Is grading the focus, or is learning the focus?
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MakerCase - Easy Laser Cut Case Design - 0 views
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When Grading Harms Student Learning | Edutopia - 0 views
www.edutopia.org/...student-learning-andrew-miller
#LiquidNetworkSpills assessment Edutopia grading formative assessment schoolreform
shared by Jim Tiffin Jr on 07 Feb 16
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Zeros do not reflect student learning. They reflect compliance.
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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.
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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?
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Practice assignments and homework can be assessed, but they shouldn't be graded.
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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.
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we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."
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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.
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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.
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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.
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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
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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.
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would be fed to teachers, parents, and students via AltSchool's digital learning platform and mobile app, which are currently being tested
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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.
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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.
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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.
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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.
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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.
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'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.
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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.
Self-Assessment Tool DRAFT - 0 views
www.redesignu.org/...Assessment%20Tool%20150723.pdf
assessment competency CompetencyBased CBE MTC transformation mastery
shared by Meghan Cureton on 12 Sep 18
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The Maker Directory - 1 views
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MakerEd FromTwitter professional learning Makerspace resources tools #LiquidNetworkSpill
shared by Jim Tiffin Jr on 03 Mar 16
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The Physics of Change - Education Reimagined - Education Reimagined - 0 views
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institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
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“Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
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the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
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we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
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the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
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earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
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three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
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When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
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Maker Empowerment Revisited | Agency by Design - 2 views
www.agencybydesign.org/maker-empowerment-revisited
AgencyByDesign agency cognition dispositions Habits of Mind learning MakeEd empowerment blog post #LiquidNetworkSpill
shared by Jim Tiffin Jr on 26 Jul 17
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The big idea behind the concept of maker empowerment is to describe a kind of disposition—a way of being in the world—that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making.
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The concept of maker empowerment is meant to be somewhat broader than the label of maker. It certainly includes maker-types—i.e., hackers, DIYers, and hobbyists—but it also includes people who may not define themselves as wholly as makers, yet take the initiative to engage in maker activities from time to time.
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We teach art, or history, or auto mechanics not solely to train practitioners of these crafts, but to help all students develop the capacity to engage with world through the lenses of these disciplines—even if not all students will become artists or historians or auto mechanics. The concept of maker empowerment aims for this same breadth.
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Maker Empowerment (v2): A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
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one of the main purposes of the Agency by Design project, which is to understand how maker activities can develop students’ sense of agency or self-efficacy.
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maker empowerment is a dispositional concept. That is, rather than simply naming a set of technical skills, it aims to describe a mindset, along with a habitual way of engaging with the world.
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the research I’ve just described wasn’t conducted with the disposition toward maker empowerment in mind. So we don’t know if the findings about sensitivity transfer.
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People we label as open-minded tend to have a distinctive and dependable mindset that flavors their engagement with the world:
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Through a series of rather elaborate experiments, we were able to show that the contribution of these three elements—ability, inclination, sensitivity—could indeed be individually distinguished in patterns of thinking and that a shortfall in any of the three elements would block cognitive performance.
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It turns out that the biggest bottleneck in behavior—in other words, the shortfall that most frequently prevents inclination, ability, and sensitivity from coalescing into sustained cognitive activity—is a shortfall of sensitivity. In other words, at least in terms of critical and creative thinking, young people don’t follow through with these habits of mind not because they can’t (ability), and not because they don’t want to (inclination), but mainly because they don’t notice opportunities to do so.
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This doesn’t mean that young people’s inner detection mechanisms are woefully flawed. Rather, sensitivity has everything to do with the saliency of cues in the environment. If an environment doesn’t have strong cues toward certain patterns of behavior—or actually contains counter-cues—it can be pretty hard for those patterns of behavior to be cued up.
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the maker movement can empower people to shift from being passive consumers of their world to being active producers or collaborators.
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As the maker movement continues to infiltrate mainstream education, a dispositional analysis of maker empowerment might serve as a similarly useful tool.
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"The big idea behind the concept of maker empowerment is to describe a kind of disposition-a way of being in the world-that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making."
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The Trailblazers - How Students Are Learning To Make Impact Design Better - Impact Desi... - 2 views
impactdesignhub.org/...g-to-make-impact-design-better
design design for social impact design thinking impact #MustRead higher ed degrees
shared by Bo Adams on 23 Dec 15
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Impact Design Hub spoke with Sara Cornish and Josh Treuhaft, two graduates from the inaugural class of the School of Visual Arts’ Design for Social Innovation (DSI) program, a two-year, cross-disciplinary MFA program, which aims to teach students to address social challenges through systems-level design thinking and offers one of the first graduate degrees in this field.
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Yeah, and I think there was an understanding that we were not only joining the program, but also helping to build it, which was really exciting. I remember that the interviews were so filled with anticipation. They told us, “This is going to be amazing. You’re going to be part of something that’s an absolute first. You’re going to help trailblaze the field.”
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it was never explicitly about learning the way to design for social innovation. It was more about teaching a variety of different thought models, processes, and tools that you can use for various types of work relating to social impact. Ultimately, the program is about systems thinking and how things are connected to each other.
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Framing and strategizing and mapping is great, but at the end of the day, actually putting things in the world and seeing what they do is really important.
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If you treat your thesis and your projects as real opportunities that could lead to some sort of impact or change and take it all seriously, you’d be amazed at what you can accomplish.
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Are You Teaching Content Or Teaching Thought? - - 3 views
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If our job is to teach critical thinking, design, and problem-solving–fluid intelligence–then thinking is our collective circumstance, and our curriculum becomes thought.
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To learn to think, students need powerful and inspiring models that reflect the design, citizenship, creativity, interdependence, affection, and self-awareness we claim to want them to have. To teach careful, creative, and truly innovative thinking, students need creative spaces and tools, and frameworks to develop their own criteria for quality and success. They need dynamic literacy skills that they practice and build upon endlessly. Not projects that have creativity and design thinking added on, but projects that can’t function without them. And they need control of it all.
Unreasonable Guides - UNREASONABLE.is - 0 views
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Why Empathy Holds the Key to Transforming 21st Century Learning | MindShift | KQED News - 2 views
ww2.kqed.org/...sforming-21st-century-learning
#mvifishares empathy designthinking idiploma PBL transformation School Change
shared by Meghan Cureton on 16 Nov 16
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Bo Adams liked it
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Empathy has the potential to open up students to deeper learning, drive clarity of thinking, and inspire engagement with the world—in other words, provide the emotional sustenance for outstanding human performance.
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Empathy lies at the heart of 21st century skillfulness in teamwork, collaboration and communication in a diverse world.
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The frontal lobes of the brain, at least as much as we know now, are the seat of planning, execution, problem solving and creativity—and when the frontal lobes are working well, so are we.
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Empathy is now identified as the first step in the design process, whether crafting new software for a user or creating form-factors that inherently please the consumer.
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empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.
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Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.
Empathy Planner - Stanford d.school - 1 views
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Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 1 views
globalonlineacademy.org/...petencies-examine-student-work
CompetencyBased CBE mastery mindsets growthmindset noncognitive skills future transformation School Change assessment
shared by Meghan Cureton on 28 Oct 18
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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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Ensure competencies are written in student-friendly language.Use single point rubrics.Encourage student reflection about their own work.Explore school models which encourage public exhibitions of student work and deep examination of student work, with students heavily involved and perhaps leading the assessment process.
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