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What's it like to change grading and reporting practices that have been around for over... - 0 views

creativetension.wordpress.com/...been-around-for-over-100-years grading assessment standards-based grading high school Graded post fromTwitter Blair Peterson
shared by Jim Tiffin Jr on 26 Jul 15 - No Cached
  • Jim Tiffin Jr on 26 Jul 15
     
    The start of the journey that the faculty and administration took at Graded to rethink, and redo, grading practices at their high school. It includes an excellent list of reasons for the change, and the list of new expectations initiated by the change.
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Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its ed... - 0 views

www.independent.co.uk/...education-system-10123911.html Finland curriculum
shared by Nicole Martin on 24 Sep 15 - No Cached
  • Nicole Martin on 24 Sep 15
     
    Garland shared this with me.
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The Backwards Brain Bicycle - Smarter Every Day 133 - YouTube - 0 views

www.youtube.com/watch SmarterEveryDay learning brain education knowledge understanding YouTube video fromPLN From@ransomtech neurology bike riding Brain Based Learning unlearning adult learning
shared by Jim Tiffin Jr on 28 May 15 - No Cached
  • Jim Tiffin Jr on 28 May 15
     
    "Knowledge does not equal understanding." How difficult it is for adults to unlearn something, but not as difficult for children to do so. Emphasis is on how our brain works for storing ideas, but there are a multitude of lessons here for educators to consider.
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Kauffman Founders School || What You Need to Know About Venture Capitalists - Entrepren... - 1 views

www.entrepreneurship.org/...About-Venture-Capitalists.aspx
shared by Nicole Martin on 16 Apr 15 - No Cached
  • Nicole Martin on 16 Apr 15
     
    Since MV is a Venture Capitalists of Education and I like what the video says about the way we do/should allocate our time, the way we disrupt. What are we doing to really break out? Where do we spend the little bit our time? Where do we spend a lot of our time? (Im spending mine on the dance recital right now.. Ahhh!) How do we convince our "entrepreneurs" (K parents, partners, donors, teachers) that we are disruptive to a massive market and will make a big impact?
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American Schools Are Training Kids for a World That Doesn't Exist | WIRED - 0 views

www.wired.com/...on-learning-by-doing learning real-world school model
shared by Shelley Clifford on 23 Oct 14 - No Cached
  • Shelley Clifford on 23 Oct 14
     
    Learning by an original and personal process of discovery is a trend on many US university campuses, like Stanford University, MIT, and Arizona State University. It also shows up in middle school, high school and after school programs. Discovery, as intriguing process, has become a powerful theme in contemporary culture and entertainment. In art and design galleries, and many museums, artists and designers...
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Canstruction - 1 views

www.canstruction.org canstruction food drive cans makered Share The Well service project
shared by Jim Tiffin Jr on 08 Nov 14 - Cached
  • Jim Tiffin Jr on 08 Nov 14
     
    Wonderful can drive idea for combining creativity, designing, making, and service to others.
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Hands on ≠ Minds on - 0 views

grantwiggins.wordpress.com/...hands-on-%e2%89%a0-minds-on learning GrantWiggins blog PerformanceTask experience bad examples
shared by Jim Tiffin Jr on 22 Nov 14 - No Cached
  • Jim Tiffin Jr on 22 Nov 14
     
    Great example, and by that I mean "really awful" example, of how activities and experiences are not always powerful learning moments.
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Experiential Learning | Granted, and... - 0 views

grantwiggins.wordpress.com/...experiential-learning blog GrantWiggins experience experiential learning makered projects learning design
shared by Jim Tiffin Jr on 22 Nov 14 - No Cached
  • Jim Tiffin Jr on 22 Nov 14
     
    A post by Grant Wiggins, stressing the importance of of how to use hands-on projects and rich experiences to properly frame learning: "If you were going to learn carpentry to build a chair, then "The learning is not the chair; it is the learning about learning about chairs, chair-making and oneself."" The questions Grant would ask at the end of his Socratic Seminars are powerful ones to consider asking in other learning events.
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All You Need to Know About the 'Learning Styles' Myth, in Two Minutes | WIRED - 0 views

www.wired.com/...arning-styles-myth-two-minutes learning styles myth learning WIRED FromTwitter research teaching best practices article
shared by Jim Tiffin Jr on 10 Jan 15 - No Cached
  • Jim Tiffin Jr on 10 Jan 15
     
    Article discussing the lack of evidence supporting this "urban legend" in education: learning styles. Suggest catering to learning styles of students may be doing more harm than good. Says the nature of the content being learned should dictate, along with the experience of the learner. Article includes many links to research, books, and other articles.
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Articles, Research and Blogs - - 0 views

www.habitsofmindinstitute.org/articles-research-blogs research 21stcenturyskills
shared by Nicole Martin on 23 Mar 15 - No Cached
  • Nicole Martin on 23 Mar 15
     
    Habits of Mind link to articles- set of dispositions that describe an effective thinker, the dispositions of problem solver/creative thinker/problem solver
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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.
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Go play! It's the key to developing executive function - Hanna Perkins Center for Child... - 0 views

hannaperkins.org/-developing-executive-function FromTwitter executive function JackieGerstein child development cognitive development Hanna Perkins Center #LiquidNetworkSpill
shared by Jim Tiffin Jr on 28 Feb 16 - No Cached
  • “executive function,” the ability to self-regulate, the measurement of which turns out to be a better indicator of success in school than the results of an IQ test. Kids with good self-regulation skills are better able to control their emotions, resist impulsive behavior, and become self-disciplined and self-controlled.
  • how do we reconcile today’s anxious parents and the highly structured environment with our children’s need for unstructured, self-regulated play?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      Key part of this highlight: unstructured and self-regulated
  • The primary requirement for unsupervised play is uninterrupted stretches of time
  • ...3 more annotations...
  • Even the youngest children are quite capable of entertaining, even educating, themselves.
  • encourage complex imaginative play by offering simple props and play ideas, but then withdraw so the children can plan their own scenarios and act them out.
  • your child is spending precious time at the activity that children need most and love best: playing independently and imaginatively
  • Jim Tiffin Jr on 28 Feb 16
     
    Though this post is written for parents, there are actions and ideas here that teachers can act upon.  The importance of play and its benefits are becoming more and more apparent - plus research is supporting it. Note to self: More research on executive function, and ways of building it in schools, needs to be done. HT: Jackie Gerstein
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Helping Teachers Thrive - 0 views

edut.to/2vXCIjY #teacherretention
shared by ehayes38 on 24 Aug 17 - No Cached
  • ehayes38 on 24 Aug 17
     
    Teacher retention is something we often think about. This article reminded me to start fostering an environment of appreciation as soon as possible.
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Innovation vs Circulasticity | EdCan Network - 0 views

www.edcan.ca/...innovation-vs-circulasticity change circulasticity Change-Dynamics FromTJEdwards innovation reform educational innovation implementation #LiquidNetworkSpill
shared by Jim Tiffin Jr on 16 Oct 17 - No Cached
  • Circulasticity. A combination of the words circular and elasticity, it is an organizational condition that generates contexts or situations in which high levels of activity are noted, but any discernible long-term change is not.
  • Because of the elasticity of circulasticity, “innovation” stretches the core environment, but is eventually brought back to the central traditional core and becomes more of an “improvement” than a change catalyst.
  • In my opinion, true innovation in education will only happen when a new structure is created: one that nurtures critical thinkers, supports risk-takers and encourages ongoing transformation, and that places a high value on creative and insightful learning / teaching in classrooms.
  • ...8 more annotations...
  • As Martin Hays wrote in his analysis of organizational wisdom, “Organizational wisdom transcends organizational learning in its commitment to doing the right things over doing things right.”
  • At the current time, educational organizations are mired in structures that have significant “blind spots” for innovation or creativity. These blind spots are the structures themselves, since they were designed along an industrial model that favours uniformity and compliance and has no explicit place or mechanism for including creativity and innovation. Hence they simply don’t allow for innovation to be replicated or made systemic.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 16 Oct 17
       
      Again, the industrial model spoils our work...
  • As John Kotter eloquently describes in his book Buy-In: Saving your good idea from getting shot down, there are four main change impediments that people use: 1) Fear Mongering, 2) Death by Delay, 3) Confusion, 4) Ridicule.[2] In education, these four elements can be translated into: 1) Need Research, 2) Need Results, 3) Need Support, 4) Need Financing. The irony is that even if all four parts of this requirement are met, it still doesn’t serve to create innovative practices.
  • Where everything seems to bog down is in the implementation component.
  • What we need is a work environment that openly values creativity, risk-taking and courage; its lack remains the single greatest impediment to innovation in education.
  • And so, innovation, as traditionally defined, remains more of an elusive objective in education than an emerging reality. We debate the issue; we define the issue; and we design the issue. But moving the innovation agenda forward is an entirely different issue.
  • “The quality of a question is not judged by its complexity but by the complexity of the thinking that it provokes.”
  • True transformation will ultimately have to begin with a courageous act from an individual or individuals to enact the deep structural changes that are so needed.
  • Jim Tiffin Jr on 16 Oct 17
     
    "Circulasticity. A combination of the words circular and elasticity, it is an organizational condition that generates contexts or situations in which high levels of activity are noted, but any discernible long-term change is not."
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