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Meghan Cureton

3 Principles to Follow for Competency-Based Education | GOA - 0 views

  • When it comes to competency-based learning (CBL), we must tend to our school cultures as deeply and thoughtfully as we tend to our classrooms.
  • Adopting CBL means more than a shift in pedagogy; it means committing to a mindset and system that prioritize learning over time, skills over content, and relevant, holistic assessment over high-stakes testing.
  • To build this culture, they focus on three essential elements.
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  • 1. Learning is a Positive, Inclusive Experience
  • Students set and pursue individualized learning goals and have in-person and online academic support options.
  • Reassessment is an academic norm.
  • Students pursue their passions.
  • Conflict resolution is built on restorative justice, not traditional disciplinary techniques.
  • 2. Students Lead Learning
  • A common thread: Culture and program should be deeply connected, specifically in how communities support student agency.
  • Every student and adult in the community creates, pursues, and updates a Learning Plan; every student has an advisor; and public exhibitions of learning that involve school and community members are the standard summative assessments.
  • 3. Professional Culture is the Foundation of School Culture
T.J. Edwards

3 Change Management Strategies to Lead Transformation - Education Reimagined - Educatio... - 0 views

  •  
    ht @cmtbasecamp
T.J. Edwards

Learning Matters More Than Education - 2 views

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    I wonder if Bo Adams would agree that it's about learning ;)
T.J. Edwards

Career And Technical Education: Boom Or Bust? : NPR Ed : NPR - 0 views

  • I wouldn't risk my child's [education], even though I know that learning by doing is more powerful than learning with your head alone in school.
    • T.J. Edwards
       
      Huh??!! We have to take some risk to lead transformational change. To say that you are willing to stick with the status quo despite strong evidence that another approach is more powerful is mind boggling to me.
  • Every year, more than 400,000 young people in the top half of their high school class go to college, and eight years later they have not earned either a two- or four-year degree or certificate. So at some point, failure matters. Education reform in pursuit of academic excellence is floundering.
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    "Education reform in pursuit of academic excellence is floundering"
Bo Adams

Teaching Kids Design Thinking, So They Can Solve The World's Biggest Problems | Co.Desi... - 2 views

  • We need to look at the world around us and consider what global problems modern society will need our children to solve.
  • America needs massive change in our understanding of the learning experience, not simply in our exam results.
  • to change the world, we need a generation of new minds equipped with new ways of thinking.
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  • Prototype Design Camp was created by Christian Long, a visionary educator, to introduce and infuse design thinking skills into the K-12 landscape.
Bo Adams

What Is School? - Bright - Medium - 1 views

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    HT @jbrettjacobsen
Meghan Cureton

Empowering Teachers to Empower Young People - A New Game - Medium - 2 views

  • A person who becomes self-empowered in this way uses her inner powers (her innate capacities) again and again to solve problems — to create opportunities — and to empower others.
  • Being self-empowered — changemaking — requires a sophisticated understanding of the world — an understanding that your wellbeing is inextricably entwined with everyone’s wellbeing. And it means taking responsibility — taking the lead — and collaborating with others to make life better for yourself and family and friends and community and humanity and the planet.
  • Being self-empowered is a way of being. It involves being empathic, thoughtful and creative — being curious, resilient and effective. Becoming self-empowered, then, is a process of finding, using and developing a complex array of changemaking powers.
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  • And for most, the experience of school reflects limited conceptions of the human mind, the human being and human potential.
  • it reinforces compliance and outdated hierarchical power structures.
  • To make these changes, we need pioneering teachers and educators to come together as change leaders — to form collaborative teams — and to execute strategically-focused projects. And to lay the foundations upon which these strategic projects can have massive impact, we need to build a global community of education professionals who are fully committed to self-empowering educators — for self-empowering young people.
Meghan Cureton

"Will this be on the test?" - The Startup - Medium - 1 views

  • Students are on this bus because they want to be.
  • Experiences are at the heart of change. We change when we do something, when we interact with the world.
  • The backbone is a hand-built, peer-to-peer learning environment, not a series of lectures.
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  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • Cohort-based, with groups of five to twenty people engaged constantly with each other (we use Slack as a surprisingly powerful peer-to-peer setting for experiential learning)
  • deep syllabus of materials (some required, some optional,
  • All of the final work product is in public. A lot like real life.
  • Every student reviews and then comments on several of the other students’ assignments.
  • takes the five or ten comments received and turns them into a reflective script, detailing actual change, actual growth.
  • Everything iterates, again and again.
  • every admitted student shares the same mindset of seeking true growth. Self-selection plus curated admissions means that the support network is strong. Enrollment—in the outcome and the process—is the secret of effective education.
  • our students are getting generous and direct feedback for the first time
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
Jim Tiffin Jr

When Grading Harms Student Learning | Edutopia - 0 views

  • Is grading the focus, or is learning the focus?
    • Jim Tiffin Jr
       
      Simple, straightforward reminder of what assessment is for.
    • Jim Tiffin Jr
       
      A simple, straightforward reminder of what assessment is for.
  • Zeros do not reflect student learning. They reflect compliance.
    • Jim Tiffin Jr
       
      Exactly.
  • a deduction in points. Not only didn't this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal.
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  • Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn't actually represent learning.
    • Jim Tiffin Jr
       
      I completely agree with this point. But admittedly, I still am not sure how it would work in practice... I totally realize that the grades we give as teachers are completely under the school's control - we can go back and change grades even after the course has ended if we need to. But at the core of my question is, "What is the leverage (if that is the right word) that we can use to help students learn that responsibility?" Sports and pulling privileges come to mind, but what else is there. I wonder what other teachers have used for this situation? 
  • Practice assignments and homework can be assessed, but they shouldn't be graded.
    • Jim Tiffin Jr
       
      An excellent distinction!
    • Jim Tiffin Jr
       
      An excellent distinction!
  • Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Students are often "coming to know" rather than truly knowing.
  • we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."
  • Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.
  • We've all been in a situation where grading piles up, and so we put the class on a task to make time for grading.
    • Jim Tiffin Jr
       
      Guilty :-(
  • Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don't create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.
    • Jim Tiffin Jr
       
      +1!
Bo Adams

One Small Step…in Time - 0 views

  • High Tech founding principal Larry Rosenstock realised if he wanted a more collaborative  project-based pedagogy across the school in line with their beliefs about learning, then he would have to make time for his teachers to work together.
  • He also knew that after school, at the end of a long day is never a good time, so he rescheduled his school day …and school year to provide his teachers with time to meet in teams for at least one hour for planning and staff development every day before school
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    How can we expect teachers to innovate and create new and exciting learning experiences for their students if they are expected to do so within the constraints of traditional or legacy learning architecture?
Bo Adams

An Open Letter to Educators From TrueSchool Studio - The Teachers Guild - Medium - 0 views

  • We support educators in this process to go from idea to impact, but we do not prescribe the solution — you are the source of ideas and leadership for transformative solutions.
  • We believe the best ideas for the present and future of education will come from educators
  • No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
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  • No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
  • With your unique knowledge of student needs and school challenges, you have the potential to create powerful new solutions and lead change.
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    HT @TeachersGuild
Bo Adams

The Art of Getting Opponents to "We" - The New York Times - 0 views

  • Significantly, participants all came to align behind a single vision statement — and now they are actively communicating and advancing that vision nationwide through their organizations and networks. They host meetings with educational networks, superintendents, principals, teachers and philanthropists, reach out to libraries, museums and after-school programs, and identify and connect pioneers in learner-centered education.
  • Convergence staff and facilitators work to create a “safe space,” maintaining a strict neutrality and ensuring that everyone feels heard, says Fersh. It’s important that participants “feel they’re not in a place that’s already cooked or leaning toward any solutions.”
  • Convergence staff members look continually for opportunities to forge connections among participants. They begin meetings with “connecting” questions — for example: “When did you know that education was of great importance to you?” — that are designed to reveal people’s values and experiences, rather than highlight their disagreements. The objective is not to sweep differences under the rug, but to build rapport that a group needs to grapple effectively with its differences.
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  • Another key is to identify a frame that energizes everybody, but is not so broad that it is meaningless. “For us the gold standard is that the dialogue has to lead to action,” said Fersh. To do that, he said, there are intermediate goals: “Can you get people to the table and sustain their presence? Can you find agreements that are worth fighting for? And can you keep people together to keep working over time to make sure something happens?”
  • In the end, she said, people converged on the notion that they had to do far more than tinker around the edges of a broken system held over from a bygone industrial age. “There was a lot of conversation that the current system is ill designed to create 21st century outcomes for students,” said Young. “But there wasn’t alignment around what a new system could look like. People really wanted to be part of that conversation.”
T.J. Edwards

Redmond High School's Build-It-Yourself Education - The Atlantic - 0 views

  • 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.
  • weekly podcasts
  • not attending class can have consequences.
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  • There are also safety nets built into the system, including January and June terms, which offer a chance to make up uncompleted work, but also offer the opportunity to pursue some of the many electives the school offers. These range from wilderness preparedness and “remote first aid,” to the science of breadmaking.
  • Teachers at RPA have a tremendous amount of flexibility to design their courses. For example, an ex-policeman teaches history through the lens of his passion, which is the evolution of mobs and gangs in the U.S.; his class is called “mobology.”
  • I commented that this kind of teaching sounded like it involved more individual attention than could be done in traditional public schools. He replied, with a small chuckle, if it would be possible to say it took about 10,000 percent more individual attention.
Bo Adams

As Independent Schools Face Micro-Schools' Disruption, They Can Cope by Sustaining Inno... - 1 views

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    In 2010, when Gever Tulley, Anya Kamenetz, and I spoke at the same TEDx event, we talked offline about the eventual rise of "hyper-local micro schools." Here's an article about just such things beginning to disrupt independent school education. 
Bo Adams

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 0 views

  • But what are they betting on? AltSchool is a decidedly Bay Area experiment with an educational philosophy known as student-centered learning. The approach, which many schools have adopted, holds that kids should pursue their own interests, at their own pace. To that, however, AltSchool mixes in loads of technology to manage the chaos, and tops it all off with a staff of forward-thinking teachers set free to custom-teach to each student. The result, they fervently say, is a superior educational experience.
  • heir own weekly “playlists,” queues of individual and group activities tailored to the specific strengths and weaknesses of each kid.
  • This puts AltSchool at the intersection of two rapidly growing movements in education. Along one axis are the dozens of edtech startups building apps for schools; along the other are the dozens of progressive schools rallying around the increasingly popular concept of personalized education. The difference is: AltSchool is not just building apps or building schools. It’s doing both. In that way, AltSchools are more than just schools. They’re mini-research and development labs, where both teachers and engineers are diligently developing the formula for a 21st century education, all in hopes of applying that formula not only to other AltSchools, but to private, public, and charter schools across the country.
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  • obsession with constant feedback
  • Ventilla likes to call AltSchool’s approach to teaching “Montessori 2.0.” The Montessori method emphasizes letting kids learn primarily through independent projects rather than direct instruction.
  • AltSchool has built a digital platform, called My.Altschool
  • “We think assessment can be much less invasive and much more accurate when you’re collecting data from many sources.”
  • The team is also working on a recommendation engine for teachers, not unlike those used by companies like Amazon and Netflix. This tool would take into account everything that My.Altschool knows about a student—from her playlist history to how she learns best to what her strengths and weaknesses are—to recommend activities. “It’d be great if the system could figure out that Johnny’s an auditory learner, who loves castles, and that he’s struggling with estimating,” Bhatia says, adding that an early version of that tool will likely be available this year.
  • Once these tools have been validated within the AltSchool environment, Ventilla’s goal is to bundle them up into what he calls an “operating system for a 21st century education” and license them to the education system at large.
  •  
    HT @MikeyCanup
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