Skip to main content

Home/ MVIFI Mount Vernon Institute for Innovation/ Group items tagged leadership learning teacher education

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Bo Adams

Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist - 1 views

www.ascd.org/...rage-to-Be-Constructivist.aspx

constructivism #mvifishares

shared by Bo Adams on 01 Oct 17 - Cached
  • The search for understanding motivates students to learn. When students want to know more about an idea, a topic, or an entire discipline, they put more cognitive energy into classroom investigations and discussions and study more on their own.
  • First, constructivist teachers seek and value students' points of view. Knowing what students think about concepts helps teachers formulate classroom lessons and differentiate instruction on the basis of students' needs and interests
  • Second, constructivist teachers structure lessons to challenge students' suppositions. All students, whether they are 6 or 16 or 60, come to the classroom with life experiences that shape their views about how their worlds work. When educators permit students to construct knowledge that challenges their current suppositions, learning occurs. Only through asking students what they think they know and why they think they know it are we and they able to confront their suppositions
  • ...5 more annotations...
  • Third, constructivist teachers recognize that students must attach relevance to the curriculum. As students see relevance in their daily activities, their interest in learning grows.
  • Fourth, constructivist teachers structure lessons around big ideas, not small bits of information. Exposing students to wholes first helps them determine the relevant parts as they refine their understandings of the wholes.
  • Finally, constructivist teachers assess student learning in the context of daily classroom investigations, not as separate events. Students demonstrate their knowledge every day in a variety of ways. Defining understanding as only that which is capable of being measured by paper-and-pencil assessments administered under strict security perpetuates false and counterproductive myths about academia, intelligence, creativity, accountability, and knowledge.
  • Organizing a constructivist classroom is difficult work for the teacher and requires the rigorous intellectual commitment and perseverance of students. Constructivist teachers recognize that students bring their prior experiences with them to each school activity and that it is crucial to connect lessons to their students' experiential repertoires. Initial relevance and interest are largely a function of the learner's experiences, not of the teacher's planning. Therefore, it is educationally counterproductive to ignore students' suppositions and points of view.
  • Constructivist classrooms demand far more from teachers and students than lockstep obeisance to prepackaged lessons.
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...
  • 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.
  • Kettle Moraine, a small suburban Wisconsin district about 30 miles west of Milwaukee, has taken the lead on micro-credentials.
  • 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

In the Shoes of a Teacher: A Real-Time DEEP dive into Empathy for a School Leader | The... - 0 views

awkytle.wordpress.com/...to-empathy-for-a-school-leader

empathy leadership teacher education reflection #MustRead learning teacher

shared by Bo Adams on 09 Jul 15 - No Cached
  • Bo Adams on 09 Jul 15
     
    A fabulous reflection from an inspired and inspiring educator who demonstrates profound perspective consciousness and empathy through walking in several different kinds of shoes. 
Bo Adams

How Good Is Good Enough? - Educational Leadership - 0 views

www.ascd.org/...Good-Is-Good-Enough%C2%A2.aspx

mastery assessment learning MTC #mustread

shared by Bo Adams on 18 Jun 18 - No Cached
  • Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject, as measured against valid and high standards
  • Wooden described his overall method like this: "I tried to teach according to the whole–part method. I would show them the whole thing to begin with. Then I'm going to break it down into the parts and work on the individual parts and then eventually bring them together"
  • The constant process of bringing the parts back together in complex performance is what's routinely missing from many so-called mastery learning programs.
  • ...2 more annotations...
  • Regardless of what particular solution we come up with for linking local grades to wider-world standards, this must be our motto: No surprises; complete transparency as to where the student stands in terms of performance.
  • This is the crux of the matter: how to set school-level standards (and give grades, scores, or judgments in relation to them) in terms of valid external standards. If local tests are less rigorous than state and national tests, and if teachers' scoring and grading of student work reflect only local norms and not wider-world standards, then the school is not standards-based.
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
1 - 5 of 5
Showing 20▼ items per page