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Bo Adams

The Marriage of Formal & Informal Learning - 1 views

www.cognitiveadvisors.com/...ge-of-formal-informal-learning

assessment Badges microcredentialing LRS #MustRead Learning learning analytics dashboards

shared by Bo Adams on 01 Aug 15 - No Cached
  • important that integration of formal and informal learning have champions
  • Web 2.0 technology is a key enabler for this marriage
  • Technological tools and leadership support alone will not be enough to make the marriage of informal and formal learning work. The shared values, beliefs, mental models, habits, and behaviors of the workforce in an organization – its culture is key.
  • ...11 more annotations...
  • How do people feel about knowledge – is it power to be hoarded, or a gift to be shared?
  • The two key advantages of informal learning are that it happens at the point of need and what is learned is usually applied right away.
  • In the cooperative model, the learning and development group can shift from being the producer of content to being the guide, initiator, facilitator, and coach.
  • Based on alignment with agreed upon organizational and learning goals, the learner takes responsibility for his or her own learning – with the support and guidance of the organization.
  • People who are not used to working in a learning organization culture, where cooperative learning within communities of practice is the norm, need the knowhow and a new mindset regarding learning to cooperatively in the workplace.
  • The positive is that this incidental learning doesn’t take people away from the work. The disadvantage is that when they are so caught up in doing, people often miss an important ingredient for learning: reflection.
  • The combination of structured and incidental learning can give us intentional learning.
  • The key to solidifying this learning is reflection.
  • David Kolb, wrote about a model of experiential learning consisting of the following cycle: action, observation, reflection, concept formation, and back to action.
  • Morgan McCall and George Hollenbeck asked managers to stop once a week and answer just two simple questions, “What did you do last week?” and “What did you learn from it?” They found that this simple process of reflection enabled the managers learn from their experiences and to change the way they managed.
  • integration of formal and informal learning can create a virtuous cycle that leads not only to increased productivity but to the real innovation that is necessary for long term success in a dynamic marketplace.
Trey Boden

The perils of "Growth Mindset" education: Why we're trying to fix our kids when we shou... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

mindset growth mindset carol dweck learning assessment leadership

shared by Trey Boden on 08 Sep 15 - No Cached
  • The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?
  • Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • praise kids for their effort (“You tried really hard”) rather than for their ability (“You’re really smart”)
  • ...12 more annotations...
  • But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks.
  • what’s really problematic is praise itself
  • It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation
  • Moreover, praise communicates that our acceptance of a child comes with strings attached: Our approval is conditional on the child’s continuing to impress us or do what we say.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • If students are preoccupied with how well they’re doing in school, then their interest in what they’re doing may suffer.
  • A 2010 study found that when students whose self-worth hinges on their performance face the prospect of failure, it doesn’t help for them to adopt a growth mindset.
  • Even when a growth mindset doesn’t make things worse, it can help only so much if students have been led — by things like grades, tests, and, worst of all, competition — to become more focused on achievement than on the learning itself.
  • And this brings us to the biggest blind spot of all — the whole idea of focusing on the mindsets of individuals.
  • Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • I’m not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up.
T.J. Edwards

Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views

www.theatlantic.com/...396548

School Change schoolreform

shared by T.J. Edwards on 28 Oct 15 - No Cached
  • Bullock and his kitchen-table colleagues wanted to build a program that was loose enough to encourage each student to work in their own way to best suit their own learning. This means that students have great liberty to choose the classes they want, even to show up at class or not, to find a groove of learning they’re comfortable with, and to have their success be measured in terms of proficiency or mastery for the content and skills.
  • weekly podcasts
  • not attending class can have consequences.
  • ...3 more annotations...
  • There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
  • Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
  • I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
Bo Adams

The Art of Getting Opponents to "We" - The New York Times - 0 views

opinionator.blogs.nytimes.com/...art-of-getting-opponents-to-we

collaboration schoolreform #MustRead

shared by Bo Adams on 04 Nov 15 - No Cached
  • Significantly, participants all came to align behind a single vision statement — and now they are actively communicating and advancing that vision nationwide through their organizations and networks. They host meetings with educational networks, superintendents, principals, teachers and philanthropists, reach out to libraries, museums and after-school programs, and identify and connect pioneers in learner-centered education.
  • Convergence staff and facilitators work to create a “safe space,” maintaining a strict neutrality and ensuring that everyone feels heard, says Fersh. It’s important that participants “feel they’re not in a place that’s already cooked or leaning toward any solutions.”
  • Convergence staff members look continually for opportunities to forge connections among participants. They begin meetings with “connecting” questions — for example: “When did you know that education was of great importance to you?” — that are designed to reveal people’s values and experiences, rather than highlight their disagreements. The objective is not to sweep differences under the rug, but to build rapport that a group needs to grapple effectively with its differences.
  • ...2 more annotations...
  • Another key is to identify a frame that energizes everybody, but is not so broad that it is meaningless. “For us the gold standard is that the dialogue has to lead to action,” said Fersh. To do that, he said, there are intermediate goals: “Can you get people to the table and sustain their presence? Can you find agreements that are worth fighting for? And can you keep people together to keep working over time to make sure something happens?”
  • In the end, she said, people converged on the notion that they had to do far more than tinker around the edges of a broken system held over from a bygone industrial age. “There was a lot of conversation that the current system is ill designed to create 21st century outcomes for students,” said Young. “But there wasn’t alignment around what a new system could look like. People really wanted to be part of that conversation.”
Bo Adams

Cleveland's Thinkbox Is a Big Bet on University Makerspaces | Make: - 0 views

makezine.com/...-bet-on-university-makerspaces

Maker makerspace makered

shared by Bo Adams on 09 Nov 15 - No Cached
  • Bo Adams on 09 Nov 15
     
    HT @EricJuli
T.J. Edwards

Here's Why Coding Is Much More Creative Than You Think - 0 views

mic.com/...h-more-creative-than-you-think

shared by T.J. Edwards on 15 Nov 15 - No Cached
  • The directions for learning Processing are all written in a way that people who've never coded before can still understand, and there are simple examples to guide beginners through the process
  • Processing's flexibility makes it more appealing to students just starting to code, and computer science programs across the country are combining art and programming to meet this creative coding niche need.
  • "Taking it broadly, you could see Processing as a gateway into learning programming proper,"
Jim Tiffin Jr

When Grading Harms Student Learning | Edutopia - 0 views

www.edutopia.org/...student-learning-andrew-miller

#LiquidNetworkSpills assessment Edutopia grading formative assessment schoolreform

shared by Jim Tiffin Jr on 07 Feb 16 - No Cached
  • Is grading the focus, or is learning the focus?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Simple, straightforward reminder of what assessment is for.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      A simple, straightforward reminder of what assessment is for.
  • Zeros do not reflect student learning. They reflect compliance.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Exactly.
  • a deduction in points. Not only didn't this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal.
  • ...7 more annotations...
  • Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn't actually represent learning.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      I completely agree with this point. But admittedly, I still am not sure how it would work in practice... I totally realize that the grades we give as teachers are completely under the school's control - we can go back and change grades even after the course has ended if we need to. But at the core of my question is, "What is the leverage (if that is the right word) that we can use to help students learn that responsibility?" Sports and pulling privileges come to mind, but what else is there. I wonder what other teachers have used for this situation? 
  • Practice assignments and homework can be assessed, but they shouldn't be graded.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      An excellent distinction!
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      An excellent distinction!
  • Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Students are often "coming to know" rather than truly knowing.
  • we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."
  • Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.
  • We've all been in a situation where grading piles up, and so we put the class on a task to make time for grading.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Guilty :-(
  • Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don't create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      +1!
Bo Adams

One Small Step…in Time - 0 views

modernlearners.com/one-small-stepin-time

School Change transformation #MustRead innovation schoolreform

shared by Bo Adams on 02 Dec 15 - No Cached
  • High Tech founding principal Larry Rosenstock realised if he wanted a more collaborative  project-based pedagogy across the school in line with their beliefs about learning, then he would have to make time for his teachers to work together.
  • He also knew that after school, at the end of a long day is never a good time, so he rescheduled his school day …and school year to provide his teachers with time to meet in teams for at least one hour for planning and staff development every day before school
  • Bo Adams on 02 Dec 15
     
    How can we expect teachers to innovate and create new and exciting learning experiences for their students if they are expected to do so within the constraints of traditional or legacy learning architecture?
Bo Adams

The Future of Big Data and Analytics in K-12 Education - Education Week - 0 views

www.edweek.org/...of-big-data-and-analytics.html

data analytics bigdata assessment #MustRead #mvifishares school model school3.0

shared by Bo Adams on 16 Jan 16 - No Cached
  • data scientists would then search the waters for patterns in each student's engagement level, moods, use of classroom resources, social habits, language and vocabulary use, attention span, academic performance, and more.
  • would be fed to teachers, parents, and students via AltSchool's digital learning platform and mobile app, which are currently being tested
  • AltSchool's 50-plus engineers, data scientists, and developers are designing tools that could be available to other schools by the 2018-19 school year.
  • ...5 more annotations...
  • 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.
  • Bo Adams on 16 Jan 16
     
    Eventually, Ventilla envisions AltSchool technology facilitating an exponential increase in the amount of information collected on students in school, all in service of expanding the hands-on, project-based model of learning in place at the six private school campuses the company currently operates in Silicon Valley and New York City.
Bo Adams

Is There a "Future of Work"? - 0 views

modernlearners.com/is-there-a-future-of-work

future work environment work

shared by Bo Adams on 28 Mar 16 - No Cached
  • the speed and scale are going to shock those in education charged with preparing our children for it.
  • Like so many other things that we think of in the future tense, (climate change, surveillance, etc.) the changes in work have already arrived, we just don’t seem to realize it
  • we need to start thinking differently about what it means to be “career ready” (as well as, I suppose, “college ready.”)
  • ...4 more annotations...
  • Why doesn’t education focus on what humans can do better than the machines and instruments they create?”
  • So, wouldn’t we be better off shifting the emphasis on the work of our teachers away from content and grades and curriculum to mentoring, apprenticeships, making, and discussion?
  • Finally, what role does leadership play in staying abreast of these types of shifts, articulating them to school and community, and in building capacity for those groups to engage in relevant, meaningful conversations around what changes may need to happen?
  • leaders better be building school cultures that learn, constantly.
  • Bo Adams on 28 Mar 16
     
    HT @WillRich45
Meghan Cureton

The Art of Reflection | Edutopia - 0 views

www.edutopia.org/...art-of-reflection-beth-holland

reflection assessment eportfolios learning deeperlearning

shared by Meghan Cureton on 24 Aug 18 - No Cached
  • Portfolios allow students to regularly reflect on their learning process—deepening their connection to content.
  • For portfolios to be truly valuable to both students and teachers, they need to provide insight into not only what students created as a representation of their learning, but also how and why they created it. If the ultimate goal is to develop students as learners,  they need an opportunity to make connections to the content as well as the overarching learning objectives.
  • “By capturing student learning progress and performance in the moment… we can bring learning to life.”
  • ...5 more annotations...
  • Progress and Performance Portfolios
  • students can curate a body of work that represents their progress as well as their performance to show their thinking throughout their learning experiences.
  • when we encourage students to capture their thinking on a daily basis, reflection is no longer merely a task at the end of a project.
  • Teachers can also leverage visible thinking routines to scaffold student reflection.
  • As educators, our challenge is ensuring that students have an opportunity to engage in reflection such that they create a meaningful product to actually visit (and learn from) again and again.
Bo Adams

What Google Learned From Its Quest to Build the Perfect Team - The New York Times - 1 views

www.nytimes.com/...to-build-the-perfect-team.html

teams teamwork team collaboration FOLIO Productivity #MustRead

shared by Bo Adams on 20 Sep 18 - No Cached
  • many of today’s most valuable firms have come to realize that analyzing and improving individual workers ­— a practice known as ‘‘employee performance optimization’’ — isn’t enough. As commerce becomes increasingly global and complex, the bulk of modern work is more and more team-based.
  • teams are now the fundamental unit of organization.
  • influence not only how people work but also how they work together.
  • ...23 more annotations...
  • Google’s People Operations department
  • there was nothing showing that a mix of specific personality types or skills or backgrounds made any difference. The ‘who’ part of the equation didn’t seem to matter.’’
  • At Google, we’re good at finding patterns,’’
  • As they struggled to figure out what made a team successful, Rozovsky and her colleagues kept coming across research by psychologists and sociologists that focused on what are known as ‘‘group norms.’’
  • Norms are the traditions, behavioral standards and unwritten rules that govern how we function when we gather
  • Norms can be unspoken or openly acknowledged, but their influence is often profound.
  • looked for instances when team members described a particular behavior as an ‘‘unwritten rule’’ or when they explained certain things as part of the ‘‘team’s culture.’’
  • After looking at over a hundred groups for more than a year, Project Aristotle researchers concluded that understanding and influencing group norms were the keys to improving Google’s teams.
  • The researchers eventually concluded that what distinguished the ‘‘good’’ teams from the dysfunctional groups was how teammates treated one another. The right norms, in other words, could raise a group’s collective intelligence, whereas the wrong norms could hobble a team, even if, individually, all the members were exceptionally bright.
  • As the researchers studied the groups, however, they noticed two behaviors that all the good teams generally shared. First, on the good teams, members spoke in roughly the same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of conversational turn-taking.’’
  • Second, the good teams all had high ‘‘average social sensitivity’’ — a fancy way of saying they were skilled at intuiting how others felt based on their tone of voice, their expressions and other nonverbal cues.
  • psychological safety — a group culture that the Harvard Business School professor Amy Edmondson defines as a ‘‘shared belief held by members of a team that the team is safe for interpersonal risk-taking.’’
  • Psychological safety is ‘‘a sense of confidence that the team will not embarrass, reject or punish someone for speaking up,’’
  • ‘‘It describes a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves.’’
  • Rozovsky’s study group at Yale was draining because the norms — the fights over leadership, the tendency to critique — put her on guard. Whereas the norms of her case-competition team — enthusiasm for one another’s ideas, joking around and having fun — allowed everyone to feel relaxed and energized.
  • other behaviors that seemed important as well — like making sure teams had clear goals and creating a culture of dependability.
  • it made sense that psychological safety and emotional conversations were related.
  • The behaviors that create psychological safety — conversational turn-taking and empathy — are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond.
  • If I can’t be open and honest at work, then I’m not really living, am I?’’
  • to be fully present at work, to feel ‘‘psychologically safe,’’ we must know that we can be free enough, sometimes, to share the things that scare us without fear of recriminations. We must be able to talk about what is messy or sad, to have hard conversations with colleagues who are driving us crazy. We can’t be focused just on efficiency.
  • By adopting the data-driven approach of Silicon Valley, Project Aristotle has encouraged emotional conversations and discussions of norms among people who might otherwise be uncomfortable talking about how they feel.
  • In the best teams, members listen to one another and show sensitivity to feelings and needs.
  • ‘Just having data that proves to people that these things are worth paying attention to sometimes is the most important step in getting them to actually pay attention,’’ Rozovsky told me. ‘‘Don’t underestimate the power of giving people a common platform and operating language.’’
Nicole Martin

The Physics of Change - Education Reimagined - Education Reimagined - 0 views

education-reimagined.org/the-physics-of-change

shared by Nicole Martin on 27 Mar 19 - No Cached
  • institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
  • “Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
    • Nicole Martin
      Nicole Martin on 27 Mar 19
       
      Great book- recommended by Shayna years ago as well.
  • the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
  • ...6 more annotations...
  • Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
  • we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
  • the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
  • earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
  • three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
  • When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
Bo Adams

IBM's Got a Plan to Bring Design Thinking to Big Business | WIRED - 1 views

www.wired.com/...esign-thinking-to-big-business

designthinking design_thinking #MustRead ##mvifishares innovation

shared by Bo Adams on 05 Feb 16 - No Cached
  • “We wanted to shift that culture towards a focus on users’ outcomes,” Hill says.
  • IBM today published its very own set of design thinking guidelines—a selection of best design practices the company hopes other big businesses will look to as they seek to remain relevant and profitable in a rapidly evolving corporate landscape.
  • corporate trend in design thinking
  • ...3 more annotations...
  • even though design thinking champions nonlinear thought processes, big companies often find themselves mired in the methodology’s suggested phases (empathize, define, ideate, prototype, test). Ultimately this defeats the purpose, which is partly to build agility into the product-creation process.
  • The company’s version of design thinking centers around something it calls “the loop.” Visualized, the loop is an infinity symbol punctuated with four dots—the yellow dot representing the user, the green dots representing the various actions of “observe,” “reflect,” and “make.” Explained simply, the loop represents the entire product-creation process, beginning with user-centered research all the way through prototyping (“everything is a prototype!” says Hill), to building and launching a product.
  • loop becomes a loop when you realize that the iterative process is never actually done; perhaps the loop’s most important requirement is reflecting on what’s been created and constantly improving it.
  • Bo Adams on 05 Feb 16
     
    HT Kat Mattimoe
Meghan Cureton

NAIS - A Standards-Based Assessment Model Can Help Build More Diverse and Equitable Com... - 0 views

www.nais.org/...erse-and-equitable-communities

SBG assessment mtc grading equity self-reflection mindset self-directed_learning culturally-responsive

shared by Meghan Cureton on 09 Feb 19 - No Cached
  • For students to take critical feedback constructively, they have to believe that it is possible for them to improve.
  • school’s assessment and feedback philosophy can encourage a sense of belonging as well as promote a culture that embraces all students as capable of growing and improving as thinkers, learners, and doers. To build on the authentic social justice work being done in our schools and to make real progress in our efforts to create inclusive and equitable communities, we must adopt and employ assessment practices that support this work.
  • The Intersection of SBA and Cultural Responsiveness
  • ...5 more annotations...
  • Hammond argues that teachers are culturally responsive when we help students to be “active participants in tracking their own growth.”
  • Provide actionable feedback
  • Hope is a critical ingredient for positive relationships needed for culturally responsive teaching. SBA, with clearly communicated goals, actionable feedback, and opportunities for reassessment, helps teachers to be “merchants of hope in their role as allies in the learning partnership.”
  • We have chosen efficiency over efficacy; the education system decided to assess what is easy, not what matters. If we want our learners to have the intra- and interpersonal skills to navigate, negotiate, and solve relevant and pressing problems, we must teach, assess, and report on these skills.
  • Educators have the power to immediately change the way they assess to support a culturally responsive model.
Meghan Cureton

NAIS - One School's Approach to Equitable Grading - 1 views

www.nais.org/...ading-at-georgetown-day-school

grades learning grading assessment School Change

shared by Meghan Cureton on 19 Feb 19 - No Cached
  • a student’s grade could be more reflective of the teacher’s approach to grading than the student’s academic performance.
  • because many of the teachers’ grading practices rewarded or punished students for every assignment, activity, and behavior in the classroom, students often were less willing to take risks and make mistakes, and cared less about learning
  • But Previna didn’t blame the teachers. After all, none of them—herself included—had ever received any training or support with how to grade
  • ...9 more annotations...
  • She started by sharing a few articles about the weaknesses of common grading practices with the entire middle school faculty
  • Then she invited all faculty to research, examine, and imagine ways to align grading to their vision for progressive and equitable education
  • first learned how many common grading practices were created during the Industrial Revolution and are based on century-old beliefs about teaching, learning, and human potential that have long since been debunked. By continuing to use these practices, we contradict our current understanding about effective teaching and learning
  • After studying the research about grading and learning about research-supported grading practices that are more accurate, more bias-resistant, and develop intrinsic motivation in students, the pilot group of middle school faculty members was excited to start using them. These more equitable practices included using alternatives to the 0–100 scale, not including behavior in the grade, ending extra credit, using rubrics, and developing a culture of retakes and redos
  • Students were less stressed, and classroom environments felt more relaxed and supportive of learning.
  • Grade inflation decreased
  • Grades are more accurate and less biased
  • Students’ motivation increased
  • Changes to grading practices leverage other aspects of programmatic reimagining
kellybkelly

Supporting Children's Identities as Designers and Makers Through Inquiry - ICS Early Ye... - 2 views

icsearlyyears.edublogs.org/...ers-and-makers-through-inquiry

shared by kellybkelly on 12 Mar 18 - No Cached
  • Throughout these explorations, the children began to understand that the ‘classroom as a Design Studio’ was a place where ideas, creativity, technique and skills can be used to make beautiful, interesting and useful products.
  • The children’s idea that they should create their own museum in order to share their products affirms their strong identities as designers. As a learning community, the children have created interconnected systems full of makers with a range of products and knowledge about process which they are eager to share with others. The children are currently in the process of planning their own Kindergarten Design Museum.
  • We supported the desire of the children to have creative freedom to design in abundance and were also mindful of the ecological responsibility to use materials responsibly.
Meghan Cureton

Are You a Curator or a Dumper? | Cult of Pedagogy - 2 views

www.cultofpedagogy.com/curator-or-dumper

shared by Meghan Cureton on 28 Feb 18 - No Cached
Chip Houston liked it
  • whatever you do, chances are you have information to share with other people, and developing your curation skills—both in terms of how much you offer and how you deliver it—is going make that sharing a lot more effective.
  • When we dump a lot of information on a person at once, we are working against their brain. Cognitive load theory suggests that the brain can only take in so much at once. When we’re presented with a whole bunch of information, our brains have to ignore some in order to process the rest. Eventually, if too much keeps coming at us, we reach the point of cognitive overload, where we get more than we can handle. At that point, a lot of people just shut down, and even simple information can’t get in.
  • But the rest of us would do better off with the help of curators. That’s what a good museum does for us: It takes piles and piles of artifacts and selects only a few to represent an idea, a moment, an event, or a phenomenon.
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