With so many different learning styles and students at different places in their learning within a grade and within subjects, students and schools will benefit greatly from co-teaching models.
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Education Experts Explain the Role Teachers Would Play for Students in Classrooms in a ... - 0 views
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Individual teachers will not be responsible for individual students as much as the team of teachers will be responsible for the learning outcomes of each student they touch within the school day.
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The notion of “teacher” will change significantly in the future. The growing number of formal and informal learning options is causing an unbundling of the teacher role.
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In the future, we will see teachers choose among a variety of options, including:Content experts who focus on developing curriculum Small-group leaders who provide direct instruction Project designers to supplement online learning with hands-on application Mentors who provide wisdom, social capital, and guidance Evaluators to whom other educators can give the responsibility of grading assignments and, in some cases, designing assessments Data experts
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Why Curiosity Matters - 1 views
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And socially curious employees are better than others at resolving conflicts with colleagues, more likely to receive social support, and more effective at building connections, trust, and commitment on their teams. People or groups high in both dimensions are more innovative and creative.
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joyous exploration, deprivation sensitivity, stress tolerance, and social curiosity—improve work outcomes.
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joyous exploration has the strongest link with the experience of intense positive emotions. Stress tolerance has the strongest link with satisfying the need to feel competent, autonomous, and that one belongs. Social curiosity has the strongest link with being a kind, generous, modest person.
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deprivation sensitivity—recognizing a gap in knowledge the filling of which offers relief. This type of curiosity doesn’t necessarily feel good, but people who experience it work relentlessly to solve problems.
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joyous exploration—being consumed with wonder about the fascinating features of the world. This is a pleasurable state; people in it seem to possess a joie de vivre.
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social curiosity—talking, listening, and observing others to learn what they are thinking and doing. Human beings are inherently social animals, and the most effective and efficient way to determine whether someone is friend or foe is to gain information. Some may even snoop, eavesdrop, or gossip to do so.
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stress tolerance—a willingness to accept and even harness the anxiety associated with novelty. People lacking this ability see information gaps, experience wonder, and are interested in others but are unlikely to step forward and explore.
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thrill seeking—being willing to take physical, social, and financial risks to acquire varied, complex, and intense experiences. For people with this capacity, the anxiety of confronting novelty is something to be amplified, not reduced.
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we all seek the sweet spot between two deeply uncomfortable states: understimulation (coping with tasks, people, or situations that lack sufficient novelty, complexity, uncertainty, or conflict) and overstimulation.
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people become curious upon realizing that they lack desired knowledge; this creates an aversive feeling of uncertainty, which compels them to uncover the missing information.
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But maintaining a sense of wonder is crucial to creativity and innovation. The most effective leaders look for ways to nurture their employees’ curiosity to fuel learning and discovery.
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The ProblemLeaders say they value employees who question or explore things, but research shows that they largely suppress curiosity, out of fear that it will increase risk and undermine efficiency.Why This MattersCuriosity improves engagement and collaboration. Curious people make better choices, improve their company’s performance, and help their company adapt to uncertain market conditions and external pressures.The RemedyLeaders should encourage curiosity in themselves and others by making small changes to the design of their organization and the ways they manage their employees. Five strategies can guide them.
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when our curiosity is triggered, we are less likely to fall prey to confirmation bias (looking for information that supports our beliefs rather than for evidence suggesting we are wrong) and to stereotyping people (making broad judgments, such as that women or minorities don’t make good leaders). Curiosity has these positive effects because it leads us to generate alternatives.
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What is one topic or activity you are curious about today? What is one thing you usually take for granted that you want to ask about? Please make sure you ask a few ‘Why questions’ as you engage in your work throughout the day. Please set aside a few minutes to identify how you’ll approach your work today with these questions in mind.”
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“What is one topic or activity you’ll engage in today? What is one thing you usually work on or do that you’ll also complete today? Please make sure you think about this as you engage in your work throughout the day. Please set aside a few minutes to identify how you’ll approach your work today with these questions in mind.”
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When we are curious, we view tough situations more creatively. Studies have found that curiosity is associated with less defensive reactions to stress and less aggressive reactions to provocation.
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curiosity encourages members of a group to put themselves in one another’s shoes and take an interest in one another’s ideas rather than focus only on their own perspective. That causes them to work together more effectively and smoothly: Conflicts are less heated, and groups achieve better results.
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he groups whose curiosity had been heightened performed better than the control groups because they shared information more openly and listened more carefully.
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“Have you ever found yourself unable to stop learning something you’ve never encountered before? Why? What kept you persistent?”
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most people perform at their best not because they’re specialists but because their deep skill is accompanied by an intellectual curiosity that leads them to ask questions, explore, and collaborate.
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hen we demonstrate curiosity about others by asking questions, people like us more and view us as more competent, and the heightened trust makes our relationships more interesting and intimate.
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A body of research demonstrates that framing work around learning goals (developing competence, acquiring skills, mastering new situations, and so on) rather than performance goals (hitting targets, proving our competence, impressing others) boosts motivation. And when motivated by learning goals, we acquire more-diverse skills, do better at work, get higher grades in college, do better on problem-solving tasks, and receive higher ratings after training. Unfortunately, organizations often prioritize performance goals.
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Leaders can also stress the value of learning by reacting positively to ideas that may be mediocre in themselves but could be springboards to better ones.
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Organizations can foster curiosity by giving employees time and resources to explore their interests.
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Employees can also broaden their interests by broadening their networks. Curious people often end up being star performers thanks to their diverse networks,
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Organizing “Why?” days, when employees are encouraged to ask that question if facing a challenge, can go a long way toward fostering curiosity.
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Learning's Not a River - Dan Cristiani - Medium - 0 views
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The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.
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Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.
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Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades
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how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?
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Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.
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How Engineering Class in 9th Grade Can Excite Diverse Learners | MindShift | KQED News - 0 views
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Engineering has been getting a lot of attention because of its real-world applications and clear job prospects, but learning to think like an engineer could be useful no matter what students decide to pursue for work
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all ninth-graders
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Pilla worked as a mechanical engineer at Lockheed Martin before switching to teaching. “I didn’t have enough experience working on and planning out a really big project,”
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When students newer to making come in excited to take on a project, the old hands help them get up to speed on the skills. And a lot of those projects are about improving the school itself.
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Tiarra Bell, a senior at SLA Center City. Design drew her into engineering. She experimented with architecture and industrial design, but has really become passionate about furniture design. She now makes and sells her own furniture.
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Kamal and Pilla meet with an advisory group of engineering industry professionals periodically to make sure their program is truly equipping students with the skills they’ll need to go into these fields later
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The experts say students need to be able to write, to find problems, to communicate, to Google, to understand constraints. They need to be creative, take thoughtful risks and have a “fearlessness to leap.
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robotics, senior engineering, astronomy and space sciences, MakerSpace, electronics and programming)
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To me it’s not about becoming an engineer in college or after. It’s about the critical thinking and the challenges and the creativity that comes with it,”
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NAIS - One School's Conversation About Open Gradebook - 1 views
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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
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At this time, we can find no research showing that open gradebooks have improved students’ grades or helped teachers know their students better.
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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.
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Assessment in Making | Edutopia - 1 views
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Traditional direct instruction focuses on content knowledge, while maker-centered learning orients around the learner's context.
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Perhaps some memorization of key facts is necessary, but we must set our sights beyond box checking and move toward connection with peers, toward empathy, problem solving, and working through frustrations in pursuit of a deeper, richer understanding of both content and self.
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Currently, the common form of assessment focuses on only one learning outcome type: content. Practices, ways of thinking, and 21st-century skills often fall by the wayside
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Portfolios can showcase a student's abilities, interests, voice, and thinking in a way that test scores and grades cannot.
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Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views
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With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.
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With many parents and educators overwhelmed by the amount of academics required for kindergartners — and the testing requirements at that age — it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside.
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“So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading.
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Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.
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Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.
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lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder.
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occupational therapist Angela Hanscom opined in the Washington Post that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn.
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“In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”
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A recent study by psychologists at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”
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While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.
How 'Deprogramming' Kids From How to 'Do School' Could Improve Learning - 1 views
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Education's "Alternative Facts" - Modern Learners - 0 views
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The perils of "Growth Mindset" education: Why we're trying to fix our kids when we shou... - 0 views
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The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?
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Unfortunately, even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
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praise kids for their effort (“You tried really hard”) rather than for their ability (“You’re really smart”)
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But the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks.
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It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation
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Moreover, praise communicates that our acceptance of a child comes with strings attached: Our approval is conditional on the child’s continuing to impress us or do what we say.
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We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
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If students are preoccupied with how well they’re doing in school, then their interest in what they’re doing may suffer.
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A 2010 study found that when students whose self-worth hinges on their performance face the prospect of failure, it doesn’t help for them to adopt a growth mindset.
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Even when a growth mindset doesn’t make things worse, it can help only so much if students have been led — by things like grades, tests, and, worst of all, competition — to become more focused on achievement than on the learning itself.
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And this brings us to the biggest blind spot of all — the whole idea of focusing on the mindsets of individuals.
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Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
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But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
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I’m not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up.
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Breadth and Depth: Can We Have It Both Ways? - Learning Deeply - Education Week - 0 views
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There may be ways to have it both ways. On further reflection, it seems as if breadth and depth are much more intertwined then they initially appear; it is not possible to become a deep inquirer in a subject without some broader understanding that goes around the specific thing you are exploring.
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The T represents people who are moderately knowledgeable across a domain, and deeply knowledgeable within a strand of that domain.
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Essential questions that force integration of breadth and depth -- Imagine if you took that same 9th grade "Mesopotamia to the French Revolution" course and organized it instead around the following essential question: "Why do civilizations rise and fall?"
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Understand How Badges Affect College Admissions - - 0 views
www.usnews.com/...dges-affect-college-admissions
badges microcredentialing badging college #MustRead #mvifishares assessment
shared by Bo Adams on 20 Feb 16
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Where badging might most upend traditions, however, is in kindergarten through 12th grades, particularly in how students build portfolios for themselves and use those portfolios to apply to college.
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A world in which everything a student does, whether inside or outside of school, can be measured and categorized by a digital badge would – with a common set of standards and if viewed as legitimate by colleges and universities – greatly change the college admissions process, as well as how students think about learning.
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Understand How Badges Affect College Admissions - @ChipHouston1976 @MeghanCureton @ErinMVPS @boadams1 @AmyMWilkes https://t.co/6Twl5ILsaU HT Pam Ambler
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Is There a "Future of Work"? - 0 views
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the speed and scale are going to shock those in education charged with preparing our children for it.
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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
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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?”
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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?
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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?
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Mastery Credits? Mastery Transcript? « Competency Works - 0 views
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MTC wants to create a system of credits and transcripts that represents the whole child, or whole teenager in the case of high schools
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Credentials needs to have systems in place to provide confidence that they really do represent demonstrated knowledge and skills.
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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.
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There is actually a fourth principle: do not indicate how much time it takes someone to fulfill that credit.
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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.
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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.
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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.
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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.
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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
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For students to take critical feedback constructively, they have to believe that it is possible for them to improve.
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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.
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Hammond argues that teachers are culturally responsive when we help students to be “active participants in tracking their own growth.”
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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.”
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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.
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Educators have the power to immediately change the way they assess to support a culturally responsive model.
Six Ways to Move Beyond the Classwork/Homework Divide (and Never Look Back) - 0 views
globalonlineacademy.org/...ork-divide-and-never-look-back
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Traditional Report Cards are Obsolete - 1 views
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