How Measurement Fails Doctors and Teachers - NYTimes.com - 0 views
The Case Against Grades (##) - Alfie Kohn - 2 views
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Collecting information doesn’t require tests, and sharing that information doesn’t require grades. In fact, students would be a lot better off without either of these relics from a less enlightened age.
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As I’ve reported elsewhere (Kohn, 1999a, 1999b, 1999c), when students from elementary school to college who are led to focus on grades are compared with those who aren’t, the results support three robust conclusions:
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Grades tend to diminish students’ interest in whatever they’re learning.
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The Power of Hidden Teams - 0 views
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the most powerful factor was simply whether or not respondents reported doing most of their work on a team. Those who did were more than twice as likely to be fully engaged as those who said they did most of their work alone. The local, ground-level experience of work — the people they worked with and their interactions with them — trumped everything else.
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The team is the reality of your experience at work.
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The quality of this team experience is the quality of your work experience.
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Learning and the Brain Stories, #2 - Learning and the Brain blogLearning and the Brain ... - 1 views
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the role of education is to help our children become who they are meant to be instead of working towards an average which testing promotes.
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We take this narrowed, biased model of success and try to replicate it in schools; yet these models further reduce diversity of thought, experience and creativity among our students.
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If we are to support our children to become creative problem-solvers, then we need to move away from pursuing averages that are based on a single prescribed profile for all learners.
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Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views
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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.
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weekly podcasts
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not attending class can have consequences.
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Understand How Badges Affect College Admissions - - 0 views
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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
Go play! It's the key to developing executive function - Hanna Perkins Center for Child... - 0 views
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“executive function,” the ability to self-regulate, the measurement of which turns out to be a better indicator of success in school than the results of an IQ test. Kids with good self-regulation skills are better able to control their emotions, resist impulsive behavior, and become self-disciplined and self-controlled.
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how do we reconcile today’s anxious parents and the highly structured environment with our children’s need for unstructured, self-regulated play?
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The primary requirement for unsupervised play is uninterrupted stretches of time
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Though this post is written for parents, there are actions and ideas here that teachers can act upon. The importance of play and its benefits are becoming more and more apparent - plus research is supporting it. Note to self: More research on executive function, and ways of building it in schools, needs to be done. HT: Jackie Gerstein
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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Competency based learning key characteristic: Outcomes-based - Blackboard Blog - 0 views
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The old concepts of quizzes, mid-term exams and final exams change from methods of judgment to an assessment system designed to help learners construct knowledge through a learn-practice-assess pathway.
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Achieve short-term and long-term academic performance improvements focused on outcomes rather than inputs
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Student learning outcomes are generally at the same level of granularity as competencies, and sometimes the terms are used interchangeably. A competency is a specific skill, knowledge, or ability that is both observable and measurable
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Creating an Ecology of Wonder | Edutopia - 0 views
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I believe that our most precious natural resources are imagination and wonder
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Wonder leaves us with a sense of fascination about mysteries yet unsolved or questions yet unanswered.
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Art reveals patterns and connections that would otherwise remain unnoticed.
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A More Complete Picture of Student Learning | Edutopia - 0 views
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I’m really excited to see that educators are clear about the use of formative and summative assessment.
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At the same time, by naming assessments, we may be falling into a trap of being too rigid.
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Our current assessments are geared toward reporting on mastery—often what the grade measures—rather than learning. But we could create assessments that value the learning along the way. Such a system would record not just quizzes, tests, written work, and presentations, but also exit tickets, and even conversations between student and teacher.
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Rethinking the High School Credential - 0 views
How Good Is Good Enough? - Educational Leadership - 0 views
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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
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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"
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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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What IS the difference between competencies and standards? | reDesign - 2 views
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Competencies, on the other hand, tend to emphasize the application of skills, knowledge and dispositions rather than content knowledge.
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Competency-based models approach content as the backdrop, while putting essential skills and dispositions front and center. In this way, content serves as the context for practicing and demonstrating “transferable” competencies that can be applied in different contexts.
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In competency-based models, the entire system must change. Students advance upon mastery when they are ready, not when an arbitrary academic calendar suggests that they should be.
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Why I Don't Grade | Jesse Stommel - 2 views
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grades are the biggest and most insidious obstacle to education.
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Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another.
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Certainly, metacognition, and the ability to self-assess, must be developed, but I see it as one of the most important skills we can teach in any educational environment.
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Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist - 1 views
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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.
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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
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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
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