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Bo Adams

10 work skills for the postnormal era - Work Futures Institute - Medium - 0 views

medium.com/...he-postnormal-era-2c07a1009a25

skills innovation competency-based learning competencies

shared by Bo Adams on 08 Nov 18 - No Cached
  • Curiosity occurs in the absence of extrinsic rewards
  • I believe that the most creative people are insatiably curious. They ask endless questions, they experiment and note the results of their experiments, both subjectively and interpersonally. They keep notes of ideas, sketches, and quotes. They take pictures of objects that catch their eye. They correspond with other curious people, and exchange thoughts and arguments. They want to know what works and why.
Meghan Cureton

The Case For Competency-Based Education | Getting Smart - 0 views

www.gettingsmart.com/...for-competency-based-education

competency CompetencyBased CBE mastery mtc assessment transformation School Change

shared by Meghan Cureton on 02 Nov 18 - No Cached
  • transformed schools that feature tasks and projects that challenge young people in authentic ways to build design, collaboration, and communication skills that prepare young people for navigating new and complex situations.
  • Quality preparation. Much of the corporate training world has shifted from participation to demonstrated skills in order to improve job readiness.
  • Equity. If gap-closing equity is a stated goal, then structures, schedules, and supports can be aimed at struggling learners that need more time and assistance to accelerate their learning 
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  • Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.
  • Agency
  • The extent to which a student owns their own learning, often called agency, is key
  • innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).
Bo Adams

Designing for Learning - Modern Learners - 1 views

modernlearners.com/designing-for-learning

real-world realworldlearning #MustRead

shared by Bo Adams on 01 Nov 18 - No Cached
  • If we were really intent on improving learning inside the school walls, we would pay a lot more attention to how learning happens outside the school walls in the natural world and then build our practice based on that.
  • What do you want our children to be?” It is that question that needs to define everything about what a school is.
Bo Adams

Why Are We Still Personalizing Learning If It's Not Personal? | EdSurge News - 0 views

www.edsurge.com/...-learning-if-it-s-not-personal

personalized individualized

shared by Bo Adams on 01 Nov 18 - No Cached
  • As an ideal, personalized learning aims to provide instructional experiences tailored to each learner’s preferences and interests, and at a pace appropriate to their needs.
  • That can result in teachers putting tablets in front of kids, letting the technology do the work, and meanwhile calling it “personalized learning” when it’s anything but that.
  • What we fail to realize is that individualization actually has diminishing returns. As individualization increases, so does the potential for isolation. In classrooms where the primary mode of personalization is hyper-individualized, technology-driven curriculum, we find our children siphoned off into silos, taking away valuable points of convergence.
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  • We assume that the more individualized a child’s education is, the more personalized it is. But that’s simply not true.
  • In order for learning to be personal, it must be meaningful and transferable. And meaningful, transferable learning only comes when human connection is at the center of what we do. When we over-individualize learning—especially when we do so using technology—we isolate our children. We put them in silos and take away opportunities for them to connect with one another in order to learn.
  • Does the technology help to minimize complexity?
  • Does the technology help to maximize the individual power and potential of all learners in the room?
  • Will the technology help us to do something previously unimaginable?
  • Will the technology preserve or enhance human connection in the classroom?
Bo Adams

A 'University' Model for High School | Edutopia - 0 views

www.edutopia.org/...university-model-high-school

school model School Change schools of the future

shared by Bo Adams on 30 Oct 18 - No Cached
  • recent launch of Learning Pathways, a competency-based approach to instruction that emphasizes self-paced, personalized learning.
  • interdisciplinary coursework and out-of-school learning experiences
  • To evolve their teaching practice, teachers need to carve out dedicated time to regularly observe and reflect—on themselves and their peers—say Anderson and other staff.
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  • The campus also offers microcredentialing, a system that allows teachers to pitch ideas and a plan of action for their own professional development.
  • When completed, they get a salary bump.
Meghan Cureton

Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 0 views

globalonlineacademy.org/...petencies-examine-student-work

CompetencyBased CBE mastery mindsets growthmindset noncognitive skills future transformation School Change assessment

shared by Meghan Cureton on 28 Oct 18 - No Cached
  • we should deeply examine student work, and this must include robust student self-assessment.
  • Unfortunately, many transcripts or report cards simply give course titles and grades. We should have transcripts and final reporting mechanisms that show the whole child, beyond their grades and their work in typical cognitive domains.
  • Using noncognitive competencies as assessment tools in courses and student projects is often something that teachers don’t have much expertise in. Many teachers have been hired for their content expertise and they are much more invested in, and/or have been trained in, the assessment and reporting of cognitive competencies.
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  • Ensure competencies are written in student-friendly language.Use single point rubrics.Encourage student reflection about their own work.Explore school models which encourage public exhibitions of student work and deep examination of student work, with students heavily involved and perhaps leading the assessment process.
Bo Adams

Four Innovative School Models Every Leader Should Know | GOA - 0 views

globalonlineacademy.org/...very-school-leader-should-know

school model

shared by Bo Adams on 23 Oct 18 - No Cached
  • The most important trait today’s school leader can have is a willingness to discover.
T.J. Edwards

What is Design Thinking and Why Is It So Popular? | Interaction Design Foundation - 0 views

www.interaction-design.org/...nking-and-why-is-it-so-popular

designthinking #mvifishares

shared by T.J. Edwards on 06 Oct 18 - No Cached
  • T.J. Edwards on 06 Oct 18
     
    Great reminder of history of DT AND a pretty cool embedded video I could see using in a Flashlab
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