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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
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  • 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.
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.
Meghan Cureton

Urban Planning and Connected Communities | TED Videos | UPS - 0 views

solvers.ups.com/ning-and-connected-communities

pbl DesignThinking community empathy realworld authentic

shared by Meghan Cureton on 15 May 18 - No Cached
  • Meghan Cureton on 15 May 18
     
    "People want to feel empowered and connected -- to feel like they are playing a role in the world around them"
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
Meghan Cureton

ChangeLeaders Community - 0 views

www.changeleaders.community/...1372192

learning community

shared by Meghan Cureton on 29 Nov 17 - No Cached
  • How often do you see learners being ‘blamed’ for not understanding a challenging idea or concept, rather than that being a reflection on the teaching? To what extent is the learning architecture of our schools, the grading, grouping, and scheduling really allowing our students to learn most deeply and powerfully?
  • The reality is that today’s schools were simply never designed to change proactively and deeply —they were built for discipline and efficiency, enforced through hierarchy and routinization.    
  • It comes down to reframing our understanding of schools as learning organizations.
  • ...2 more annotations...
  • But how much evidence do you have that your colleagues also see themselves as learners, be they teachers, principals or superintendents? How open and transparent are they about their learning? About what and how they are learning? And what and how do they learn from their mistakes? Being vulnerable, transparent and open are now prerequisites for modern leaders who are true learners
  • And finally, what about you? What have you learned about your learning? How self-aware are you about how you learn? How do you learn best, and what are the conditions that make that possible for you?
Jim Tiffin Jr

Tell your business story, one blog at a time - 0 views

www.thesocialmediahat.com/...r-business-story-one-blog-time

storytelling blogging audience

shared by Jim Tiffin Jr on 18 Oct 15 - No Cached
  • Jim Tiffin Jr on 18 Oct 15
     
    A few bolded thoughts to consider and keep in mind as blogging becomes part of your organizations communications efforts.
Bo Adams

The Most Famous Nursery Schools in the World - And What They Can Teach Us - 0 views

medium.com/...they-can-teach-us-837c3be5034b

schools reggioPLC school model #MustRead

shared by Bo Adams on 30 Nov 18 - No Cached
  • “We have not correctly legitimized a culture of childhood,” says Lella Gandini, a longtime Reggio teacher, “and the consequences are seen in all our social, economic, and political choices and investments.”
  • To counter this, Reggio’s schools are relentlessly child-centered — not to achieve notable results in literacy and numeracy, but to achieve notable qualities of identity formation and to ensure that all children know how to belong to a community.
  • The teachers follow the children, not plans.”
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  • teachers (and there are two in every classroom) are not there to deliver content, but to activate the meaning-making competencies of all children.
  • Context, in other words, matters more than content. And the physical environment, after adults and peers, is the third teacher.
  • what I witnessed was a level of listening, attention, and care that came from an unwavering belief that all children, even the newest among us, are social beings, predisposed, and possessing from birth a readiness to make significant ties with others, to communicate, and to find one’s place in the world of others.
  • Either a school is capable of continually transforming itself in response to children, or the school becomes something that goes around and around, remaining in the same spot.”
Meghan Cureton

Neuroscience Should Inform School Policies - Education Week - 1 views

www.edweek.org/...ld-inform-school-policies.html

learning community neuroscience #mvifishares

shared by Meghan Cureton on 16 Oct 16 - No Cached
  • key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
  • What is essential for kids at this time of life is to be engaged in real-life learning experiences and peer-learning connections that put them under conditions of "hot cognition," where educators can help them along in the process of integrating their impulsiveness (positively viewed as excitement and motivation) with their reasoning abilities.
  • The implications for reform of secondary school are clear. Schools should provide more opportunities for students to be involved in apprenticeships, internships, service learning, community-based learning, small peer-learning groups, entrepreneur-based programs, and student-directed project-based learning
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  • 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.
  • prefrontal cortex, which is the region controlling inhibition of impulses and the ability to plan, reflect, self-monitor, and make good decisions, doesn't fully develop until the early 20s. This means that while the limbic system or "emotional brain" is working at close to full capacity by early adolescence, the areas of the brain that could temper those feelings and impulses are still in the process of being constructed.
  • Neuroscience Should Inform School Policies
  • Consequently, key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
  • Classroom teaching that focuses largely on delivering content through lectures and textbooks fails to engage the emotional brain and leaves unchanged those prefrontal regions that are important in metacognition.
  • Locking students into a set academic college-bound program of courses takes away their ability to make decisions about what most interests them (a process that integrates the limbic system's motivational verve with the prefrontal cortex's decisionmaking capacity).
  • Neuroscience research tells us that the teenage brain is exquisitely sensitive to environmental influences. This neuroplasticity makes it vulnerable to a wide range of societal dangers—traffic accidents, drug abuse, suicide, violence. But it also makes it acutely sensitive to the influence of teachers, for good or for ill.
  • Bo Adams on 16 Oct 16
     
    "key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices."
Bo Adams

Meet the school with no classes, no classrooms and no curriculum - 0 views

medium.com/...and-no-curriculum-7cc7be517cef

school model schools of the future schooldesign

shared by Bo Adams on 10 May 19 - No Cached
  • their entire approach is centred around projects. This is a school focused on learning, not teaching.
  • Our teachers work five days, four days with kids, and on the fifth day I don’t allow them to work with kids, they have to observe other teachers and give them feedback.
  • And if they do that enough I say ‘get out of the school’, go to a museum, go to a laboratory, go to a business and tell us what you found there.
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  • Well if you look at the skills employers constantly cry out for: empathy, communication, teamwork, agility, flexibility, and the ability to design and make solutions to multidisciplinary problems
  • chief among their soft skills is a sense of confidence in their abilities to tackle problems and communicate with adults and each other.
Meghan Cureton

Empowering Teachers to Empower Young People - A New Game - Medium - 2 views

medium.com/...ower-young-people-5cbb05f7b0db

#MustRead School Change schoolreform learning idiploma

shared by Meghan Cureton on 14 Mar 16 - No Cached
Bo Adams liked it
  • A person who becomes self-empowered in this way uses her inner powers (her innate capacities) again and again to solve problems — to create opportunities — and to empower others.
  • Being self-empowered — changemaking — requires a sophisticated understanding of the world — an understanding that your wellbeing is inextricably entwined with everyone’s wellbeing. And it means taking responsibility — taking the lead — and collaborating with others to make life better for yourself and family and friends and community and humanity and the planet.
  • Being self-empowered is a way of being. It involves being empathic, thoughtful and creative — being curious, resilient and effective. Becoming self-empowered, then, is a process of finding, using and developing a complex array of changemaking powers.
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  • And for most, the experience of school reflects limited conceptions of the human mind, the human being and human potential.
  • it reinforces compliance and outdated hierarchical power structures.
  • To make these changes, we need pioneering teachers and educators to come together as change leaders — to form collaborative teams — and to execute strategically-focused projects. And to lay the foundations upon which these strategic projects can have massive impact, we need to build a global community of education professionals who are fully committed to self-empowering educators — for self-empowering young people.
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!
Bo Adams

Equipping Young Leaders to Take on the 32 Most Important Issues of Our Time - Vander Ar... - 0 views

blogs.edweek.org/...ortant_issues_of_our_time.html

PBL Challenge_Based_Learning curriculum school model School Change #MustRead

shared by Bo Adams on 22 Aug 17 - No Cached
  • If we take citizenship preparation seriously, we should be encouraging young people to engage with the world’s most important issues by helping them frame projects around these goals. Here are six reasons:
  • Extended and integrated challenges are the best way to promote deeper learning and develop readiness for the automation economy. The goals include interesting and timely causes that many young people will find motivating. Making a contribution toward a goal they care about may be the best way to develop student agency. Goal focused projects get kids into the community and connected with local resources (see #PlaceBasedEd) It’s also a chance to shift the paradigm from “prepare for a career 10 years from now” to “make a difference right here, right now.” Taking on real challenges will promote creative and effective uses of technology from collaboration to production.
  • Integrate projects into existing courses. The Global Goals site has useful project resources for 16 of these goals. Plan an integrated unit between two courses. Most of the goals combine science, sociology, research, problem-solving and writing. Capstone projects in the last two years of high school are a good place to start. Each academy at Reynoldsburg High School in Ohio and Chavez Schools in Washington, D.C., engage in a capstone project. Students at Singapore American School are required to conduct a capstone project.
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  • To engage millions of students in local projects connected to global goals, it would be helpful to have: More content associated with each goal (GlobalGoals.org is a start); Templates for local projects; A microcredential system that could help pack projects full of valuable learning (i.e, science, math, communication and collaboration); Access to data sources, data tools and project tools (mentors would be really helpful); and A project gallery for completed contributions.
T.J. Edwards

How Engineering Class in 9th Grade Can Excite Diverse Learners | MindShift | KQED News - 0 views

ww2.kqed.org/...de-can-excite-diverse-learners

shared by T.J. Edwards on 09 Sep 16 - No Cached
  • Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work
    • T.J. Edwards
      T.J. Edwards on 09 Sep 16
       
      Not making engineers....learning to think like
  • all ninth-graders
    • T.J. Edwards
      T.J. Edwards on 09 Sep 16
       
      What if Ted was required for all?
  • I felt like I didn’t know how to make enough stuff,”
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  • Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,”
  • That’s what he tries to give his students in high school.
  • When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.
  • Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.
  • Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later
  • The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.
  • robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming)
    • T.J. Edwards
      T.J. Edwards on 09 Sep 16
       
      Seems like a lot. Too many choices?
  • To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,”
Bo Adams

In 2017, a New Push to Find the Balance Between Work and Life - Independent Ideas Blog - 0 views

www.nais.org/...Post.aspx

work_life_balance email health wellness

shared by Bo Adams on 19 Jan 17 - No Cached
  • “Telepressure is a workplace problem, not a worker problem. We learn how to respond to email through our colleagues’ behavior, and it’s a consequence of the social dynamics within a work environment,”
  • In this world of stress and pressure, how do school leaders become enablers of work-life balance? Most research points to starting with how we as leaders model that balance.
  • “If we are to serve as stewards of productivity and engagement, we must pursue excellent performance as leaders in all four domains — work, home, community, and self — not trading off one for another but finding mutual value among them.”
  • ...3 more annotations...
  • Be Real.
  • Be Whole.
  • Be Innovative.
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.
Bo Adams

The Past, Present and Future of School Design | EdSurge News - 0 views

www.edsurge.com/...nt-and-future-of-school-design

mvdesign edtech schooldesign learning environment

shared by Bo Adams on 08 Jul 15 - No Cached
  • untapped opportunities involve further personalization of the curriculum, teaching, and assessment.
  • Schools will no longer be just free-standing buildings but will be more integrated into community life.
  • Segregating students by age will become less prevalent within learning spaces.
  • Bo Adams on 08 Jul 15
     
    Tweet from @akytle: @jbrettjacobsen @boadams1 Here's part 2 #mvdesign The Past, Present and Future of School Design https://t.co/TQe1qbMklL #edtech via @EdSurge HT @akytle
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

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
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