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Jim Tiffin Jr

Go play! It's the key to developing executive function - Hanna Perkins Center for Child... - 0 views

hannaperkins.org/-developing-executive-function

FromTwitter executive function JackieGerstein child development cognitive development Hanna Perkins Center #LiquidNetworkSpill

shared by Jim Tiffin Jr on 28 Feb 16 - No Cached
  • “executive function,” the ability to self-regulate, the measurement of which turns out to be a better indicator of success in school than the results of an IQ test. Kids with good self-regulation skills are better able to control their emotions, resist impulsive behavior, and become self-disciplined and self-controlled.
  • how do we reconcile today’s anxious parents and the highly structured environment with our children’s need for unstructured, self-regulated play?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 28 Feb 16
       
      Key part of this highlight: unstructured and self-regulated
  • The primary requirement for unsupervised play is uninterrupted stretches of time
  • ...3 more annotations...
  • Even the youngest children are quite capable of entertaining, even educating, themselves.
  • encourage complex imaginative play by offering simple props and play ideas, but then withdraw so the children can plan their own scenarios and act them out.
  • your child is spending precious time at the activity that children need most and love best: playing independently and imaginatively
  • Jim Tiffin Jr on 28 Feb 16
     
    Though this post is written for parents, there are actions and ideas here that teachers can act upon.  The importance of play and its benefits are becoming more and more apparent - plus research is supporting it. Note to self: More research on executive function, and ways of building it in schools, needs to be done. HT: Jackie Gerstein
Bo Adams

Stop telling us it's not about the points | thebloggerina - 1 views

thebloggerina.wordpress.com/...ng-us-its-not-about-the-points

grades learning #MustRead School Change #mvifishares

shared by Bo Adams on 13 Jan 16 - No Cached
  • If I focused on just learning all of the material instead of playing for points, I would fail.
  • If I learn now, I’m denied a bright future of learning later.
  • Even though I have good grades, my academic confidence is very low.
  • ...6 more annotations...
  • As far as I know, the people judging our transcript will always win.
  • Instead, I would introduce a system of portfolios to let schools judge your real work and see you as a person, not as an average of numbers and letters.
  • If I had to put a date on when points became my main priority, I would say it was my first day of high school.
  • You could be wondering “Why doesn’t she want to focus on simply learning?” My answer is very easy. No one has time for that. Just as my day is split into 7 periods, so is my time after school. There is only so much I can do and only so much that I can handle.
  • If I learn now, I’m denied a bright future of learning later.
  • When I hear the frustration of my teachers about the desperation students have for points, I feel two things: guilt and a longing to be able to say that I don’t live on points and I fully submerge myself in my subjects. But that possibility seems untouchable, a million miles away.
  • Meghan Cureton on 13 Jan 16
     
    #stuvoice
  • Bo Adams on 13 Jan 16
     
    HT @MeghanCureton
Meghan Cureton

Learning's Not a River - Dan Cristiani - Medium - 0 views

medium.com/...nings-not-a-river-bdee6ac1c7da

learning curriculum coursework CBE mastery

shared by Meghan Cureton on 28 Dec 18 - No Cached
  • the word ‘course’ is related to the running of a river
  • Its hallmarks include rapidity, unidirectionality, linearity, and dependency.
  • when a student takes a course, she is being led at pace down a narrow path in one direction.
  • ...9 more annotations...
  • The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.
  • Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.
  • In truth, courses are not how we organize learning; they are how we organize assessment.
  • what are the alternatives?
  • Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades
  • Schools can honor learning opportunities that exist outside of traditional coursework.
  • Schools can look for ways to decouple reporting on student performance from arbitrary time frames.
  • how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?
  • Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.
Meghan Cureton

Six Fixes for Proficiency-Based Learning « Competency Works - 0 views

www.competencyworks.org/...for-proficiency-based-learning

assessment competency CompetencyBased transformation standards learning

shared by Meghan Cureton on 31 Aug 18 - No Cached
  • Proficiency-based learning, at its core, is about redesigning the learning and teaching system of America. Instead of basing learning on how much time a student spends, it bases learning on what students can demonstrate—exactly the same as every other system students will encounter in the world outside of school.
  • In addition, schools should continue to share information pertaining to course grades and start to share information regarding student attainment of specific standards, including course-crossing skills such as problem solving, creativity, and analysis. While we would recommend that the course grades continue to use A-F or 0-100 scales, shifting to a 1-4 scale on the standards probably provides better insight for everyone involved. In this way, parents, students, and educators will know how students are doing within the structures of a class and how students are doing in regard to specific standards. This both/and approach will provide more information that can then be used to promote better learning.
  • Keep cohorts of kids together as they progress through their learning. Teachers can vary the learning strategies for various cohorts of students, supporting some students to dig deeper into various standards while others realize initial achievement—and then bringing everyone back together again to start the next unit of learning. Further, as research on learning has demonstrated, learning is a social endeavor, not meant to be undertaken alone. A cohort model supports this research.
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  • Hold students accountable to key and important standards, designating a small handful of “graduation standards” while using the other standards in the Common Core or various state standards to develop curriculum, guide instruction, and build classroom assessments. This strategy focuses learning on key and endurable concepts, skills, and themes; ensures that instructional support is targeted at the most important learning; and pushes students to think about and analyze ideas deeply rather than memorize an unwieldly number of discrete facts.
  • Educators need to clearly define top levels of performance and provide explicit expectations and opportunities for students to achieve these levels of learning. While we should not expect students to “exceed” standards in all cases, educators should require students to do so in areas of particular interest and aptitude for students.
  • Schools must establish both incentives and consequences for critical work habits such as time management and meeting deadlines. Rather than ignore these, they must teach, model, assess, and report them separately and eliminate the practice of controlling behavior by reducing grades. We have seen numerous effective strategies where late work requires coming in after school, not attending co-curricular activities, or mandatory guided study halls, to name a few examples.
Meghan Cureton

transforming_teaching_learning_and_assessment.pdf - 1 views

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.
  • ...15 more annotations...
  • 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
Bo Adams

Students Design, Tinker, Create and Discover through Maker-based Learning | NextGen Lea... - 1 views

nextgenlearning.org/...r-through-maker-based-learning

Maker makered makereducation agency #MustRead badging

shared by Bo Adams on 23 Dec 15 - No Cached
  • The nature of maker-based learning actively engages students, nurtures their agency, improves efficacy, and develops a creator or producer identity instead of a (passive) consumer one.
  • In Thomas’ experience, too many people fail to reflect on WHY they’re choosing certain tools, and HOW those tools will be integrated into the curriculum and culture of school.
  • Bo Adams on 23 Dec 15
     
    Sometimes the impetus for making is a practical problem. Other times, play, curiosity and imagination are the motivators. Regardless, researchers from Harvard's Project Zero agree, "maker experiences help students learn to pursue their own passions and become self-directed learners, proactively seeking out knowledge and resources on their own" (Agency by Design, p. 3). HT Parker Thomas
T.J. Edwards

http://www.timeandlearning.org/sites/default/files/resources/deeperlearningreport_0.pdf - 1 views

www.timeandlearning.org/...deeperlearningreport_0.pdf

#mvifishares mvx

shared by T.J. Edwards on 11 Sep 17 - No Cached
  • T.J. Edwards on 11 Sep 17
     
    5 Innovative schools share their creative use of time - and actual schedules - for deeper learning
Meghan Cureton

How Exercise May Help the Memory Grow Stronger - The New York Times - 1 views

www.nytimes.com/...-the-memory-grow-stronger.html

brain learning exercise movement

shared by Meghan Cureton on 21 Feb 18 - No Cached
  • Exercise may help the brain to build durable memories, through good times and bad.
  • In general, the stronger the messages between neurons, the sturdier and more permanent the memories they hold.
  • It was immediately clear that three days of chronic stress had reduced the effectiveness of the synapses in the stressed-out, sedentary animals, compared to those from the control mice. Their intracellular connections were much weaker.
  • ...3 more annotations...
  • The unstressed runners, on the other hand, now had the strongest, busiest synapses, suggesting that their ability to learn and remember would be higher than in the other animals.
  • Perhaps most interesting, the animals that had run and also experienced chronic stress had synapses that resembled those from the normal, unstressed control group.
  • It is not yet clear, though, she says, how exercise changed the animals’ synapses at a molecular level.
Meghan Cureton

Paradigm shift: from solo-teacher to teaching team - anne knock - 1 views

anneknock.com/...-solo-teacher-to-teaching-team

learning community team

shared by Meghan Cureton on 27 Feb 18 - No Cached
  • My professional focus is the future of learning and learning environments. I see that the design of the spaces where learning occurs, plays a significant part in providing the context for the education our students need today. The innovative learning environment (ILE) enables an array of opportunities for student learning, supporting a variety of learning modes and pedagogical approaches.
  • Where there are multiple classes in shared spaces, maximising the opportunities afforded is dependent on the collective values held and the connectedness of the teachers co-located.
  • “The label, ‘team’, may hold a certain mystique but this mystique, we suggest, must first be earned. . . Teams need time and opportunity to mature; they are not simply created by the application of the label or by a managerial fiat” (Fisher, Hunter & Macrossan, 1997).
  • ...2 more annotations...
  • There are benefits of social and interpersonal connection amongst teachers and teaching teams.
  • It takes time to reach optimum performance stage, as team development passes through defined phases: forming, storming, norming and performing, before they can really ‘hum’. It may feel easier for teachers to just stay on their own, the stages of team development can be difficult, but the advantages are worth it, for the teachers themselves, as well as their students.
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!
Bo Adams

Everyone a Changemaker - The New York Times - 0 views

www.nytimes.com/...maker-social-entrepreneur.html

social entrepreneurship agency changemakers #MustRead

shared by Bo Adams on 11 Feb 18 - No Cached
  • The central challenge of our time, Drayton says, is to make everyone a changemaker.
  • Once a kid has had an idea, built a team and changed her world, she’s a changemaker. She has the power. She’ll go on to organize more teams. She will always be needed.
  • Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal.
  • ...2 more annotations...
  • Social transformation flows from personal transformation.
  • Drayton wants to make universal a quality many people don’t even see: agency.
  • Bo Adams on 11 Feb 18
     
    "Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal. They have to understand this is their criteria for success."
Meghan Cureton

You Don't Find Your Purpose - You Build It - 3 views

hbr.org/...find-your-purpose-you-build-it

shared by Meghan Cureton on 10 Jan 18 - No Cached
  • Put differently, purpose is a thing you build, not a thing you find. Almost any work can possess remarkable purpose.
  • For almost everyone, there’s no one thing we can find. It’s not purpose but purposes we are looking for — the multiple sources of meaning that help us find value in our work and lives
  • Acknowledging these multiple sources of purpose takes the pressure off of finding a single thing to give our lives meaning.
  • ...2 more annotations...
  • Just as we all find meaning in multiple places, the sources of that meaning can and do change over time.
  • How do you find your purpose? That’s the wrong question to ask. We should be looking to endow everything we do with purpose, to allow for the multiple sources of meaning that will naturally develop in our lives, and to be comfortable with those changing over time. Unpacking what we mean by “purpose” can allow us to better understand its presence and role in our lives.
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.
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.
  • ...1 more annotation...
  • 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.
Bo Adams

The Monthly Recharge - Risk Over Safety - 0 views

campaign.r20.constantcontact.com/render

Risk Innovation #mustread

shared by Bo Adams on 19 Dec 17 - No Cached
  • The learning classroom is active, collaborative, and full of real, thoughtful, academic-discipline-informed discussion with students working together to solve challenging problems
  • 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.
  • 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.
  • ...1 more annotation...
  • We can support teacherly innovation/experimentation a host of ways: Establish it as an expectation in posts for jobs and at the time of hiring new teachers. Discuss it in teacher evaluations and self-assessments. Feature examples of it in faculty meetings. Provide innovation grants for summer design work. Give time to teachers (through course loads, class enrollments, course reductions, and even sabbaticals) for innovation work.
Nicole Martin

Before You Study, Ask for Help - WSJ - 0 views

www.wsj.com/...arter-ways-to-study-1502810531

shared by Nicole Martin on 04 Jan 18 - No Cached
  • planning ahead, quizzing themselves on the material and actively seeking out help when they don’t understand it.
  • pick out the main points in their notes
  • I was teaching her while simultaneously teaching myself” the material—a study technique that enabled her to ace the test.
  • ...9 more annotations...
  • High-achieving students take charge of their own learning and ask for help when they’re stuck,
  • sought out extra study aids
  • asked instructors for help during office hours
  • self-regulated learning: the capacity to track how well you’re doing in your classes and hold yourself accountable for reaching goals.
  • Top students spend more time in retrieval practice, he says—quizzing themselves or each other, which forces them to recall facts and concepts just as they must do on tests. This leads to deeper learning, often in a shorter amount of time, a pattern researchers call the testing effect.
    • Nicole Martin
      Nicole Martin on 04 Jan 18
       
      Students who struggle with retrieval need even more specific guidance than this.
  • Students who formed study groups and quizzed each other weekly on material presented in class
  • Studying in general tends to be more productive when it’s done in short segments of 45 minutes or so rather than over several hours,
  • doing practice problems repeatedly until he no longer needed his notes to solve them—a highly effective strategy.
  • Many teachers in middle and high school try to teach good study habits, but the lessons often don’t stick unless students are highly motivated to try them
Meghan Cureton

Time to Re-Think Design Thinking | Huffington Post - 1 views

www.huffingtonpost.com/...think-design-t_b_12455924.html

#mvifishares Mustread designthinking making real-world School Change innovation

shared by Meghan Cureton on 24 Oct 16 - No Cached
  • Simply put, design thinking is not enough. True success comes from building a complete design system, and no organization can build such a system on design thinking alone
  • design thinking only has value when combined with design doing and supported by a strong design culture
  • successful design thinking must also include an element of making – early experience prototypes are important to validate thinking and align teams.
  • ...2 more annotations...
  • Proponents of design thinking often get caught up in the methodologies (“how to get there”) versus the actual destination.
  • design thinking is just the beginning — a catalyst.
Bo Adams

American Schools Are Training Kids for a World That Doesn't Exist | WIRED - 0 views

www.wired.com/...on-learning-by-doing

deeperlearning innovation discovery interdisciplinary transdisciplinary realworldlearning School Change #MustRead #mvifishares

shared by Bo Adams on 23 Oct 16 - No Cached
  • Culture labs conduct or invite experiments in art and design to explore contemporary questions that seem hard or even impossible to address in more conventional science and engineering labs.
  • The culture lab is the latest indication that learning is changing in America. It cannot happen too fast.
  • The time is now to support the role of learning in the pursuit of discovery and to embrace the powerful agency of culture.
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