuine problem: how to achieve the tremendous academic gains that are possible through personalized instructional methods within the constraints of a traditional classroom.
  • Knowledge mapsFormalizing a learning map--sequences of connected concepts and skills that define how one masters a domain, such as beginning Algebra--and mapping student mastery on the map, enables intelligent learning systems to recommend the next concept or skill to be learned, propose aligned instructional content, and present appropriate questions and tasks to assess mastery.
  • ...3 more annotations...
  • Learning analytics combines data from student models with data on learning behaviors, knowledge maps, and learning outcomes, and mines these data sets to identify patterns that associate student attributes and behaviors with successful outcomes.
  • Learning analytics marks a significant departure from traditional data-driven instructional strategies. That’s because so much more data is available to mine, make sense of, and use.
  • It is not enough to design cutting edge analytics to shape educational decision making if we do not understand how teachers can apply them to optimize student learning outcomes.
  • Sharin Tebo on 02 Nov 14
     
    Learner analytics to help personalize learning
danthomander

How a Small Change Can Boost Your Motivation and Performance - 51 views

www.theeffectiveengineer.com/...ur-goal-to-increase-motivation

motivation performance goals mastery

shared by danthomander on 01 Nov 14 - Cached
  • danthomander on 01 Nov 14
     
    Good blog entry on importance of goal setting (performance vs. mastery) and effect on motivation.
Javier E

Why Girls Tend to Get Better Grades Than Boys Do - The Atlantic - 40 views

www.theatlantic.com/...2

girls boys success conscientiousness habits self-control academic

shared by Javier E on 19 Sep 14 - No Cached
  • Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.
  • girls succeed over boys in school because they tend to be more mastery-oriented in their schoolwork habits. They are more apt to plan ahead, set academic goals, and put effort into achieving those goals. They also are more likely than boys to feel intrinsically satisfied with the whole enterprise of organizing their work, and more invested in impressing themselves and their teachers with their efforts.
  • boys approach schoolwork differently. They are more performance-oriented. Studying for and taking tests taps into their competitive instincts. For many boys, tests are quests that get their hearts pounding. Doing well on them is a public demonstration of excellence
  • ...3 more annotations...
  • “The testing situation may underestimate girls’ abilities, but the classroom may underestimate boys’ abilities.”
  • It is easy to for boys to feel alienated in an environment where homework and organization skills account for so much of their grades.
  • it appears that the overwhelming trend among teachers is to assign zero points for late work. In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that.
Michele Brown

Coursera.org - 12 views

www.coursera.org

education eLearning courseware

shared by Michele Brown on 22 Apr 12 - No Cached
  • Jim Tiffin Jr on 17 May 12
     
    Coursera offers courses from the top universities, for free. Learn from world-class professors, watch high quality lectures, achieve mastery via interactive exercises, and collaborate with a global community of students.
  • Marc Patton on 09 Jul 12
     
    We offer high quality courses from the top universities, for free to everyone. We currently host courses from Princeton University, Stanford University, University of California, Berkeley, University of Michigan-Ann Arbor, and University of Pennsylvania. We are changing the face of education globally, and we invite you to join us.
  • Michele Brown on 10 Jul 13
     
    Free online courses from around the world
Thieme Hennis

The Teaching and Learning Foundations of MOOCs - 24 views

theconversation.com/ing-foundations-of-moocs-14644

mooc learning theory teaching research reference

shared by Thieme Hennis on 06 Jul 13 - No Cached
  • The pedagogical benefits of these characteristics of MOOCs translated into: the effectiveness of online learning, retrieval learning, mastery learning, enhanced learning through peer and self-assessment, enhanced attention and focus due to “chunking” content into small packages and finally peer assistance, or out-of-band learning.
  • When it comes to peer and self-assessment, there is general agreement that it is an effective means of marking. Assignments that are peer or self-assessed agree closely to those marked by instructors and tutors.
  • Overall, the evidence is that there is no reason to believe that MOOCs provide any less a valid learning experience than face-to-face courses. In many ways, they are simply a restatement of online learning environments which are optimised for large class sizes and modes of learning suited to todays digital milieu. When used for students enrolled in a university degree, they are usually combined with on-campus learning opportunities in a “flipped-classroom” style of presentation which brings the advantages of both environments.
  • ...1 more annotation...
  • What is exciting about the MOOC environment is that it will provide a rich opportunity to gather data that will tell us what does and doesn’t work and how students learn most effectively in as engaging an environment as can be provided. This will almost certainly mean that the current MOOC format will evolve rapidly over time as it is driven by this research supported by real data.
  • Thieme Hennis on 06 Jul 13
     
    MOOC research - pedagogical notions, and scientific outcomes regarding the effectiveness of MOOCs
1 - 20 of 48 Next › Last »
Showing 20▼ items per page