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Bo Adams

Creating a "Least Restrictive Environment" with Mobile Devices | Edutopia - 1 views

www.edutopia.org/...nt-mobile-devices-beth-holland

accessibility least_restrictive_environment personalized

shared by Bo Adams on 22 Jan 14 - No Cached
  • Bo Adams on 22 Jan 14
     
    Great piece on using assistive technologies to facilitate deeper learning for ALL students.
  • Shelley Clifford on 24 Jan 14
     
    I will share with AR team. Interesting pick this week.
Jim Tiffin Jr

When Grading Harms Student Learning | Edutopia - 1 views

www.edutopia.org/...student-learning-andrew-miller

#LiquidNetworkSpills assessment Edutopia grading formative assessment schoolreform

shared by Jim Tiffin Jr on 07 Feb 16 - No Cached
  • Is grading the focus, or is learning the focus?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      A simple, straightforward reminder of what assessment is for.
  • Zeros do not reflect student learning. They reflect compliance.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Exactly.
  • a deduction in points. Not only didn't this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal.
  • ...7 more annotations...
  • Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn't actually represent learning.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      I completely agree with this point. But admittedly, I still am not sure how it would work in practice... I totally realize that the grades we give as teachers are completely under the school's control - we can go back and change grades even after the course has ended if we need to. But at the core of my question is, "What is the leverage (if that is the right word) that we can use to help students learn that responsibility?" Sports and pulling privileges come to mind, but what else is there. I wonder what other teachers have used for this situation? 
  • Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Students are often "coming to know" rather than truly knowing.
  • Practice assignments and homework can be assessed, but they shouldn't be graded.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      An excellent distinction!
  • we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."
  • We've all been in a situation where grading piles up, and so we put the class on a task to make time for grading.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Guilty :-(
  • Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.
  • Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don't create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      +1!
  • Jim Tiffin Jr on 07 Feb 16
     
    A right-to-the-point article on how teacher grading practices can interfere with the learning philosophy of a classroom.
  • Jim Tiffin Jr on 07 Feb 16
     
    A right-to-the-point article on how teacher grading practices can interfere with the learning philosophy of a classroom.
Jim Tiffin Jr

9 Elephants in the (Class)Room That Should "Unsettle" Us | The Creativity Post - 0 views

www.creativitypost.com/...ssroom_that_should_unsettle_us

fromMVIFI Will Richardson The Creativity Post elephant problems of practice #LiquidNetworkSpill teaching learning assessments

shared by Jim Tiffin Jr on 24 Aug 17 - No Cached
  • there are a number of practices in our current systems of schooling that “unsettle” us, primarily because they don’t comport with what Seymour Papert calls our “stock of intuitive, empathic, common sense knowledge about learning.”
  • Yet we continue to focus our efforts primarily on content knowledge, as is evidenced by the focus of our assessments.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      Again, assessment is the most powerful lever for changing teacher practice.
  • in many cases, these practices are attempting to do “the wrong thing right” rather than “do the right thing” in the first place.
  • ...17 more annotations...
  • the new contexts for modern learning forged by the networked world in which we now live are creating an imperative for new ways of thinking about our work in schools.
  • notes, “For more than 75 years, studies have consistently found that only a small fraction of what is learned in the classroom is retained even a year after learning.” That’s primarily because the curriculum and classroom work they experience has little or no relevance to students’ real lives.
  • The reality in K-12 schooling today is that the majority of what we assess, content, knowledge, and basic skills, is the easiest to assess, not the most important.
  • by the way, let’s stop pretending that we can solve the engagement problem by handing kids iPads or other technologies. Hand them more agency over their own learning instead.
  • When we look at the things that each of us has learned most deeply in our lives, the same certain conditions almost always apply: Among other things, we had an interest and a passion for the topic, we had a real, authentic purpose in learning it, we had agency and choice, deciding what, when, where, and with whom we learned it, and we had fun learning it even if some of it was “hard fun.”
  • But in the vast majority of curriculum driven schools, however, students sit and wait to be told what to learn, when to learn it, how to learn it, and how they’ll be assessed on it. Rarely do they get to choose, and just as rarely does the learning they do in class have any impact beyond the classroom walls.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      I especially like this last part about "impact beyond the classroom walls."
  • But what’s also notable about those practices is that we rarely want to discuss them aloud, content instead to let them hover silently in the background of our work.
  • It’s much more difficult to assess the literacies, skills, and dispositions that are required to succeed and lead a healthy, happy life, especially in a world where answers are everywhere via the technologies we carry in our pockets. In that world, creativity, curiosity, a change mindset, the ability to create, connect, and participate in networks…all of those are now required, yet few of those are currently assessed at all.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      This reminds me of the quote by Alvin Toffle: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
  • We need to stop training students for exams that computers can pass.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      **************DING DING DING DING****************** Winner!!! :-)
  • We know that grades, not learning, are the outcomes that students and parents are most interested in.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      This makes me so sad...
  • antidisciplinary thinking and doing
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      Curious what this means...
  • To quote Mitch Resnick* again,
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      More props from Mitch Resnick again. So many people here that have been square in the radar of Gary Stager, CMK, and MIT. Also, in order to open this PDF link from the post: (*Use the password "reviewer" to open the pdf.)
  • we know that much of what every student in 1894 was supposed to learn isn’t really what every student in 2015 needs to learn. Yet we seem loathe to mess with the recipe. And as Seymour Papert so famously asks, now that we have access to pretty much all there is to know, “what one-billionth of one percent” are we going to choose to teach in school?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      More props to Seymour Papert in this article.
  • there is a strong argument building that we have reached “peak education” as we continue to do try to do the wrong thing right and get “wronger” in the process.
  • tacit knowledge and the ability to learn from others, in the moment, both face to face and in networks is vastly more important and effective.
  • Those that will flourish in the modern world will be those who can learn what they need to learn “just in time” from a variety of networks and sources and experiences.
  • put these unsettling truths front and center in our conversations about education
    • Jim Tiffin Jr
      Jim Tiffin Jr on 24 Aug 17
       
      Who should be having these conversations?
  • Jim Tiffin Jr on 24 Aug 17
     
    An article that calls to mind many of the ideas discusses in David Perkins' 'Futurewise". The idea that sticks in my mind the most is after reading this article is: "It's not about just in case, it's about just in time" which is a reference to #9 A list of things that we don't really want to talk about in education. 1. We know that most of our students will forget most of the content that they "learn" in school. 2. We know that most of our students are bored and disengaged in school. 3. We know that deep, lasting learning requires conditions that schools and classrooms simply were not built for. 4. We know that we're not assessing many of the things that really matter for future success. 5. We know that grades, not learning, are the outcomes that students and parents are most interested in. 6. We know that curriculum is just a guess. 7. We know that separating learning into discrete subjects and time blocks is not the best way to prepare kids for the real world. 8. We know (I think) that the system of education as currently constructed is not adequately preparing kids for what follows if and when they graduate. 9. And finally, we know that learning that sticks is usually learned informally, that explicit knowledge accounts for very little of our success in most professions.
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