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Bo Adams

A New and Improved Model for Entrepreneurial Education | Inc.com - 0 views

www.inc.com/...he-autodidactics-of-truth.html

entrepreneurial iDiploma School Change school model school3.0 #MustRead #mvifishares innovation

shared by Bo Adams on 12 Jan 16 - No Cached
  • Their incubator ensures that young people are well positioned for college admissions and academia with a potent orientation toward autodidactism.
  • Their teaching emphasizes three strands of personal growth for their students: Authentic Leadership, Personal Development, and Autodidacticism.
  • Bo Adams on 12 Jan 16
     
    HT @AngelKytle
Bo Adams

This School Focuses On Teaching Students Happiness, Not Math - 0 views

www.fastcompany.com/...ng-students-happiness-not-math

school model schooldesign

shared by Bo Adams on 12 Mar 18 - No Cached
  • Rather than following a standard curriculum, students will decide what they want to learn themselves, and pursue learning through experience.
  • The school will focus on teaching students how to learn about a subject or skill that interests them–and exposing them to a broad range of subjects–rather than imparting a particular set of information.
  • Bo Adams on 12 Mar 18
     
    HT Max Hanson
Bo Adams

Education Experts Explain the Role Teachers Would Play for Students in Classrooms in a ... - 0 views

www.theatlantic.com/...498197

co-teaching team_teaching

shared by Bo Adams on 22 Jan 17 - No Cached
  • With so many different learning styles and students at different places in their learning within a grade and within subjects, students and schools will benefit greatly from co-teaching models.
  • Individual teachers will not be responsible for individual students as much as the team of teachers will be responsible for the learning outcomes of each student they touch within the school day.
  • The notion of “teacher” will change significantly in the future. The growing number of formal and informal learning options is causing an unbundling of the teacher role.
  • ...1 more annotation...
  • In the future, we will see teachers choose among a variety of options, including:Content experts who focus on developing curriculum Small-group leaders who provide direct instruction Project designers to supplement online learning with hands-on application
 Mentors who provide wisdom, social capital, and guidance Evaluators to whom other educators can give the responsibility of grading assignments and, in some cases, designing assessments Data experts
  • Bo Adams on 29 Jan 17
     
    HT @eijunkie
Jim Tiffin Jr

Mastery Transcript Consortium - 0 views

www.mastery.org

MTC Mastery Transcript Consortium transcripts admissions education reform college admissions #LiquidNetworkSpill assessment idiploma

shared by Jim Tiffin Jr on 14 May 17 - No Cached
  • Jim Tiffin Jr on 14 May 17
     
    "The Mastery Transcript Consortium (MTC) is a collective of high schools organized around the development and dissemination of an alternative model of assessment, crediting and transcript generation. The MTC hopes to change the relationship between preparation for college and college admissions for the betterment of students."
Bo Adams

Elmo, We Need to Talk - Education Reimagined - Education Reimagined - 0 views

education-reimagined.org/elmo-we-need-to-talk

school model School Change real-life #mustread

shared by Bo Adams on 04 May 18 - No Cached
  • We can and should do more to make school more reflective of home values and more representative of a greater society in which identity and personal agency matter.
Meghan Cureton

Learning and the Brain Stories, #2 - Learning and the Brain blogLearning and the Brain ... - 1 views

www.learningandthebrain.com/...arning-and-the-brain-stories-2

learning brain curiosity neuroscience growthmindset #mvifishares

shared by Meghan Cureton on 07 Apr 17 - No Cached
  • the role of education is to help our children become who they are meant to be instead of  working towards an average which testing promotes.
  • We take this narrowed, biased model of success and try to replicate it in schools; yet these models further reduce diversity of thought, experience and creativity among our students.
  • If we are to support our children to become creative problem-solvers, then we need to move away from pursuing averages that are based on a single prescribed profile for all learners.
  • ...2 more annotations...
  • By creating norms and averages we are drawn to comparison and rank–rather than to our children’s curiosities about what they want to learn, become or aspire to be.
  • If praise is tied to the child’s perception of success, and success is tied to narrow definitions of achievement, then children work towards that common standard against which Zhao cautioned us. If they are less likely to take risks then they will seek a single right answer rather than embrace both creativity and curiosity. The standardized test will always be the measure of success.
  • Meghan Cureton on 07 Apr 17
     
    HT @kkelly
Meghan Cureton

Can Micro-credentials Create More Meaningful Professional Development For Teachers? | M... - 0 views

ww2.kqed.org/...ional-development-for-teachers

badging badges professional learning

shared by Meghan Cureton on 16 Feb 17 - No Cached
  • Learning science says people learn best when they apply new information to their own contexts.
  • The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important
  • He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time.
  • ...6 more annotations...
  • Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials.
  • In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.
  • San Lorenzo School District
  • Tennessee is currently piloting micro-credentials as a pathway toward relicensure with 60 teachers.
  • Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development
  • Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.
Meghan Cureton

Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 1 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.
  • ...1 more annotation...
  • 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

The Montessori Method: An Education For Creating Innovators - 0 views

www.diygenius.com/ori-method-creating-innovators

montessori innovation leadership school model

shared by Bo Adams on 08 Nov 16 - No Cached
  • Bo Adams on 08 Nov 16
     
    HT Alex B.
Bo Adams

In 2017, a New Push to Find the Balance Between Work and Life - Independent Ideas Blog - 0 views

www.nais.org/...Post.aspx

work_life_balance email health wellness

shared by Bo Adams on 19 Jan 17 - No Cached
  • “Telepressure is a workplace problem, not a worker problem. We learn how to respond to email through our colleagues’ behavior, and it’s a consequence of the social dynamics within a work environment,”
  • In this world of stress and pressure, how do school leaders become enablers of work-life balance? Most research points to starting with how we as leaders model that balance.
  • “If we are to serve as stewards of productivity and engagement, we must pursue excellent performance as leaders in all four domains — work, home, community, and self — not trading off one for another but finding mutual value among them.”
  • ...3 more annotations...
  • Be Real.
  • Be Whole.
  • Be Innovative.
Meghan Cureton

transforming_teaching_learning_and_assessment.pdf - 1 views

CompetencyBased learning deeperlearning School Change transformation professional learning #mvifishares

shared by Meghan Cureton on 17 Jul 18 - No Cached
  • T o make space for learner voice and to promote learner agency, teachers must set up learning environments that stimulate active learner engagement with meaningful and progressively challenging tasks that stimulate their thinking and enable them to develop competence over time. Unlike subject content, competence cannot be transmitted to learners. Rather, competence is progressively developed by learners through appropriate facilitation.
  • Table 1. The Role of Learners in Competence-Based Curricula
  • A “growth mindset” (Dweck, 2006). essential for developing intrinsic motivation.
  • ...15 more annotations...
  • Deep learning
  • The extent of emotional, cognitive, and behavioral engagement influences the effectiveness of learning, and thus, the development of competence.
  • These modes of learning blur boundaries between teachers and learners, as learners progressively take responsibility for their own learning.
  • Success also rests on profound teacher understanding of curricula that should accrue during curriculum design and development stages. Such understanding is crucial for the teachers’ buy-in, conviction, ownership, and commitment to effective curricula implementation.
  • Within the curriculum continuum, assessment has significant potential to support and reinforce curriculum reform. However, it equally has enormous potential to distort the official/intended curriculum.
  • When appropriate strategies are used in assessment, they can support the implementation of the official curriculum, enhance learning, and lead to an enrichment effect. However, gaining these benefits of appropriate assessment demands a specialized knowledge of assessment by all concerned.
  • Another critical policy message is that competence-based assessment and examinations systems require significant investment in the professionalization of teachers as assessors of learning. Competence-based assessments also require trust in teachers’ ability to make reliable judgements and to utilize assessment as an inherent and important part of teaching and learning.
  • A key policy message is that education and learning systems cannot succeed at adopting competence-based approaches to curriculum without similarly transforming teaching, learning, as well as assessment and examination systems. All the three elements must be aligned. Transforming curricula to competence-based approaches and leaving teaching, learning, assessment, tests, and examinations subject-based is tantamount to not transforming curricula.
  • In competence-based approaches, teachers are not just co-designers and co-developers of curricula. They are also pivotal co-assessors, co-testers, and co-examiners.
  • Most importantly, competence-based curricula must lead quality assessment rather than be led by poor practice assessments, tests, and examinations.
  • What "developmental progression" means, in general terms, and an understanding that progressing is neither linear nor necessarily agerelated. Rather, it is iterative, interactive, and dependent on making connections to prior learning and to context;
  • it is best to base judgements on a number of different criterion referenced assessments.
  • Effective teacher professional development must include all 4 componen ts: • Knowledge – worthwhile research-informed theory, content, and expertise; • Integrated pedagogical and assessment skills and strategies; • Modelling, demonstrating, and engaging with approaches, ideally in settings that approximate to the workplace; • Practicing the approaches frequently over a substantial period of time between professional inputs; (2–6 months a minimum) with ongoing and follow up evaluation of impact and refinement; • Concurrent dialogue/coaching/peer collaboration in activities such as lesson planning, preparing related resources, peer observation, discussion, and reflection on impact
  • Table 4. Success of different methods of professional development Training Components Outcomes % of participants who demonstrate Kno wledge % of participants who demonstrate new Skills % of participants who transfer into Classroom Practice Theoretical Knowledge and Discussion 10%5%0% Demonstration in Training 30%20%0% Practice and Feedback in Training 60%60%5% Coaching in Classroom Settings 95%95%95%
  • Teaching still lacks core characteristics that define a profession, vis: (i) a profession-specific, systematized, scientific body of knowledge that informs the daily activities of practitioners; (ii) a lengthy period of higher education training and induction; (iii) engagement in continuous professional development; and (iv) autonomy to exercise professional judgement and decision-making in practice and in governance over the profession
Bo Adams

The Trailblazers - How Students Are Learning To Make Impact Design Better - Impact Desi... - 2 views

impactdesignhub.org/...g-to-make-impact-design-better

design design for social impact design thinking impact #MustRead higher ed degrees

shared by Bo Adams on 23 Dec 15 - No Cached
  • Impact Design Hub spoke with Sara Cornish and Josh Treuhaft, two graduates from the inaugural class of the School of Visual Arts’ Design for Social Innovation (DSI) program, a two-year, cross-disciplinary MFA program, which aims to teach students to address social challenges through systems-level design thinking and offers one of the first graduate degrees in this field.
  • Yeah, and I think there was an understanding that we were not only joining the program, but also helping to build it, which was really exciting. I remember that the interviews were so filled with anticipation. They told us, “This is going to be amazing. You’re going to be part of something that’s an absolute first. You’re going to help trailblaze the field.”
  • it was never explicitly about learning the way to design for social innovation. It was more about teaching a variety of different thought models, processes, and tools that you can use for various types of work relating to social impact. Ultimately, the program is about systems thinking and how things are connected to each other.
  • ...2 more annotations...
  • Framing and strategizing and mapping is great, but at the end of the day, actually putting things in the world and seeing what they do is really important.
  • If you treat your thesis and your projects as real opportunities that could lead to some sort of impact or change and take it all seriously, you’d be amazed at what you can accomplish.
  • Bo Adams on 23 Dec 15
     
    So the question becomes: how do we get better at using design to create impact? An answer that has been gaining traction is education.
Meghan Cureton

Are You Teaching Content Or Teaching Thought? - - 3 views

teachthought.com/...ng-content-or-teaching-thought

shared by Meghan Cureton on 31 Jul 17 - No Cached
  • education has a thinking problem
  • Shouldn’t a school fail to function without urgent and divergent thinking?
  • our curriculum is content.
  • ...3 more annotations...
  • If our job is to teach critical thinking, design, and problem-solving–fluid intelligence–then thinking is our collective circumstance, and our curriculum becomes thought.
  • To learn to think, students need powerful and inspiring models that reflect the design, citizenship, creativity, interdependence, affection, and self-awareness we claim to want them to have. To teach careful, creative, and truly innovative thinking, students need creative spaces and tools, and frameworks to develop their own criteria for quality and success. They need dynamic literacy skills that they practice and build upon endlessly. Not projects that have creativity and design thinking added on, but projects that can’t function without them. And they need control of it all.
  • Can we simply “update” things as we go, or is it time for rethinking of our collective practice?
Bo Adams

Landmark study finds positive impact of public Montessori programs - Furman News - 0 views

news.furman.edu/...lic-montessori-programs-in-s-c

montessori school model research

shared by Bo Adams on 07 Feb 18 - No Cached
  • Bo Adams on 07 Feb 18
     
    HT Alex Blumencranz
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