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3 Ways to Unlock the Wisdom of Colleagues | Edutopia - 0 views

www.edutopia.org/...-ways-unlock-wisdom-colleagues Learning learningwalks InstructionalRounds collaboration
shared by Meghan Cureton on 04 Apr 18 - No Cached
  • when teachers have regular, structured opportunities to learn together, good ideas are more likely to travel from one classroom to the next.
  • Collaboration takes time and planning. If classroom observation becomes part of a school’s strategy, administrators have to make time during the regular school day for shared professional learning among the staff. School leaders should also have to have clear objectives for the program of observation, and protocols to keep discussion on track and to ensure that the time isn’t wasted.
  • A spirit of continuous learning permeates the school, which encourages all teachers
  • ...7 more annotations...
  • “Sometimes the best things going on are happening in your own building, and you might miss them because you’re doing your own thing,”
  • teachers meet regularly outside of class time to examine their students’ coursework as a team.
  • “The reason we look at student work is to help teachers become better teachers,”
  • “are better able to guide and facilitate a deeper level of student learning.”
  • community of learners who use planned, peer-to-peer feedback to help raise student outcomes throughout the school.
  • Each three-hour teacher lab focuses on a specific instructional topic that teachers choose to explore together, such as student engagement strategies.
  • To encourage more teacher collaboration in your school, you’ll want to consider: Time: Where will you find time within the regular school day for teachers to step outside their own classrooms and learn together? Structure: How might a protocol or specific observation prompt help to focus the learning experience? Who will play a lead role in facilitating the teacher experience and encouraging reflection? How will you capture takeaways? The National School Reform Faculty publishes a number of protocols for professional learning, such as this one for looking at student work. Follow-up: How are teachers applying what they learn together? How do students benefit as a result of teacher collaboration?
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7 Questions to End Your Week With | Hack Life - 1 views

www.marcandangel.com/...uestions-to-end-your-week-with reflection questions post blog FromBoAdams self-inquiry #LiquidNetworkSpill
shared by Jim Tiffin Jr on 28 Apr 16 - No Cached
  • Jim Tiffin Jr on 28 Apr 16
     
    A simple and rich collection of prompts intended to facilitate regular and purposeful reflection. This blog post explains the questions themselves, and the intention behind them. Each question, or step, can be summarize as follows: 1) Observe 2) Reflect 3) Focus 4) Be Productive 5) Have Courage 6) Cleanse 7) Begin Anew HT to @boadams1 for sharing this with me as part of an experiment with MVPS leaders to encourage shared reflection practices.
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Zero-Based Thinking in Education - What? Why? and Sort of How… - 0 views

medium.com/...y-and-sort-of-how-f57a329c5924
shared by Nicole Martin on 28 Sep 18 - No Cached
  • he road to Zero-Based Thinking begins with observation. But not observation limited to — or even primarily within — schools. Go outside, watch kids, watch humans. Watch them learn when you are not interfering. Watch them learn in parks and coffee shops, on playgrounds and playing fields, in museums and in stores, while riding on buses and trains, while playing with legos, while watching the tide come in. Learn to watch learning.
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5 Ways to Learn About Note-taking from Da Vinci - 0 views

blog.evernote.com/...can-learn-note-taking-da-vinci observation notes sketching learning innovation #mvifishares idiploma
shared by Meghan Cureton on 26 Aug 16 - No Cached
  • Invoke your own system
  • constantly studied and observed
  • Remember to stick to a regular schedule and review your notes often
  • ...6 more annotations...
  • Always Innovate
  • pursuit of knowledge and commitment to lifelong learning.
  • Cross-pollinate
  • He relied on the outside world and others to help empower and enrich his ideas.
  • It’s amazing how a few moments away can connect your ideas and thoughts to help solve your most frustrating challenges.
  • Promote Yourself
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4 Ways to Lead and Create a "Culture of Innovation" From Any Position - The Principal o... - 0 views

georgecouros.ca/...6855 School Change leadership innovation
shared by Meghan Cureton on 17 Nov 16 - No Cached
  • best learning can happen when we are uncomfortable,
  •  Observe, look, challenge, and wonder about the things on the walls and the learning in the school like it was your first day, every day.
  • Impact one other teacher in your school, and you impact probably a minimum of twenty students (that year only).
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  • Building innovative organizations will take all of us working together. This is not about a “top down” or “bottom up” approach as much as it is about “all hands on deck.” And it is possible.
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How to make a good teacher | The Economist - 0 views

www.economist.com/...ng-can-be-taught-how-make-good economist GrowthMindset learningwalk instructionalrounds teacher education #MustRead #mvifishares
shared by Bo Adams on 13 Jun 16 - No Cached
  • Instructors in the best ones hone their craft through observation and coaching.
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The Marriage of Formal & Informal Learning - 1 views

www.cognitiveadvisors.com/...ge-of-formal-informal-learning assessment Badges microcredentialing LRS #MustRead Learning learning analytics dashboards
shared by Bo Adams on 01 Aug 15 - No Cached
  • important that integration of formal and informal learning have champions
  • Web 2.0 technology is a key enabler for this marriage
  • Technological tools and leadership support alone will not be enough to make the marriage of informal and formal learning work. The shared values, beliefs, mental models, habits, and behaviors of the workforce in an organization – its culture is key.
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  • How do people feel about knowledge – is it power to be hoarded, or a gift to be shared?
  • The two key advantages of informal learning are that it happens at the point of need and what is learned is usually applied right away.
  • In the cooperative model, the learning and development group can shift from being the producer of content to being the guide, initiator, facilitator, and coach.
  • Based on alignment with agreed upon organizational and learning goals, the learner takes responsibility for his or her own learning – with the support and guidance of the organization.
  • People who are not used to working in a learning organization culture, where cooperative learning within communities of practice is the norm, need the knowhow and a new mindset regarding learning to cooperatively in the workplace.
  • The positive is that this incidental learning doesn’t take people away from the work. The disadvantage is that when they are so caught up in doing, people often miss an important ingredient for learning: reflection.
  • The combination of structured and incidental learning can give us intentional learning.
  • The key to solidifying this learning is reflection.
  • David Kolb, wrote about a model of experiential learning consisting of the following cycle: action, observation, reflection, concept formation, and back to action.
  • Morgan McCall and George Hollenbeck asked managers to stop once a week and answer just two simple questions, “What did you do last week?” and “What did you learn from it?” They found that this simple process of reflection enabled the managers learn from their experiences and to change the way they managed.
  • integration of formal and informal learning can create a virtuous cycle that leads not only to increased productivity but to the real innovation that is necessary for long term success in a dynamic marketplace.
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'Lesson Study' Technique: What Teachers Can Learn From One Another | MindShift | KQED News - 0 views

ww2.kqed.org/...ers-can-learn-from-one-another School Change InstructionalRounds
shared by Meghan Cureton on 15 Sep 15 - No Cached
  • Next, the teachers do some research on why students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.
  • he observers don’t focus on the teacher; they focus on the students
  • But the Japanese think about improving teaching.
  • ...4 more annotations...
  • we need to shift from thinking about how to improve teachers to thinking about how to improve teaching.
  • it’s a long process, kind of the opposite of the one-day workshop
  • Lesson study helps you “get into new habits as a thinker, and as an instructor,”
  • “We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”
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A 'University' Model for High School | Edutopia - 0 views

www.edutopia.org/...university-model-high-school school model School Change schools of the future
shared by Bo Adams on 30 Oct 18 - No Cached
  • recent launch of Learning Pathways, a competency-based approach to instruction that emphasizes self-paced, personalized learning.
  • interdisciplinary coursework and out-of-school learning experiences
  • To evolve their teaching practice, teachers need to carve out dedicated time to regularly observe and reflect—on themselves and their peers—say Anderson and other staff.
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  • The campus also offers microcredentialing, a system that allows teachers to pitch ideas and a plan of action for their own professional development.
  • When completed, they get a salary bump.
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Why Curiosity Matters - 1 views

hbr.org/curiosity
shared by Nicole Martin on 14 Sep 18 - No Cached
  • 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.
  • joyous exploration, deprivation sensitivity, stress tolerance, and social curiosity—improve work outcomes.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • nstead of asking, “How curious are you?” we can ask, “How are you curious?”
  • 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.
  • How can organizations help people make the leap from curious to competent?
  • by providing the right types of stretch assignments and job rotations.
  • complexity and breadth of the opportunities they’d been given,
  • It enhances intelligence
  • It increases perseverance, or grit
  • And curiosity propels us toward deeper engagement, superior performance, and more-meaningful goals
  • 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.
  • leaders can encourage curiosity
  • 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.
  • My own research confirms that encouraging people to be curious generates workplace improvements.
  • 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.”
  • “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.”
  • 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.
  • 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.
  • he groups whose curiosity had been heightened performed better than the control groups because they shared information more openly and listened more carefully.
  • Hire for curiosity.
  • “Have you ever found yourself unable to stop learning something you’ve never encountered before? Why? What kept you persistent?”
  • 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.
  • “What is the one thing I should do to make things better for you?”
  • 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.
  • But focusing on learning is generally more beneficial to us and our organizations,
  • 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.
  • rewarding people not only for their performance but for the learning needed to get there.
  • 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.
  • Organizations can foster curiosity by giving employees time and resources to explore their interests.
  • Employees can also broaden their interests by broadening their networks. Curious people often end up being star performers thanks to their diverse networks,
  • Leaders can also boost employees’ curiosity by carefully designing their teams.
  • What if…?” and “How might we…?”
  • To encourage curiosity, leaders should also teach employees how to ask good questions.
  • Organizing “Why?” days, when employees are encouraged to ask that question if facing a challenge, can go a long way toward fostering curiosity.
  • 5 Whys
  • Bo Adams on 14 Sep 18
     
    HT Nicole Martin
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Competency based learning key characteristic: Outcomes-based - Blackboard Blog - 0 views

blog.blackboard.com/-characteristic-outcomes-based CBE assessment
shared by T.J. Edwards on 15 Jul 18 - No Cached
  • 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.
  • Achieve short-term and long-term academic performance improvements focused on outcomes rather than inputs
  • 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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  • Institutional outcomes
  • Program outcomes
  • Student learning outcomes
  • For example, a team project that requires analyzing the business impacts of population shifts demonstrates realistic problem solving, and the assessment could even be embedded in a work context. This type of assessment requires more thorough demonstration of competencies than an objective assessment, which is typically delivered as a test with pre-determined right and wrong answers. Authentic assessment also provides learner-centric benefits such as collaboration with peers and genuinely valuable evidence of learning that can be used in a professional profile.
  • For example, an assessment could be aligned to competencies, occupational skills, program outcomes, and accreditation standards. The same assessment can award a badge for mastery achievement, show students the occupational skills they’ve demonstrated, and also roll up into evidence collection for accreditation and program improvement purposes
  • can optionally be shown to students
  • Consistent use of rubrics enables learner choice, since learners could be working on different assessments to master the same competencies
  • And when competency based education programs differentiate instructional roles, such that faculty subject matter experts might not be evaluating assessments, specialized assessors can all apply the same definitions of competencies by using the same rubrics.
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transforming_teaching_learning_and_assessment.pdf - 1 views

diigo.com/0cn4sr CompetencyBased learning deeperlearning School Change transformation professional learning #mvifishares
shared by Meghan Cureton on 17 Jul 18 - No Cached
  • T o make space for learner voice and to promote learner agency, teachers must set up learning environments that stimulate active learner engagement with meaningful and progressively challenging tasks that stimulate their thinking and enable them to develop competence over time. Unlike subject content, competence cannot be transmitted to learners. Rather, competence is progressively developed by learners through appropriate facilitation.
  • Table 1. The Role of Learners in Competence-Based Curricula
  • A “growth mindset” (Dweck, 2006). essential for developing intrinsic motivation.
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  • Deep learning
  • The extent of emotional, cognitive, and behavioral engagement influences the effectiveness of learning, and thus, the development of competence.
  • These modes of learning blur boundaries between teachers and learners, as learners progressively take responsibility for their own learning.
  • Success also rests on profound teacher understanding of curricula that should accrue during curriculum design and development stages. Such understanding is crucial for the teachers’ buy-in, conviction, ownership, and commitment to effective curricula implementation.
  • Within the curriculum continuum, assessment has significant potential to support and reinforce curriculum reform. However, it equally has enormous potential to distort the official/intended curriculum.
  • When appropriate strategies are used in assessment, they can support the implementation of the official curriculum, enhance learning, and lead to an enrichment effect. However, gaining these benefits of appropriate assessment demands a specialized knowledge of assessment by all concerned.
  • Another critical policy message is that competence-based assessment and examinations systems require significant investment in the professionalization of teachers as assessors of learning. Competence-based assessments also require trust in teachers’ ability to make reliable judgements and to utilize assessment as an inherent and important part of teaching and learning.
  • A key policy message is that education and learning systems cannot succeed at adopting competence-based approaches to curriculum without similarly transforming teaching, learning, as well as assessment and examination systems. All the three elements must be aligned. Transforming curricula to competence-based approaches and leaving teaching, learning, assessment, tests, and examinations subject-based is tantamount to not transforming curricula.
  • In competence-based approaches, teachers are not just co-designers and co-developers of curricula. They are also pivotal co-assessors, co-testers, and co-examiners.
  • Most importantly, competence-based curricula must lead quality assessment rather than be led by poor practice assessments, tests, and examinations.
  • What "developmental progression" means, in general terms, and an understanding that progressing is neither linear nor necessarily agerelated. Rather, it is iterative, interactive, and dependent on making connections to prior learning and to context;
  • it is best to base judgements on a number of different criterion referenced assessments.
  • Effective teacher professional development must include all 4 componen ts: • Knowledge – worthwhile research-informed theory, content, and expertise; • Integrated pedagogical and assessment skills and strategies; • Modelling, demonstrating, and engaging with approaches, ideally in settings that approximate to the workplace; • Practicing the approaches frequently over a substantial period of time between professional inputs; (2–6 months a minimum) with ongoing and follow up evaluation of impact and refinement; • Concurrent dialogue/coaching/peer collaboration in activities such as lesson planning, preparing related resources, peer observation, discussion, and reflection on impact
  • Table 4. Success of different methods of professional development Training Components Outcomes % of participants who demonstrate Kno wledge % of participants who demonstrate new Skills % of participants who transfer into Classroom Practice Theoretical Knowledge and Discussion 10%5%0% Demonstration in Training 30%20%0% Practice and Feedback in Training 60%60%5% Coaching in Classroom Settings 95%95%95%
  • Teaching still lacks core characteristics that define a profession, vis: (i) a profession-specific, systematized, scientific body of knowledge that informs the daily activities of practitioners; (ii) a lengthy period of higher education training and induction; (iii) engagement in continuous professional development; and (iv) autonomy to exercise professional judgement and decision-making in practice and in governance over the profession
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STEM school takes shape in downtown Alpharetta | Alpharetta-Roswell Herald | northfulto... - 0 views

www.northfulton.com/...4f-11e8-96b1-0bfa5c64e953.html MVIFI in the News
shared by Jim Tiffin Jr on 15 Sep 18 - No Cached
  • This month Fulton Schools staff will visit Mount Vernon Presbyterian School in Atlanta to observe the school’s Mount Vernon Institute of Innovation – considered the leading design thinking K-12 school in the nation.
  • Jim Tiffin Jr on 15 Sep 18
     
    Article about the new STEM school being built in downtown Alpharetta, GA. It will have an emphasis on design thinking, and will seek out the help of MVPS and MVIFI to make it happen.
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IBM's Got a Plan to Bring Design Thinking to Big Business | WIRED - 1 views

www.wired.com/...esign-thinking-to-big-business designthinking design_thinking #MustRead ##mvifishares innovation
shared by Bo Adams on 05 Feb 16 - No Cached
  • “We wanted to shift that culture towards a focus on users’ outcomes,” Hill says.
  • IBM today published its very own set of design thinking guidelines—a selection of best design practices the company hopes other big businesses will look to as they seek to remain relevant and profitable in a rapidly evolving corporate landscape.
  • corporate trend in design thinking
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  • even though design thinking champions nonlinear thought processes, big companies often find themselves mired in the methodology’s suggested phases (empathize, define, ideate, prototype, test). Ultimately this defeats the purpose, which is partly to build agility into the product-creation process.
  • The company’s version of design thinking centers around something it calls “the loop.” Visualized, the loop is an infinity symbol punctuated with four dots—the yellow dot representing the user, the green dots representing the various actions of “observe,” “reflect,” and “make.” Explained simply, the loop represents the entire product-creation process, beginning with user-centered research all the way through prototyping (“everything is a prototype!” says Hill), to building and launching a product.
  • loop becomes a loop when you realize that the iterative process is never actually done; perhaps the loop’s most important requirement is reflecting on what’s been created and constantly improving it.
  • Bo Adams on 05 Feb 16
     
    HT Kat Mattimoe
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Meet the school with no classes, no classrooms and no curriculum - 0 views

medium.com/...and-no-curriculum-7cc7be517cef school model schools of the future schooldesign
shared by Bo Adams on 10 May 19 - No Cached
  • their entire approach is centred around projects. This is a school focused on learning, not teaching.
  • Our teachers work five days, four days with kids, and on the fifth day I don’t allow them to work with kids, they have to observe other teachers and give them feedback.
  • And if they do that enough I say ‘get out of the school’, go to a museum, go to a laboratory, go to a business and tell us what you found there.
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  • Well if you look at the skills employers constantly cry out for: empathy, communication, teamwork, agility, flexibility, and the ability to design and make solutions to multidisciplinary problems
  • chief among their soft skills is a sense of confidence in their abilities to tackle problems and communicate with adults and each other.
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The Inspiration Walk - Stanford d.school - 1 views

dschool.stanford.edu/...the-inspiration-walk designthinking observation
shared by Bo Adams on 07 Feb 18 - No Cached
  • Bo Adams on 07 Feb 18
     
    HT @ChrisAndres003
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