The Case For Competency-Based Education | Getting Smart - 0 views
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transformed schools that feature tasks and projects that challenge young people in authentic ways to build design, collaboration, and communication skills that prepare young people for navigating new and complex situations.
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Quality preparation. Much of the corporate training world has shifted from participation to demonstrated skills in order to improve job readiness.
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Equity. If gap-closing equity is a stated goal, then structures, schedules, and supports can be aimed at struggling learners that need more time and assistance to accelerate their learning
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Meet the school with no classes, no classrooms and no curriculum - 0 views
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their entire approach is centred around projects. This is a school focused on learning, not teaching.
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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.
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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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Design Thinking & PBL: Why Laura McBain is BIE's 2018 PBL Champion | Blog | Project Bas... - 0 views
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defines design thinking as “a process for creative problem solving” with a “human-centered approach to innovation.”
The Teacher's Lens: You are What You Do: Maker Empowerment of Voice - 0 views
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Dewey wrote about knowledge as a verb, an action upon one’s environment.
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creating Makers that view the world as malleable, not just through products and goods, but in social-political-economic systems
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...make sure there is space for students to find problems
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What is Unschooling? - The Natural Child Project - 1 views
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Unschooling isn't a method, it is a way of looking at children and at life.
The Monthly Recharge - Risk Over Safety - 0 views
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The learning classroom is active, collaborative, and full of real, thoughtful, academic-discipline-informed discussion with students working together to solve challenging problems
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But when the teachers see it, really get it, there is no going back. It is what they are after for their students and classes: problem-based, project-based, inquiry-based, discussion-based-all student-centered deep learning.
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And to pursue learning for their students, teachers must be pedagogical scientists. Every day, in every class, teachers must conduct research and experiments into the most compelling learning experiences for their students. In these experiments is unavoidably innovation.
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Do historians miss the ideals of assessment, as some have suggested? - 1 views
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Grading Smarter, Not Harder
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Their recent finding that many students don’t learn critical thinking in undergraduate history courses -- a challenge to history’s sales pitch that its graduates are finely tuned critical thinkers.
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A panel of professors here urged a sizable crowd of colleagues to embrace not just grades but formative, ongoing assessment to gauge student learning or lack thereof in real(er) time.
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Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 1 views
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we should deeply examine student work, and this must include robust student self-assessment.
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Unfortunately, many transcripts or report cards simply give course titles and grades. We should have transcripts and final reporting mechanisms that show the whole child, beyond their grades and their work in typical cognitive domains.
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Using noncognitive competencies as assessment tools in courses and student projects is often something that teachers don’t have much expertise in. Many teachers have been hired for their content expertise and they are much more invested in, and/or have been trained in, the assessment and reporting of cognitive competencies.
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