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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.
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  • 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.
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  • 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.
Meghan Cureton

Grades are for Onions, Beef, and Other Produce; Not Children - 1 views

medium.com/...duce-not-children-5fd4728ff7b3

shared by Meghan Cureton on 03 Dec 17 - No Cached
  • What good is gained in assigning a grade to a child’s work? The concept of 90–100% = A, 80–89% = B etc. is so entirely subjective and fraught with fallacy. Because a child can do every question on your arbitrarily chosen and constructed exam, and do so by anticipating what it is you are looking for with 100% accuracy does not mean they understand or can explain what the mathematics is about.
  • Why should our children be assigned something we also use for factory produced vegetables? Grading is an anachronistic hold-over from the Scientific Management era inserted into schooling during the 19th century.
  • Finnish kids have NO homework, but call me a believer in the idea that the Finns place less importance upon grading their children against each other. Formative assessment replacing heaps of summative assessments.
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  • Finnish national curriculum has been addended to include a multi-disciplinary requirement in each year of schooling. This will require a completely different method of assessment, there is no way to assign a single letter or numeric grade to such a task.
  • Honestly, is ranking an important outcome of education? Do we need to know who was “best” or “worst” at reading the minds of their teachers and regurgitating what those teachers want?
  • My point in this is that we seem to have lost the learning purpose, the goal of growing humans into their best selves is not central to our endeavor.
  • education needs to drop its focus upon grades as being the product of 13 years of a child’s life. Bring to schooling the joy of learning as it will go farther than the negative consequences associated with grades.
T.J. Edwards

Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views

www.theatlantic.com/...396548

School Change schoolreform

shared by T.J. Edwards on 28 Oct 15 - No Cached
  • Bullock and his kitchen-table colleagues wanted to build a program that was loose enough to encourage each student to work in their own way to best suit their own learning. This means that students have great liberty to choose the classes they want, even to show up at class or not, to find a groove of learning they’re comfortable with, and to have their success be measured in terms of proficiency or mastery for the content and skills.
  • weekly podcasts
  • not attending class can have consequences.
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  • There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
  • Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
  • I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
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.
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  • 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.
Meghan Cureton

NAIS - A Standards-Based Assessment Model Can Help Build More Diverse and Equitable Com... - 0 views

www.nais.org/...erse-and-equitable-communities

SBG assessment mtc grading equity self-reflection mindset self-directed_learning culturally-responsive

shared by Meghan Cureton on 09 Feb 19 - No Cached
  • For students to take critical feedback constructively, they have to believe that it is possible for them to improve.
  • school’s assessment and feedback philosophy can encourage a sense of belonging as well as promote a culture that embraces all students as capable of growing and improving as thinkers, learners, and doers. To build on the authentic social justice work being done in our schools and to make real progress in our efforts to create inclusive and equitable communities, we must adopt and employ assessment practices that support this work.
  • The Intersection of SBA and Cultural Responsiveness
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  • Hammond argues that teachers are culturally responsive when we help students to be “active participants in tracking their own growth.”
  • Provide actionable feedback
  • Hope is a critical ingredient for positive relationships needed for culturally responsive teaching. SBA, with clearly communicated goals, actionable feedback, and opportunities for reassessment, helps teachers to be “merchants of hope in their role as allies in the learning partnership.”
  • We have chosen efficiency over efficacy; the education system decided to assess what is easy, not what matters. If we want our learners to have the intra- and interpersonal skills to navigate, negotiate, and solve relevant and pressing problems, we must teach, assess, and report on these skills.
  • Educators have the power to immediately change the way they assess to support a culturally responsive model.
Bo Adams

NAIS - One School's Conversation About Open Gradebook - 1 views

www.nais.org/...versation-about-open-gradebook

assessment grading NAIS

shared by Bo Adams on 04 Oct 18 - No Cached
  • The critical difference is that at Harpeth Hall, and most likely any all-girls school, we know a student’s numeric average at any given moment will never provide the whole picture of her educational journey
  • At this time, we can find no research showing that open gradebooks have improved students’ grades or helped teachers know their students better.
  • The current system, while technically old-fashioned, preserves the teacher-student relationship and still allows students to have ownership.
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  • In order to address this confidence gap, we have identified several primary inhibitors we see in our students. Three of these five inhibitors could be exacerbated by an open gradebook.
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.”)
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  • 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
Meghan Cureton

Can You Resist the Seductive Allure of Neuroscience? |Education & Teacher Conferences - 1 views

www.learningandthebrain.com/...ductive-allure-of-neuroscience

mind brain education learning neuroscience research

shared by Meghan Cureton on 01 May 18 - No Cached
  • kellybkelly on 01 May 18
     
    I loved this!
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