Group items tagged

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

key part of the secondary school curriculum should involve the teaching of stress-reduction methods, such as mindfulness meditation, yoga, and aerobic activity; exercise breaks during class; a strong physical education curriculum; and a broadly based extracurricular sports program for all students, not just the star athletes.

"PBL is the act of learning through identifying a real-world problem and developing its solution. Kids show what they learn as they journey through the unit, not just at the end."

PBL is the ongoing act of learning about different subjects simultaneously.

If I had to put a date on when points became my main priority, I would say it was my first day of high school.

You could be wondering “Why doesn’t she want to focus on simply learning?” My answer is very easy. No one has time for that. Just as my day is split into 7 periods, so is my time after school. There is only so much I can do and only so much that I can handle.

If I learn now, I’m denied a bright future of learning later.

When I hear the frustration of my teachers about the desperation students have for points, I feel two things: guilt and a longing to be able to say that I don’t live on points and I fully submerge myself in my subjects. But that possibility seems untouchable, a million miles away.

Setting up a culture of care is very much an exercise in making empathy central to daily work.

Empathy is now identified as the first step in the design process, whether crafting new software for a user or creating form-factors that inherently please the consumer.

empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.

Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.

education that is student-initiated, interdisciplinary and co-planned by students and teachers together

“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.

It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.

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.

“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.

Currently, the common form of assessment focuses on only one learning outcome type: content. Practices, ways of thinking, and 21st-century skills often fall by the wayside

the digital portfolio is a promising model for genuine assessment of deep, multi-layered learning

Portfolios can showcase a student's abilities, interests, voice, and thinking in a way that test scores and grades cannot.

Consider how we assess artists or athletes, or more importantly, how they assess themselves.

AltSchool is almost certain to provoke a backlash from parents and privacy advocates who see in its plans the potential for an Orwellian surveillance nightmare, as well as potentially unethical experimentation on children.

The term "big data" is generally used to describe data sets so large they must be analyzed by computers. Usually, the purpose is to find patterns and connections relating to human behavior and how complex systems function.

Analytics generally refers to the process of collecting such data, conducting those analyses, generating corresponding insights, and using that new information to make (what proponents hope will be) smarter decisions.

replacing the top-down, slow-moving bureaucratic structures that currently shape public education with a "networked model" in which students, teachers, and schools are connected directly by information and thus capable of learning and adapting more quickly.

'Montessori 2.0': a kind of supercharged version of the progressive, project-based learning often found in elite private schools and privileged enclaves within traditional school systems.

Always Innovate

pursuit of knowledge and commitment to lifelong learning.

Cross-pollinate

He relied on the outside world and others to help empower and enrich his ideas.

It’s amazing how a few moments away can connect your ideas and thoughts to help solve your most frustrating challenges.

Promote Yourself