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Meghan Cureton

Can Micro-credentials Create More Meaningful Professional Development For Teachers? | M... - 0 views

ww2.kqed.org/...ional-development-for-teachers

badging badges professional learning

shared by Meghan Cureton on 16 Feb 17 - No Cached
  • Learning science says people learn best when they apply new information to their own contexts.
  • The ability to try it right away in my classroom and to get feedback from my colleagues and the person running the micro-credential was really important
  • He likes that he can choose to earn micro-credentials in areas of his practice where he wants to improve and that he can complete them with flexibility, contributing when he has time.
  • ...6 more annotations...
  • Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials.
  • In Kettle Moraine teachers can earn $200, $400 or $600 toward their base pay, depending on the type of micro-credential. The district allows teachers to take courses through outside nonprofits like Digital Promise, district-created micro-credentials or individually proposed credentials. The micro-credential must be pre-approved in order to count toward compensation, so that district leadership can keep an eye on costs.
  • San Lorenzo School District
  • Tennessee is currently piloting micro-credentials as a pathway toward relicensure with 60 teachers.
  • Seminole County Public Schools is also looking at how micro-credentials could shake up existing models of professional development
  • Leaders in this movement don’t want micro-credentials to be confused with digital badges, essentially a gold star without a lot behind it, or a rubber stamp. Instead, they hope the ecosystem will evolve so that states and districts will be able to identify high-quality courses from the rest and the micro-credential itself will be a form of currency for teachers to demonstrate their knowledge and skills.
Bo Adams

Micro-Credentialing for Teachers: Bite sized professional development opportunities! | ... - 0 views

k12.blackbaud.com/onal-development-opportunities

Badges microcredentialing professional development assessment dashboards #MustRead

shared by Bo Adams on 11 Aug 15 - No Cached
  • often credentials are earned mostly by the demonstration of proficiency, not completion.
  • Bo Adams on 11 Aug 15
     
    HT @ChipHouston1976
Meghan Cureton

Mastery Credits? Mastery Transcript? « Competency Works - 0 views

www.competencyworks.org/...ery-credits-mastery-transcript

shared by Meghan Cureton on 04 Jul 18 - No Cached
  • the reductionist approach that wraps a student into one number – the GPA – is deeply problematic
  • MTC wants to create a system of credits and transcripts that represents the whole child, or whole teenager in the case of high schools
  • Credentials needs to have systems in place to provide confidence that they really do represent demonstrated knowledge and skills.
  • ...7 more annotations...
  • they are drawing on the ideas of digital badging so that anyone can see the skill and who credentialed, and then look at an artifact to quickly assess if the level of performance is indeed what the college or employer is seeking.
  • There is actually a fourth principle: do not indicate how much time it takes someone to fulfill that credit.
  • structure the transcript around knowledge, skills, and dispositions. Credits, based on demonstrated mastery, are the building blocks for communicating how students are progressing toward the graduation competencies.
  • Perhaps they advance beyond grade level in some or all of the academic domains. Some schools have jettisoned honors courses and established the score of 4 to indicate honors level work.
  • Students need to have intrinsic motivation and value themselves for who they are and not their GPA. We want to develop students with a sense of purpose and excitement for creating their future.
  • What Happens When We Remove the Word Prepare?
  • Don’t Worry about College Admissions! He said that college admissions officers can figure out how to make the decisions they need to make. What is important is…that we do what is best for students and for helping them learn.
Jim Tiffin Jr

What Are Micro-Credentials, And Why Are They So Exciting? - 2 views

makered.org/dentials-why-are-they-exciting

#LiquidNetworkSpill Digital Badges badges makered MakerEd.org

shared by Jim Tiffin Jr on 28 Oct 16 - No Cached
  • Jim Tiffin Jr on 28 Oct 16
     
    Love how these badges are focused on a teacher's pedagogy and philosophy of maker-centered experiences, instead of discrete skills like 3D printing.
Meghan Cureton

The Next Experiment in Education | TIME - 0 views

time.com/...e-next-experiment-in-education

badges

shared by Meghan Cureton on 14 Apr 15 - No Cached
  • learners can “stack” these micro-credentials.
Bo Adams

Badges | Computer Science Student Network - 0 views

www.cs2n.org/badges

badges computer science badging microcredentialing

shared by Bo Adams on 16 Dec 15 - No Cached
  • connect accomplishments with a compact, portable form of recognition designed to motivate earners to pursue further achievement.
  • since Badges can be awarded in real-time, they can be used as milestone markers in formative assessment.
  • Hierarchy and Evidence
  • ...2 more annotations...
  • Badges are uniquely qualified to both suggest and document flexible learning trajectories toward meaningful milestones.
  • All Badges are part of a larger ecosystem of delivering, assessing, and credentialing learning.
  • Bo Adams on 16 Dec 15
     
    HT @TJEdwards62
Meghan Cureton

The World Might Be Better Off Without College for Everyone - 0 views

www.theatlantic.com/...546590

shared by Meghan Cureton on 13 Jan 18 - No Cached
  • From kindergarten on, students spend thousands of hours studying subjects irrelevant to the modern labor market. Why do English classes focus on literature and poetry instead of business and technical writing? Why do advanced-math classes bother with proofs almost no student can follow? When will the typical student use history? Trigonometry? Art? Music? Physics? Latin? The class clown who snarks “What does this have to do with real life?” is onto something.
  • The disconnect between college curricula and the job market has a banal explanation: Educators teach what they know
  • Lest I be misinterpreted, I emphatically affirm that education confers some marketable skills, namely literacy and numeracy. Nonetheless, I believe that signaling accounts for at least half of college’s financial reward, and probably more.
  • ...9 more annotations...
  • The labor market doesn’t pay you for the useless subjects you master; it pays you for the preexisting traits you signal by mastering them.
  • The conventional view—that education pays because students learn—assumes that the typical student acquires, and retains, a lot of knowledge. She doesn’t.
  • Students know less at the end of summer than they did at the beginning. But summer learning loss is only a special case of the problem of fade-out: Human beings have trouble retaining knowledge they rarely use
  • Those who believe that college is about learning how to learn should expect students who study science to absorb the scientific method, then habitually use it to analyze the world. This scarcely occurs.
  • If all goes well, students learn what they study and practice.
  • Actually, that’s optimistic. Educational psychologists have discovered that much of our knowledge is “inert.” Students who excel on exams frequently fail to apply their knowledge to the real world.
  • we must ask ourselves what kind of society we want to live in—an educated one or an ignorant one?
  • As credentials proliferate, so do failed efforts to acquire them.
  • But ignorance of the future is no reason to prepare students for occupations they almost surely won’t have—and if we know anything about the future of work, we know that the demand for authors, historians, political scientists, physicists, and mathematicians will stay low.
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