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Nicole Martin

The Physics of Change - Education Reimagined - Education Reimagined - 0 views

education-reimagined.org/the-physics-of-change

shared by Nicole Martin on 27 Mar 19 - No Cached
  • institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
  • “Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
    • Nicole Martin
      Nicole Martin on 27 Mar 19
       
      Great book- recommended by Shayna years ago as well.
  • the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
  • ...6 more annotations...
  • Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
  • we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
  • the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
  • earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
  • three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
  • When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
Meghan Cureton

School of the Future: Initiative > Expertise - Basecamp - 0 views

basecampschool.com/...future-initiative-gt-expertise

School Change #mvifishares transformation PBL initiative

shared by Meghan Cureton on 27 Mar 19 - No Cached
  • Department-based faculty tell kids what they’re supposed to study, then use grades to signal how far they are from “expertise.”
  • That design principle may be great for teachers who return to school year after year (and therefore become more and more “expert”). But what about the students? They graduate into an increasingly VUCA world.
  • But what if departments shifted focus from expertise to initiative?
  • ...1 more annotation...
  • In an age of accelerations, expertise may still matter, but initiative matters even more. Schools of the Future will design accordingly.
Bo Adams

Four Design Parameters for Rethinking Professional Learning | GOA - 0 views

globalonlineacademy.org/...thinking-professional-learning

professional learning professional development professional_development professionaldevelopment

shared by Bo Adams on 24 Mar 19 - No Cached
  • At its best, professional learning can be networked, collaborative, growth-oriented and focused on what learning science tell us about how humans learn best: through relevant, job-embedded, applied, and experiential learning
Bo Adams

How Teachers Are Changing Grading Practices With an Eye on Equity | MindShift | KQED News - 0 views

www.kqed.org/...ractices-with-an-eye-on-equity

grading assessment equity

shared by Bo Adams on 20 Mar 19 - No Cached
  • experiences students have in each teacher’s class can be vastly different
    • Bo Adams
      Bo Adams on 20 Mar 19
       
      I am so curious how the US faculty discussion of this article will go. This paragraph made me pause because I wonder if teachers actually care that much that their grading policies are different than another teacher's policies. Do they look at it from a student's perspective? Or from a learning coherence perspective?
  • Grades, then, become a behavior management tool, a motivational tool, and sometimes an indication of mastery too.
  • common practice of averaging grades
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  • retakes
  • extra credit
  • enter the best score
  • behavioral things
  • group work
  • 0-100 scale
  • “zero”
  • 0-4 scale,
Meghan Cureton

3 Principles to Follow for Competency-Based Education | GOA - 0 views

globalonlineacademy.org/...based-school-culture-look-like

learning CompetencyBased schoolreform mastery assessment

shared by Meghan Cureton on 09 Mar 19 - No Cached
  • When it comes to competency-based learning (CBL), we must tend to our school cultures as deeply and thoughtfully as we tend to our classrooms.
  • Adopting CBL means more than a shift in pedagogy; it means committing to a mindset and system that prioritize learning over time, skills over content, and relevant, holistic assessment over high-stakes testing.
  • To build this culture, they focus on three essential elements.
  • ...9 more annotations...
  • 1. Learning is a Positive, Inclusive Experience
  • Students set and pursue individualized learning goals and have in-person and online academic support options.
  • Reassessment is an academic norm.
  • Students pursue their passions.
  • Conflict resolution is built on restorative justice, not traditional disciplinary techniques.
  • 2. Students Lead Learning
  • A common thread: Culture and program should be deeply connected, specifically in how communities support student agency.
  • Every student and adult in the community creates, pursues, and updates a Learning Plan; every student has an advisor; and public exhibitions of learning that involve school and community members are the standard summative assessments.
  • 3. Professional Culture is the Foundation of School Culture
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