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Meghan Cureton

Learning's Not a River - Dan Cristiani - Medium - 0 views

medium.com/...nings-not-a-river-bdee6ac1c7da

learning curriculum coursework CBE mastery

shared by Meghan Cureton on 28 Dec 18 - No Cached
  • the word ‘course’ is related to the running of a river
  • Its hallmarks include rapidity, unidirectionality, linearity, and dependency.
  • when a student takes a course, she is being led at pace down a narrow path in one direction.
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  • The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.
  • Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.
  • In truth, courses are not how we organize learning; they are how we organize assessment.
  • what are the alternatives?
  • Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades
  • Schools can honor learning opportunities that exist outside of traditional coursework.
  • Schools can look for ways to decouple reporting on student performance from arbitrary time frames.
  • how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?
  • Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.
Bo Adams

A 'University' Model for High School | Edutopia - 0 views

www.edutopia.org/...university-model-high-school

school model School Change schools of the future

shared by Bo Adams on 30 Oct 18 - No Cached
  • recent launch of Learning Pathways, a competency-based approach to instruction that emphasizes self-paced, personalized learning.
  • interdisciplinary coursework and out-of-school learning experiences
  • To evolve their teaching practice, teachers need to carve out dedicated time to regularly observe and reflect—on themselves and their peers—say Anderson and other staff.
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  • The campus also offers microcredentialing, a system that allows teachers to pitch ideas and a plan of action for their own professional development.
  • When completed, they get a salary bump.
Meghan Cureton

3 Ways to Unlock the Wisdom of Colleagues | Edutopia - 0 views

www.edutopia.org/...-ways-unlock-wisdom-colleagues

Learning learningwalks InstructionalRounds collaboration

shared by Meghan Cureton on 04 Apr 18 - No Cached
  • when teachers have regular, structured opportunities to learn together, good ideas are more likely to travel from one classroom to the next.
  • Collaboration takes time and planning. If classroom observation becomes part of a school’s strategy, administrators have to make time during the regular school day for shared professional learning among the staff. School leaders should also have to have clear objectives for the program of observation, and protocols to keep discussion on track and to ensure that the time isn’t wasted.
  • A spirit of continuous learning permeates the school, which encourages all teachers
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  • “Sometimes the best things going on are happening in your own building, and you might miss them because you’re doing your own thing,”
  • teachers meet regularly outside of class time to examine their students’ coursework as a team.
  • “The reason we look at student work is to help teachers become better teachers,”
  • “are better able to guide and facilitate a deeper level of student learning.”
  • community of learners who use planned, peer-to-peer feedback to help raise student outcomes throughout the school.
  • Each three-hour teacher lab focuses on a specific instructional topic that teachers choose to explore together, such as student engagement strategies.
  • To encourage more teacher collaboration in your school, you’ll want to consider: Time: Where will you find time within the regular school day for teachers to step outside their own classrooms and learn together? Structure: How might a protocol or specific observation prompt help to focus the learning experience? Who will play a lead role in facilitating the teacher experience and encouraging reflection? How will you capture takeaways? The National School Reform Faculty publishes a number of protocols for professional learning, such as this one for looking at student work. Follow-up: How are teachers applying what they learn together? How do students benefit as a result of teacher collaboration?
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