Group items tagged grading - MVIFI Mount Vernon Institute for Innovation

shared by T.J. Edwards on 04 Mar 17 - No Cached

shared by Meghan Cureton on 10 Jul 17 - No Cached

You can’t just snap your fingers, and show a video, and it’s done,” she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through
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initiatives had to seem to come from within, organically
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They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.
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Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises,
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“kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school,
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Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were “Circle of Concern” and “Relationship Mapping.”
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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?
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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.    
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It comes down to reframing our understanding of schools as learning organizations.
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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
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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?
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shared by Meghan Cureton on 27 Jun 17 - No Cached

shared by Bo Adams on 07 Dec 17 - No Cached

“I think academic environments are artificial environments.
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People who succeed there are sort of finely trained, they’re conditioned to succeed in that environment.
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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
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Increasingly, controlled research studies are also showing no correlation, or even an inverse correlation, between college GPA and innovative orientation or ability.
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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
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shared by Meghan Cureton on 21 Jul 19 - No Cached

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