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Meghan Cureton

3 Principles to Follow for Competency-Based Education | GOA - 1 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
Jim Tiffin Jr

'Maker' movement inspires hands-on learning | The Seattle Times - 0 views

www.seattletimes.com/...ent-inspires-hands-on-learning

maker Maker Movement tinkering pedagogy learning constructionism article #LiquidNetworkSpill #mvifishares School Change

shared by Jim Tiffin Jr on 19 Aug 16 - No Cached
  • Tinkering is being promoted on college campuses from MIT to Santa Clara University, as well as in high schools and elementary schools.
  • The blending of technology and craft in tools like 3-D printers and laser cutters has made it possible for ordinary people to make extraordinary things. And many ordinary people, living as they do, more and more in their heads and online, are yearning to do something with their hands.
  • Constructionist Approach
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      This is the term that we are missing in our current MDE nomenclature!
  • ...5 more annotations...
  • Yes, tinkering is now a pedagogy.
  • “You’re exploring creativity, you’re exploring design thinking, you’re developing a sense of persistence,” she says. Building something new requires planning, trying and, yes, failing, and then trying again. “These are incredibly important mind-set for today’s world,” she says.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      Music to my ears!
  • talks excitedly about students who have designed child prostheses. “That’s what they’re going to remember their entire life,” she says. “They aren’t going to remember sitting in an electronics lecture.”
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Aug 16
       
      It is about creating experiences that help students see the world as a malleable place.
  • Alexandra Garey, who graduated from Rutgers last year, credits tinkering with changing the course of her studies, and life: “I went from somebody who was majoring in Italian and European studies to someone who was designing and prototyping products and realizing any product that came into my head.”
  • “U.S. schools are very good at finding the brain-smart people,” he says. “They are also very good at finding the best athletes.” But they are not so good at finding and nurturing people who, he said, describing himself, think with their fingers.
  • Jim Tiffin Jr on 19 Aug 16
     
    A fabulous article full of stories about the impact of maker-centered learning experiences, and the growing number of places that provide them - elementary schools, high school, colleges, public. Perhaps most gratifying is the use of distinctly maker-centered AND educational terminology in the same article. A great sign of things to come!
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
Meghan Cureton

"Will this be on the test?" - The Startup - Medium - 1 views

medium.com/...is-be-on-the-test-237ae9cc53b4

learning online learning schoolreform idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
  • Students are on this bus because they want to be.
  • Experiences are at the heart of change. We change when we do something, when we interact with the world.
  • The backbone is a hand-built, peer-to-peer learning environment, not a series of lectures.
  • ...10 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • All of the final work product is in public. A lot like real life.
  • deep syllabus of materials (some required, some optional,
  • Cohort-based, with groups of five to twenty people engaged constantly with each other (we use Slack as a surprisingly powerful peer-to-peer setting for experiential learning)
  • Every student reviews and then comments on several of the other students’ assignments.
  • takes the five or ten comments received and turns them into a reflective script, detailing actual change, actual growth.
  • Everything iterates, again and again.
  • every admitted student shares the same mindset of seeking true growth. Self-selection plus curated admissions means that the support network is strong. Enrollment—in the outcome and the process—is the secret of effective education.
  • our students are getting generous and direct feedback for the first time
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
T.J. Edwards

What IS the difference between competencies and standards? | reDesign - 2 views

www.redesignu.org/een-competencies-and-standards

shared by T.J. Edwards on 23 Jul 18 - No Cached
  • Competencies, on the other hand, tend to emphasize the application of skills, knowledge and dispositions rather than content knowledge.
  • Competency-based models approach content as the backdrop, while putting essential skills and dispositions front and center. In this way, content serves as the context for practicing and demonstrating “transferable” competencies that can be applied in different contexts.
  • In competency-based models, the entire system must change. Students advance upon mastery  when they are ready, not when an arbitrary academic calendar suggests that they should be.
  • ...15 more annotations...
  • Optimally, competencies are broad enough that student pathways and demonstrations of proficiency can be vastly different, organized to encourage and nurture student passions and questions.
  • Competencies sit above standards in terms of grain size.
  • competencies tend to encompass an interrelated set of skills, knowledge, aptitudes, and/or capacities.
  • competencies are often constructed as groupings of related skills or attributes that are purposefully designed to be explicit, measurable, transferable, and empowering to students
  • Competencies define skills that are practiced and developed continuously. They are not “one and done,” like many standards, which are course-based and attached to specific grade levels or bands.
  • in truly competency-based systems, PLDs are not attached to specific grade levels
  • we believe strongly that we must guard against tying PLDs to age-based grades or cohorts.
  • PLDs are guideposts to mastery
  • When learning outcomes are defined in terms of the application of skills or the synthesis and creation of new knowledge, we’re then talking about a much more sophisticated assessment type
  • competence is about successful application of skills and knowledge to achieve a particular purpose, not simply to show basic levels of understanding
  • In a true competency-based system, students can’t fail. Instead, students receive concrete and specific feedback on their work, and are provided with opportunities for additional practice and support in order to develop and demonstrate growth in their competencies.
  • Mastery-based grading and promotion policies are radically different in competency-based systems because promotion is based on mastery of specific skills, not on completion of courses made up of arbitrary and highly varied bundles of content, skills, and concepts.
  • As competency-based education gains ground in formal K-12 schooling, there is a very real chance that the movement could lose the “spirit” of its intent and become yet another, albeit more refined, form of standards-based learning
  • In competency-based models, performance level descriptors (PLDs) clarify the developmental journey from novice-to-expert or to "mastery."
  • Quite differently, competency-based models reach back centuries, with early apprenticeship learning that created pathways for mastery and gainful employment. Think: Medieval craft guilds, masonry, baking, carpentry, shoemaking.
Trey Boden

Mastering the Fine Art of Managing People | Inc.com - 0 views

www.inc.com/...the-fine-art-of-people.html

execteam

shared by Trey Boden on 17 Aug 15 - No Cached
  • Our culture is also an amazing recruitment tool. When we share it with people online, it's like branding from the inside out.
    • Trey Boden
      Trey Boden on 17 Aug 15
       
      What do you think?
  • I want to know whether candidates are focused on selling themselves or are listening and learning.
  • We try to hire people we'd be happy sitting next to on a plane during a cross-country flight.
  • ...8 more annotations...
  • strategic
  • tactical
  • keep Method weird
  • For the weird section, we want people to share their passions.
  • come up with their own titles
  • Which of Method's values do you connect with most
  • I estimate that just 60 percent of candidates make it over.
  • "How will you make life better in the park?"
T.J. Edwards

Impatient With Colleges, Employers Design Their Own Courses | WIRED - 0 views

www.wired.com/...amp

School Change DQP Higher Ed

shared by T.J. Edwards on 03 Feb 18 - No Cached
  • That’s the fastest the university has ever introduced a new degree program, a feat it achieved by adopting off-the-shelf course materials already developed by Microsoft that the company is distributing to help turn out more employees with data and computer-science skills.
  • The courses employers have been helping to create don’t just teach skills students need to work for Microsoft, Amazon or Google, like the highly specialized training classes that are longtime industry standards
  • Instead, the companies are working with edX and others to provide what they say are the educations that all of their employees require in common, including such abilities as critical thinking and collaboration.
  • ...8 more annotations...
  • And companies including Accenture, Boeing and Microsoft have created the Internet of Learning Consortium to speed up the production of job-ready workers by using the internet to teach them what they need to know.
  • “We talk about the days long gone when companies trained employees from the ground up and now we’re talking about companies training employees again. These organizations are saying [to the universities], ‘We need people with X, Y and Z skills and you’re not providing that.’ ”
  • While 96 percent of chief academic officers at higher-education institutions say they’re effectively preparing students for work, only 11 percent of business leaders strongly agree
  • Faculty could react more nimbly to industry demands if their universities hired more of them and gave them the resources they need to update courses or offer them online
    • T.J. Edwards
      T.J. Edwards on 03 Feb 18
       
      Hired more industry people? Career changers?
  • In addition to long waits for programs to be approved by faculty and accrediting agencies, for example, many schools can’t find enough people qualified to teach computer science. The increase in the number of tenure-track faculty in that and similar fields has been one-tenth as much as the increase in the number of students crowding into classes, the Computing Research Association reports.
  • The Kelley School of Business at Indiana University, for example, is in the market for five or six new faculty hires per year in data, business analytics and other fast-growing disciplines, said Ash Soni, executive associate dean of academic programs. It usually manages to fill just two or three of those positions, Soni said.
  • “The pace of change and product cycles and skills demands in the economy are moving more quickly than traditional university processes and program development can keep up,” said Northeastern’s Gallagher.That needs to change, for universities’ own self-preservation, said Gordon, of Eastern Washington
  • “We’ve got to be at the leading edge of today and tomorrow,” he said, “rather than the day before.”
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