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Bo Adams

The Future of Big Data and Analytics in K-12 Education - Education Week - 0 views

www.edweek.org/...of-big-data-and-analytics.html

data analytics bigdata assessment #MustRead #mvifishares school model school3.0

shared by Bo Adams on 16 Jan 16 - No Cached
  • data scientists would then search the waters for patterns in each student's engagement level, moods, use of classroom resources, social habits, language and vocabulary use, attention span, academic performance, and more.
  • would be fed to teachers, parents, and students via AltSchool's digital learning platform and mobile app, which are currently being tested
  • AltSchool's 50-plus engineers, data scientists, and developers are designing tools that could be available to other schools by the 2018-19 school year.
  • ...5 more annotations...
  • AltSchool is almost certain to provoke a backlash from parents and privacy advocates who see in its plans the potential for an Orwellian surveillance nightmare, as well as potentially unethical experimentation on children.
  • The term "big data" is generally used to describe data sets so large they must be analyzed by computers. Usually, the purpose is to find patterns and connections relating to human behavior and how complex systems function.
  • Analytics generally refers to the process of collecting such data, conducting those analyses, generating corresponding insights, and using that new information to make (what proponents hope will be) smarter decisions.
  • replacing the top-down, slow-moving bureaucratic structures that currently shape public education with a "networked model" in which students, teachers, and schools are connected directly by information and thus capable of learning and adapting more quickly.
  • 'Montessori 2.0': a kind of supercharged version of the progressive, project-based learning often found in elite private schools and privileged enclaves within traditional school systems.
  • Bo Adams on 16 Jan 16
     
    Eventually, Ventilla envisions AltSchool technology facilitating an exponential increase in the amount of information collected on students in school, all in service of expanding the hands-on, project-based model of learning in place at the six private school campuses the company currently operates in Silicon Valley and New York City.
Meghan Cureton

Stop Teaching Classes And Start Teaching Children - 0 views

www.teachthought.com/...rity-to-a-curriculum-of-wisdom

School Change deeperlearning transformation learning inquiry

shared by Meghan Cureton on 03 Feb 18 - No Cached
  • Too often bits and pieces are tacked onto curriculum as yet another perfectly-reasonable-sounding-thing to teach.
  • There is nothing wrong with changes in priority. In fact, this is a signal of awareness and reflection and vitality. But when education—as it tends to do—continues to take a content and skills-focused view of what to teach rather than how students learn, it’s always going to be a maddening game of what gets added in, and what gets taken out, with the loudest or most emotionally compelling voices usually winning.
  • Skills are things students can “do”—procedural knowledge that yields the ability to do something. This could be revising an essay, solving a math problem, or decoding words to read. Content can be thought of as a second kind of knowledge—a declarative knowledge that often makes up the face of a content area. In math, this might be the formula to calculate the area of a circle. In composition, it could be a writing strategy to form sound and compelling paragraphs. In history, it may refer to the geographic advantages of one country in a conflict versus another. Should schools focus on content and skills, or should they focus on habits and thinking?
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  • So then, hundreds of standards. Hundreds! This places extraordinary pressure on educators—those who develop standards, those who create curriculum from those standards, those who create lessons from that curriculum, and on and on—to make numerous—and critical—adjustments to curriculum, assessment, and instruction on the fly.
  • Why not try a different approach–one that not only decenters curriculum, but reimagines it completely?
  • Building A Curriculum Based On People
  • n the past, we’ve sought to add-to and revise. Add these classes and drop these. This isn’t as important as this. To make knowledge an index that reflects the latest thinking that reflects our most recent insecurities and collective misunderstandings. This doesn’t seem like the smartest path to sustainable innovation in learning.
  • Give me a curriculum based on people–based on their habits and thinking patterns in their native places. One that helps them see the utility of knowledge and the patterns of familial and social action. One that helps them ask, “What’s worth knowing, and what should I do with what I know?” Then let’s work backwards from that.
Meghan Cureton

How Do You Teach to the Standards When Doing Project-Based Learning? - 4 views

medium.com/...ct-based-learning-9f4952866b18

PBL learning standards

shared by Meghan Cureton on 14 Feb 18 - No Cached
  • People often debate about whether we should be process-driven or product-driven in project-based learning. But I think there’s a third option. We can be learning-driven. In other words, we should start with the question, “What do we want students to learn?” and let that drive the process and the product.
  • PBL is not a license to ditch the standards or take a break from real learning.
  • #1: Inquiry-DrivenInquiry-driven PBL begins with a state of curiosity and wonder. It might be as simple as the sentence stem “I wonder why _________” or “I wonder how _________.” Students then have the opportunity to research, ideate, and create.
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  • #4: Problem-DrivenProblem-driven PBL begins with a specific problem or challenge that students must solve. An example is our maker challenges that present a specific scenario that leads students into research, problem-solving, ideation, and a final product that solves the initial challenge.
  • #3: Product-DrivenPBL experts often say, “Students should focus on the process and not the product.” But there’s also a time and a place for projects that challenge students to focus on developing a quality product. In these projects, the product has tighter parameters but the process is more flexible.
  • #2: Interest-DrivenAnother approach is the interest-driven PBL process.
  • #5: Empathy-Driven (Design Thinking)Empathy-driven PBL can have elements of the previous four PBL approaches.
Jim Tiffin Jr

Project-Based Learning Through a Maker's Lens | Edutopia - 5 views

www.edutopia.org/...h-a-makers-lens-patrick-waters

PBL MakerEd Edutopia Project based learning article #LiquidNetworkSpill

shared by Jim Tiffin Jr on 28 Apr 16 - No Cached
Bo Adams liked it
  • A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      A nice list-style definition of a Maker.
  • A Maker, re-cast into a classroom, has a name that we all love: a learner.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      True, but (sadly) the converse is not always the case in some classrooms: A maker may always be a learner, but a learner is not always a maker.
  • A Maker, just like a true learner, values the process of making as much as the product.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      Equality of these two ideas, process and product, is a value held by a Maker.
  • ...4 more annotations...
  • Making, especially to educators and administrators unfamiliar with it, can seem to lack the academic rigor needed for a full-fledged place in an educational ecosystem.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      Only in educational settings where content knowledge is deemed the most important indicator of learning.
  • With practice, the students can frame the questions themselves.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      Essential when you are trying to develop agency in students.
  • Once completed, the project becomes less of a daily race to fulfill lesson plans and more of a quest to document your students' growing capabilities.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      This reflective documentation process should be something that both teacher AND student are doing. The student point-of-view should be written for the benefit of the student, not the teacher. The teacher should coach this process for the student so that the monitoring of growth is seen as a value for the student. The teacher documentation should also inform the student as to their growth, but the information can be used for more "teacherly" purposes as well, such preparing for future activities or intentional pairings of students in the early phases of the PBL unit.
  • model it yourself first
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Apr 16
       
      Always let your students see you, the teacher, as a learner - first and foremost!
  • Jim Tiffin Jr on 28 Apr 16
     
    The messy, hands-on Maker classroom is perfect for a PBL unit when the teacher is willing to collaborate, tinker, fix, break, and rebuild alongside students. Some fundamental elements to consider in the designing of a maker-centered project, but not as absolutes. It is important to realize that any project taken on in a maker-centered classroom is, by definition, a PBL experience.
  • Bo Adams on 28 Apr 16
     
    Fabulous piece about the myriad connection among PBL and Maker. And your commentary is so helpful and provocative. Thank you!
Meghan Cureton

Why Kids Need Schools to Change | MindShift | KQED News - 0 views

ww2.kqed.org/...hy-kids-need-schools-to-change

leadership transformation School Change

shared by Meghan Cureton on 22 Jan 17 - No Cached
  • In an ideal world, the school day would reflect kids’ changing needs and rhythms. There would be time for free play; school would start later to allow time for students’ much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school “work” in order to regroup and process what they’ve absorbed. “The actual encoding of information doesn’t take place when you’re hunched over a desk,”
  • The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education
Bo Adams

Equipping Young Leaders to Take on the 32 Most Important Issues of Our Time - Vander Ar... - 0 views

blogs.edweek.org/...ortant_issues_of_our_time.html

PBL Challenge_Based_Learning curriculum school model School Change #MustRead

shared by Bo Adams on 22 Aug 17 - No Cached
  • If we take citizenship preparation seriously, we should be encouraging young people to engage with the world’s most important issues by helping them frame projects around these goals. Here are six reasons:
  • Extended and integrated challenges are the best way to promote deeper learning and develop readiness for the automation economy. The goals include interesting and timely causes that many young people will find motivating. Making a contribution toward a goal they care about may be the best way to develop student agency. Goal focused projects get kids into the community and connected with local resources (see #PlaceBasedEd) It’s also a chance to shift the paradigm from “prepare for a career 10 years from now” to “make a difference right here, right now.” Taking on real challenges will promote creative and effective uses of technology from collaboration to production.
  • Integrate projects into existing courses. The Global Goals site has useful project resources for 16 of these goals. Plan an integrated unit between two courses. Most of the goals combine science, sociology, research, problem-solving and writing. Capstone projects in the last two years of high school are a good place to start. Each academy at Reynoldsburg High School in Ohio and Chavez Schools in Washington, D.C., engage in a capstone project. Students at Singapore American School are required to conduct a capstone project.
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  • To engage millions of students in local projects connected to global goals, it would be helpful to have: More content associated with each goal (GlobalGoals.org is a start); Templates for local projects; A microcredential system that could help pack projects full of valuable learning (i.e, science, math, communication and collaboration); Access to data sources, data tools and project tools (mentors would be really helpful); and A project gallery for completed contributions.
Meghan Cureton

Mastery Credits? Mastery Transcript? « Competency Works - 0 views

www.competencyworks.org/...ery-credits-mastery-transcript

shared by Meghan Cureton on 04 Jul 18 - No Cached
  • the reductionist approach that wraps a student into one number – the GPA – is deeply problematic
  • MTC wants to create a system of credits and transcripts that represents the whole child, or whole teenager in the case of high schools
  • 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.
  • There is actually a fourth principle: do not indicate how much time it takes someone to fulfill that credit.
  • 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.
  • 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.
  • 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.
  • What Happens When We Remove the Word Prepare?
  • 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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