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Bo Adams

How Teachers Are Changing Grading Practices With an Eye on Equity | MindShift | KQED News - 0 views

www.kqed.org/...ractices-with-an-eye-on-equity

grading assessment equity

shared by Bo Adams on 20 Mar 19 - No Cached
  • experiences students have in each teacher’s class can be vastly different
    • Bo Adams
      Bo Adams on 20 Mar 19
       
      I am so curious how the US faculty discussion of this article will go. This paragraph made me pause because I wonder if teachers actually care that much that their grading policies are different than another teacher's policies. Do they look at it from a student's perspective? Or from a learning coherence perspective?
  • Grades, then, become a behavior management tool, a motivational tool, and sometimes an indication of mastery too.
  • common practice of averaging grades
  • ...8 more annotations...
  • retakes
  • extra credit
  • enter the best score
  • behavioral things
  • group work
  • 0-100 scale
  • “zero”
  • 0-4 scale,
Jim Tiffin Jr

Maker Empowerment Revisited | Agency by Design - 2 views

www.agencybydesign.org/maker-empowerment-revisited

AgencyByDesign agency cognition dispositions Habits of Mind learning MakeEd empowerment blog post #LiquidNetworkSpill

shared by Jim Tiffin Jr on 26 Jul 17 - No Cached
  • The big idea behind the concept of maker empowerment is to describe a kind of disposition—a way of being in the world—that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      Two huge ideas here: 1) Recognizing the world as malleable 2) Ability of the person(s) to change that world - aka agency.
  • The concept of maker empowerment is meant to be somewhat broader than the label of maker. It certainly includes maker-types—i.e., hackers, DIYers, and hobbyists—but it also includes people who may not define themselves as wholly as makers, yet take the initiative to engage in maker activities from time to time.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      Maker empowerment is different from being labeled as a maker. Traditional makers are included in maker empowerment, but it is meant to also include the people that take the initiative to participate in maker activities from time to time.
  • We teach art, or history, or auto mechanics not solely to train practitioners of these crafts, but to help all students develop the capacity to engage with world through the lenses of these disciplines—even if not all students will become artists or historians or auto mechanics. The concept of maker empowerment aims for this same breadth.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      Hugely big key idea right here!
  • ...10 more annotations...
  • Maker Empowerment (v2): A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
  • one of the main purposes of the Agency by Design project, which is to understand how maker activities can develop students’ sense of agency or self-efficacy.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      A good reminder.
  • maker empowerment is a dispositional concept. That is, rather than simply naming a set of technical skills, it aims to describe a mindset, along with a habitual way of engaging with the world.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      Another hugely big idea right here!
  • the research I’ve just described wasn’t conducted with the disposition toward maker empowerment in mind. So we don’t know if the findings about sensitivity transfer.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      FYI...
  • People we label as open-minded tend to have a distinctive and dependable mindset that flavors their engagement with the world:
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      What follows is a good example of how dispositions "flavor" the way people interact with their world.
  • Through a series of rather elaborate experiments, we were able to show that the contribution of these three elements—ability, inclination, sensitivity—could indeed be individually distinguished in patterns of thinking and that a shortfall in any of the three elements would block cognitive performance.
  • It turns out that the biggest bottleneck in behavior—in other words, the shortfall that most frequently prevents inclination, ability, and sensitivity from coalescing into sustained cognitive activity—is a shortfall of sensitivity. In other words, at least in terms of critical and creative thinking, young people don’t follow through with these habits of mind not because they can’t (ability), and not because they don’t want to (inclination), but mainly because they don’t notice opportunities to do so.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      THIS MIGHT BE THE BIGGEST KEY POINT IN THE ENTIRE POST!!!!
  • This doesn’t mean that young people’s inner detection mechanisms are woefully flawed. Rather, sensitivity has everything to do with the saliency of cues in the environment. If an environment doesn’t have strong cues toward certain patterns of behavior—or actually contains counter-cues—it can be pretty hard for those patterns of behavior to be cued up.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      THEY JUST KEEP COMING!!! :-)
  • the maker movement can empower people to shift from being passive consumers of their world to being active producers or collaborators.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 26 Jul 17
       
      Again referring to a personal sense of agency.
  • As the maker movement continues to infiltrate mainstream education, a dispositional analysis of maker empowerment might serve as a similarly useful tool.
  • Jim Tiffin Jr on 26 Jul 17
     
    "The big idea behind the concept of maker empowerment is to describe a kind of disposition-a way of being in the world-that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making."
Bo Adams

Teaching Kids Design Thinking, So They Can Solve The World's Biggest Problems | Co.Desi... - 2 views

www.fastcodesign.com/...ve-the-worlds-biggest-problems

designthinking design_thinking design thinking School Change schooldesign schoolreform #mvifishares #MustRead

shared by Bo Adams on 27 Apr 16 - No Cached
  • We need to look at the world around us and consider what global problems modern society will need our children to solve.
  • America needs massive change in our understanding of the learning experience, not simply in our exam results.
  • to change the world, we need a generation of new minds equipped with new ways of thinking.
  • ...1 more annotation...
  • Prototype Design Camp was created by Christian Long, a visionary educator, to introduce and infuse design thinking skills into the K-12 landscape.
Bo Adams

This School Focuses On Teaching Students Happiness, Not Math - 0 views

www.fastcompany.com/...ng-students-happiness-not-math

school model schooldesign

shared by Bo Adams on 12 Mar 18 - No Cached
  • Rather than following a standard curriculum, students will decide what they want to learn themselves, and pursue learning through experience.
  • The school will focus on teaching students how to learn about a subject or skill that interests them–and exposing them to a broad range of subjects–rather than imparting a particular set of information.
  • Bo Adams on 12 Mar 18
     
    HT Max Hanson
Bo Adams

The 10 Biggest Breakthroughs in the Science of Learning | Brainscape Blog - 3 views

www.brainscape.com/...throughs-science-of-learning-2

learningsciences Mind-Brain-Education MV-How-We-Learn #MustRead

shared by Bo Adams on 28 Feb 18 - No Cached
Chip Houston liked it
  • The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information (as we’ll discuss later), when there is too much of it we become overwhelmed. Our minds simply can’t divide our attention between all the different elements.
  • the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations — though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.
  • The ability to learn, retain, and use information isn’t just based on our raw IQ. Over the past few decades it has become increasingly clear that how we feel — our overall emotional state — can have a major impact on how well we can learn new things.
  • ...11 more annotations...
  • Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn.
  • research shows that failure is essential.
  • Information in the brain that isn’t used is often lost, as neural pathways weaken over time.
  • Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain.
  • Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented.
  • cater to the emotional and social needs of students and improves their ability to learn, is more important than styles
  • Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes, but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake.
  • students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class.
  • Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.
  • Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.
  • Learning can change brain structure.
  • Bo Adams on 01 Mar 18
     
    HT @MeghanCureton
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
  • ...7 more annotations...
  • 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

NAIS - 10 Ways to Teach Outdoor Education and a Sense of Wonder - 2 views

www.nais.org/...ducation-and-a-sense-of-wonder

outdoor_ed outdoors wonder PBL

shared by Bo Adams on 19 Feb 18 - No Cached
  • Love for the outdoors comes from learning through play, exploration, guidance, fun, and wondering.
  • Learn the natural and human history of the place you are working in order to be open and aware of teachable moments—and to gain your own sense of being. A sense of wonder is the greatest gift you can give children.
  • There are two parts to having a well-developed sense of wonder. One part is the ability to see the wonder in the world (the “wow,” the “amazing,” the “how is that possible?”). It also is the ability to wonder, to ask questions, to know there is more to know.
  • ...3 more annotations...
  • Don’t just tell children how knowledge was figured out. Have them figure things out for themselves through the activities and lessons you plan.
  • Human-caused problems have human solutions. Small actions multiplied by millions both cause and solve problems.
  • Outdoor education is less about the content and more about the experience. Almost always choose action over talking.
Bo Adams

Why Are We Still Personalizing Learning If It's Not Personal? | EdSurge News - 0 views

www.edsurge.com/...-learning-if-it-s-not-personal

personalized individualized

shared by Bo Adams on 01 Nov 18 - No Cached
  • As an ideal, personalized learning aims to provide instructional experiences tailored to each learner’s preferences and interests, and at a pace appropriate to their needs.
  • That can result in teachers putting tablets in front of kids, letting the technology do the work, and meanwhile calling it “personalized learning” when it’s anything but that.
  • What we fail to realize is that individualization actually has diminishing returns. As individualization increases, so does the potential for isolation. In classrooms where the primary mode of personalization is hyper-individualized, technology-driven curriculum, we find our children siphoned off into silos, taking away valuable points of convergence.
  • ...6 more annotations...
  • We assume that the more individualized a child’s education is, the more personalized it is. But that’s simply not true.
  • In order for learning to be personal, it must be meaningful and transferable. And meaningful, transferable learning only comes when human connection is at the center of what we do. When we over-individualize learning—especially when we do so using technology—we isolate our children. We put them in silos and take away opportunities for them to connect with one another in order to learn.
  • Does the technology help to minimize complexity?
  • Does the technology help to maximize the individual power and potential of all learners in the room?
  • Will the technology help us to do something previously unimaginable?
  • Will the technology preserve or enhance human connection in the classroom?
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.
  • ...3 more annotations...
  • 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.
Bo Adams

MV-How-We-Learn - 3 views

I wonder if we can all post to this topic with what we are reading in neuroscience, MBE, human development, etc. Experiment.

#mv-how-we-learn

started by Bo Adams on 23 Feb 18 no follow-up yet
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

Complicated Versus Complex: Solving the World's Most Difficult Challenges - UNREASONABLE - 1 views

unreasonable.is/complicated-versus-complex

complex problem-solving pbl solution-seeker

shared by Meghan Cureton on 04 Aug 17 - No Cached
  • humility to admit that we don’t know many answers when we start
  • Scaling-up what works may have more to do with process expertise—figuring out what problems need to be solved in a given environment—than blueprints based on expert knowledge.
  • solution seekers looking to partner with local experts to solve local problems
  • ...2 more annotations...
  • The hardest problems of the world—climate change, food security, youth employment—are complex and require data-driven experimentation and adaptation to solve.
  • Solutions may not always scale. But the processes by which we experiment, learn, and adapt can scale.
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.
  • ...3 more annotations...
  • 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

Time to Re-Think Design Thinking | Huffington Post - 1 views

www.huffingtonpost.com/...think-design-t_b_12455924.html

#mvifishares Mustread designthinking making real-world School Change innovation

shared by Meghan Cureton on 24 Oct 16 - No Cached
  • Simply put, design thinking is not enough. True success comes from building a complete design system, and no organization can build such a system on design thinking alone
  • design thinking only has value when combined with design doing and supported by a strong design culture
  • successful design thinking must also include an element of making – early experience prototypes are important to validate thinking and align teams.
  • ...2 more annotations...
  • Proponents of design thinking often get caught up in the methodologies (“how to get there”) versus the actual destination.
  • design thinking is just the beginning — a catalyst.
Bo Adams

Using Design Principles to Build a Culture of Innovation | Edutopia - 1 views

www.edutopia.org/...iples-build-culture-innovation

designthinking perspective Prototyping

shared by Bo Adams on 07 Nov 17 - No Cached
  • two essential design practices: changing your point of view and prototyping
  • To get started with prototyping, come up with the smallest possible experiment to see if you’re on the right track and avoid the tyranny of the rollout.
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