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T.J. Edwards

From MIT to Stanford, college classes where a startup is the final exam | VentureBeat |... - 0 views

venturebeat.com/...make-or-break-college-classe

School Change entrepreneurship

shared by T.J. Edwards on 24 May 16 - No Cached
  • T.J. Edwards on 24 May 16
     
    Options for entrepreneurship style classes/modules
Meghan Cureton

Q: What's the Right Dosage of PBL?        A: Not Once Per Year | Blog | Proje... - 2 views

www.bie.org/...age_of_pbl_a_not_once_per_year

project based module schedule teaching transformation learning PBL

shared by Meghan Cureton on 02 Feb 18 - No Cached
  • Does adopting PBL mean we should use it all the time and teach everything via projects? If not, then how many projects should teachers do per semester or year?
  • Project Based Teaching Practices are actually just good teaching, period, and many of the practices can be used in the classroom when students are in between projects.
  • “Just make two high-quality projects per year for every student be the goal.” In a K-12 system, that means each student would experience 26 projects at a minimum—which sounds like a lot! But that’s only the start. Perhaps students in middle and high school, at first, would experience two projects per year in one subject area—if, say, only social studies teachers begin to use PBL. But assuming PBL spreads across the school, students would do projects in other subject areas, or do interdisciplinary projects, and eventually experience many more than 26 projects if they stayed in one K-12 PBL-infused system.
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  • But assuming projects are between 3-6 weeks long, I’d like to see a minimum of two projects per year in every K-12 classroom, in all subject areas—so that all students, no matter who they are, can gain the benefits of high quality PBL.
  • Even better, make it one project per quarter—four per year. And while you’re at it, sprinkle in a few mini-projects to help build a PBL culture or tackle a relatively confined topic or task.
  • Why is the PBL dosage important?
  • Students cannot build 21st century success skills if they only get occasional opportunities to practice and internalize them.
  • Students will become more confident, independent learners—even identifying and tackling problems authentic to themselves, their communities, and the wider world.
  • be part of a culture that celebrates risk-taking and innovation.
  • If only a few scattered teachers use PBL in a school or district, or only a few students experience it and thus limit demand, then the system’s basic structures, policies, and culture will remain the same. But if a critical mass is reached, schools and districts will need to rethink the use of time, teacher workloads, community relationships, assessment systems, decision-making processes, and much more. Here’s to reaching the PBL tipping point!
Meghan Cureton

A More Complete Picture of Student Learning | Edutopia - 0 views

www.edutopia.org/...plete-picture-student-learning

assessment module learning grades

shared by Meghan Cureton on 04 Feb 18 - No Cached
  • I’m really excited to see that educators are clear about the use of formative and summative assessment.
  • At the same time, by naming assessments, we may be falling into a trap of being too rigid.
  • 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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  • Instead of being rigid, we should be able to change the purpose and use of an assessment in order to meet the needs of our students.
  • It’s important to remember that assessments and their purpose can change.
  • student learning as a photo album or a body of evidence rather than as one or the other of two things, either formative or summative.
  • Assessment should be more like a photo album, capturing many moments of learning.
  • A photo album is celebratory and powerful, and assessment should be the same.
  • As the teachers I work with plan units, I encourage them to not be tied down to rigid structures of assessment.
  • Consider the idea of a body of evidence. When we focus on a body of evidence, we don’t have to limit ourselves to a set number of assessments.
  • So students might have different numbers of assessments.
  • Here are some questions to reflect upon as we consider this approach to assessment:How can students generate their own assessment tasks? Where can I be flexible in using assessments to report on student learning? Can I use a variety of types of assessment to create an album of student learning? Can I rely on a body of evidence rather than a set number of assessments? How can I report on the most current data of my students? How should I communicate this approach to parents and students?
Meghan Cureton

Kids, Would You Please Start Fighting? - The New York Times - 0 views

www.nytimes.com/...you-please-start-fighting.html

shared by Meghan Cureton on 04 Nov 17 - No Cached
  • The skill to get hot without getting mad — to have a good argument that doesn’t become personal — is critical in life.
  • Yet if kids never get exposed to disagreement, we’ll end up limiting their creativity.
  • Our legal system is based on the idea that arguments are necessary for justice. For our society to remain free and open, kids need to learn the value of open disagreement.
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  • Witnessing arguments — and participating in them — helps us grow a thicker skin.
  • If no one ever argues, you’re not likely to give up on old ways of doing things, let alone try new ones. Disagreement is the antidote to groupthink. We’re at our most imaginative when we’re out of sync. There’s no better time than childhood to learn how to dish it out — and to take it.
  • They discover that no authority has a monopoly on truth. They become more tolerant of ambiguity. Rather than conforming to others’ opinions, they come to rely on their own independent judgment.
  • Instead of trying to prevent arguments, we should be modeling courteous conflict and teaching kids how to have healthy disagreements. We can start with four rules:• Frame it as a debate, rather than a conflict.• Argue as if you’re right but listen as if you’re wrong. 30 Comments • Make the most respectful interpretation of the other person’s perspective.• Acknowledge where you agree with your critics and what you’ve learned from them.
  • If kids don’t learn to wobble, they never learn to walk; they end up standing still.
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