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Meghan Cureton

Assessment, Choice, and the Learning Brain | Edutopia - 0 views

www.edutopia.org/...d-learning-brain-glenn-whitman

assessment brain learning #mvifishares

shared by Meghan Cureton on 14 Dec 16 - No Cached
  • If you really want to see how innovative a school is, inquire about its thinking and practices regarding assessment.
  • students who develop mastery goals are motivated by the actual learning experiences. Their rewards arise from the challenges of acquiring and applying new knowledge and skills.
  • students who are motivated by mastery goals are more likely to persevere in the face of such challenges. Difficult tasks or setbacks do not diminish their motivation or self-esteem
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  • Timely feedback has been shown to deepen one's memory for the material assessed
  • Finally, studies suggest that marking answers right or wrong (as in multiple choice tests) has little effect on learning. However, providing the correct response only after a student has spent time "struggling" to find the correct answer significantly increases retention of the material
  • having students reconstruct what they know through alternative assessments leads to deeper understanding and consolidates learning in more powerful ways than traditional testing
  • While students manage to keep enough dates, facts, and formulas in their head to pass the test, this knowledge never made it to long-term declarative memory, it was never truly learned at all (only memorized in the short term).
  • Meghan Cureton on 14 Dec 16
     
    Great read as we are in the throes of final exams...
Meghan Cureton

The Case For Competency-Based Education | Getting Smart - 0 views

www.gettingsmart.com/...for-competency-based-education

competency CompetencyBased CBE mastery mtc assessment transformation School Change

shared by Meghan Cureton on 02 Nov 18 - No Cached
  • transformed schools that feature tasks and projects that challenge young people in authentic ways to build design, collaboration, and communication skills that prepare young people for navigating new and complex situations.
  • Quality preparation. Much of the corporate training world has shifted from participation to demonstrated skills in order to improve job readiness.
  • Equity. If gap-closing equity is a stated goal, then structures, schedules, and supports can be aimed at struggling learners that need more time and assistance to accelerate their learning 
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  • Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.
  • Agency
  • The extent to which a student owns their own learning, often called agency, is key
  • innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).
Bo Adams

The Monthly Recharge - Risk Over Safety - 0 views

campaign.r20.constantcontact.com/render

Risk Innovation #mustread

shared by Bo Adams on 19 Dec 17 - No Cached
  • The learning classroom is active, collaborative, and full of real, thoughtful, academic-discipline-informed discussion with students working together to solve challenging problems
  • But when the teachers see it, really get it, there is no going back. It is what they are after for their students and classes: problem-based, project-based, inquiry-based, discussion-based-all student-centered deep learning.
  • And to pursue learning for their students, teachers must be pedagogical scientists. Every day, in every class, teachers must conduct research and experiments into the most compelling learning experiences for their students. In these experiments is unavoidably innovation.
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  • We can support teacherly innovation/experimentation a host of ways: Establish it as an expectation in posts for jobs and at the time of hiring new teachers. Discuss it in teacher evaluations and self-assessments. Feature examples of it in faculty meetings. Provide innovation grants for summer design work. Give time to teachers (through course loads, class enrollments, course reductions, and even sabbaticals) for innovation work.
Bo Adams

Inverse Relationship Between GPA and Innovative Orientation - 0 views

medium.com/...vative-orientation-57e604e7112

assessment grading Innovation

shared by Bo Adams on 07 Dec 17 - No Cached
  • “I think academic environments are artificial environments.
  • People who succeed there are sort of finely trained, they’re conditioned to succeed in that environment.
  • You want people who like figuring out stuff where there is no obvious answer.
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  • the more experience Google has with hiring, the more inclined they are to hire people with no college at all
  • Increasingly, controlled research studies are also showing no correlation, or even an inverse correlation, between college GPA and innovative orientation or ability.
  • Ironically and tragically, rather than adapt our educational system to the needs of our modern times we have doubled down on the old system, so it is harder today than ever before for young people to retain and build upon their natural curiosity and creativity
Meghan Cureton

Improv(e)ing Education . . . - My Improvised Life: Musings Of A Multipotentialite Educa... - 0 views

medium.com/...v-e-ing-education-90714f384d4f

improv education Innovation #MustRead #mvifishares

shared by Meghan Cureton on 10 Sep 16 - No Cached
  • Meghan Cureton on 10 Sep 16
     
    Assessment of 4Cs through improv!
Bo Adams

No grades, no timetable: Berlin school turns teaching upside down | World news | The Gu... - 0 views

www.theguardian.com/...ool-turns-teaching-upside-down

grades assessment School Change #MustRead #mvifishares innovation passion curiosity

shared by Bo Adams on 06 Aug 16 - No Cached
  • the most important skill a school can pass down to its students is the ability to motivate themselves
  • “The mission of a progressive school should be to prepare young people to cope with change, or better still, to make them look forward to change. In the 21st century, schools should see it as their job to develop strong personalities.”
  • “The more freedom you have, the more structure you need,” says Rasfeld.
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  • The main reason why the ESBC is gaining a reputation as Germany’s most exciting school is that its experimental philosophy has managed to deliver impressive results.
  • “In education, you can only create change from the bottom – if the orders come from the top, schools will resist.
  • Bo Adams on 06 Aug 16
     
    HT Education Reimagined Issue #17
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.
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  • 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.
Meghan Cureton

Q: What's the Right Dosage of PBL?        A: Not Once Per Year | Blog | Proje... - 2 views

www.bie.org/...age_of_pbl_a_not_once_per_year

project based module schedule teaching transformation learning PBL

shared by Meghan Cureton on 02 Feb 18 - No Cached
  • 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?
  • 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.
  • “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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  • But assuming projects are between 3-6 weeks long, I’d like to see a minimum of two projects per year in every K-12 classroom, in all subject areas—so that all students, no matter who they are, can gain the benefits of high quality PBL.
  • Even better, make it one project per quarter—four per year. And while you’re at it, sprinkle in a few mini-projects to help build a PBL culture or tackle a relatively confined topic or task.
  • Why is the PBL dosage important?
  • Students cannot build 21st century success skills if they only get occasional opportunities to practice and internalize them.
  • Students will become more confident, independent learners—even identifying and tackling problems authentic to themselves, their communities, and the wider world.
  • be part of a culture that celebrates risk-taking and innovation.
  • If only a few scattered teachers use PBL in a school or district, or only a few students experience it and thus limit demand, then the system’s basic structures, policies, and culture will remain the same. But if a critical mass is reached, schools and districts will need to rethink the use of time, teacher workloads, community relationships, assessment systems, decision-making processes, and much more. Here’s to reaching the PBL tipping point!
Meghan Cureton

7 Questions Principals Should Ask When Hiring Future-Ready Teachers | MindShift | KQED ... - 0 views

ww2.kqed.org/...n-hiring-future-ready-teachers

RIHO hiring questions innovation School Change

shared by Meghan Cureton on 10 Jul 17 - No Cached
  • seven questions that he thinks should become standard in the interviewing and hiring process
  • Question #1: How do you teach students to become problem designers?
  • Question #4: What does your global network look like?
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  • Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?
  • Question #2: How do you manage your own professional growth?
  • Question #5: How do you give students an opportunity to contribute purposeful work to others?
  • Question #6: How do you teach students to learn what you don’t know?
  • Question #7: How do you teach students to manage their own learning?
Meghan Cureton

Stop Teaching Classes And Start Teaching Children - 0 views

www.teachthought.com/...rity-to-a-curriculum-of-wisdom

School Change deeperlearning transformation learning inquiry

shared by Meghan Cureton on 03 Feb 18 - No Cached
  • Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach.
  • 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.
  • 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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  • So then, hundreds of standards. Hundreds! This places extraordinary pressure on educators—those who develop standards, those who create curriculum from those standards, those who create lessons from that curriculum, and on and on—to make numerous—and critical—adjustments to curriculum, assessment, and instruction on the fly.
  • Why not try a different approach–one that not only decenters curriculum, but reimagines it completely?
  • Building A Curriculum Based On People
  • n the past, we’ve sought to add-to and revise. Add these classes and drop these. This isn’t as important as this. To make knowledge an index that reflects the latest thinking that reflects our most recent insecurities and collective misunderstandings. This doesn’t seem like the smartest path to sustainable innovation in learning.
  • Give me a curriculum based on people–based on their habits and thinking patterns in their native places. One that helps them see the utility of knowledge and the patterns of familial and social action. One that helps them ask, “What’s worth knowing, and what should I do with what I know?” Then let’s work backwards from that.
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