Q: What's the Right Dosage of PBL? A: Not Once Per Year | Blog | Proje... - 2 views
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Does adopting PBL mean we should use it all the time and teach everything via projects? If not, then how many projects should teachers do per semester or year?
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Project Based Teaching Practices are actually just good teaching, period, and many of the practices can be used in the classroom when students are in between projects.
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“Just make two high-quality projects per year for every student be the goal.” In a K-12 system, that means each student would experience 26 projects at a minimum—which sounds like a lot! But that’s only the start. Perhaps students in middle and high school, at first, would experience two projects per year in one subject area—if, say, only social studies teachers begin to use PBL. But assuming PBL spreads across the school, students would do projects in other subject areas, or do interdisciplinary projects, and eventually experience many more than 26 projects if they stayed in one K-12 PBL-infused system.
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Creating an Ecology of Wonder | Edutopia - 0 views
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I believe that our most precious natural resources are imagination and wonder
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Wonder leaves us with a sense of fascination about mysteries yet unsolved or questions yet unanswered.
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In a learning ecology that focuses on wonder, an artful approach can be introduced in any subject area
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7 Questions Principals Should Ask When Hiring Future-Ready Teachers | MindShift | KQED ... - 0 views
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seven questions that he thinks should become standard in the interviewing and hiring process
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Question #1: How do you teach students to become problem designers?
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Question #4: What does your global network look like?
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Stop Teaching Classes And Start Teaching Children - 0 views
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Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach.
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There is nothing wrong with changes in priority. In fact, this is a signal of awareness and reflection and vitality. But when education—as it tends to do—continues to take a content and skills-focused view of what to teach rather than how students learn, it’s always going to be a maddening game of what gets added in, and what gets taken out, with the loudest or most emotionally compelling voices usually winning.
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Skills are things students can “do”—procedural knowledge that yields the ability to do something. This could be revising an essay, solving a math problem, or decoding words to read. Content can be thought of as a second kind of knowledge—a declarative knowledge that often makes up the face of a content area. In math, this might be the formula to calculate the area of a circle. In composition, it could be a writing strategy to form sound and compelling paragraphs. In history, it may refer to the geographic advantages of one country in a conflict versus another. Should schools focus on content and skills, or should they focus on habits and thinking?
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Ten Distinguishing Features of Competency-Based Education « Competency Works - 0 views
Minerva: The Intentional University | Getting Smart - 0 views
How Good Is Good Enough? - Educational Leadership - 0 views
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Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject, as measured against valid and high standards
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Wooden described his overall method like this: "I tried to teach according to the whole–part method. I would show them the whole thing to begin with. Then I'm going to break it down into the parts and work on the individual parts and then eventually bring them together"
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The constant process of bringing the parts back together in complex performance is what's routinely missing from many so-called mastery learning programs.
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Several well-known private schools in the D.C. area are scrapping Advanced Placement cl... - 0 views
Overcoming the F.E.A.R. of No Grades - 1 views
What IS the difference between competencies and standards? | reDesign - 2 views
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Competencies, on the other hand, tend to emphasize the application of skills, knowledge and dispositions rather than content knowledge.
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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.
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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.
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A Plan to Kill High School Transcripts … and Transform College Admissions - 0 views
Traditional Report Cards are Obsolete - 1 views
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