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in title, tags, annotations or urlMastery Transcript Consortium - 0 views
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"The Mastery Transcript Consortium (MTC) is a collective of high schools organized around the development and dissemination of an alternative model of assessment, crediting and transcript generation. The MTC hopes to change the relationship between preparation for college and college admissions for the betterment of students."
How to Design a School That Prioritizes Kindness and Caring | MindShift | KQED News - 1 views
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You can’t just snap your fingers, and show a video, and it’s done,” she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through
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initiatives had to seem to come from within, organically
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They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.
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Inverse Relationship Between GPA and Innovative Orientation - 0 views
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“I think academic environments are artificial environments.
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People who succeed there are sort of finely trained, they’re conditioned to succeed in that environment.
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You want people who like figuring out stuff where there is no obvious answer.
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PBL, STEAM, & CTE: Validation through Triangulation | Blog | Project Based Learning | BIE - 0 views
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identifying ways that STEAM, CTE, and PBL have a unique three-way symbiotic relationship
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So, with CTE, one or more of the STE(A)M subjects naturally is embedded within it, especially when applied to key knowledge, understanding, & success skills. Sound familiar? That’s the focus at the center of Gold Standard PBL! So what about the Essential Project Design Elements of PBL as applying STE(A)M within CTE?
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what if an Engineering and Architecture Pathway student was asked to use CAD to design a home using passive solar construction techniques, much like the Anasazi did before electricity and indoor plumbing?
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The Art of Getting Opponents to "We" - The New York Times - 0 views
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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.
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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.”
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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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Why Curiosity Matters - 1 views
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And socially curious employees are better than others at resolving conflicts with colleagues, more likely to receive social support, and more effective at building connections, trust, and commitment on their teams. People or groups high in both dimensions are more innovative and creative.
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joyous exploration, deprivation sensitivity, stress tolerance, and social curiosity—improve work outcomes.
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joyous exploration has the strongest link with the experience of intense positive emotions. Stress tolerance has the strongest link with satisfying the need to feel competent, autonomous, and that one belongs. Social curiosity has the strongest link with being a kind, generous, modest person.
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NAIS - One School's Conversation About Open Gradebook - 1 views
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The critical difference is that at Harpeth Hall, and most likely any all-girls school, we know a student’s numeric average at any given moment will never provide the whole picture of her educational journey
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At this time, we can find no research showing that open gradebooks have improved students’ grades or helped teachers know their students better.
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The current system, while technically old-fashioned, preserves the teacher-student relationship and still allows students to have ownership.
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Why A School's Master Schedule Is A Powerful Enabler of Change | MindShift | KQED News - 2 views
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He and a team of teachers set out to try to reconfigure how this big high school could structurally put student relationships with teachers at the center, and value mastery of content above all else.
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‘If we don’t match our minutes to our mission, [teachers are] not going to shift.’
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biggest obstacles to instructional changes of the sort Smith and his team were trying to engineer was the school schedule itself.
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NAIS - A Standards-Based Assessment Model Can Help Build More Diverse and Equitable Communities - 0 views
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For students to take critical feedback constructively, they have to believe that it is possible for them to improve.
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school’s assessment and feedback philosophy can encourage a sense of belonging as well as promote a culture that embraces all students as capable of growing and improving as thinkers, learners, and doers. To build on the authentic social justice work being done in our schools and to make real progress in our efforts to create inclusive and equitable communities, we must adopt and employ assessment practices that support this work.
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The Intersection of SBA and Cultural Responsiveness
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This Neuroscientist Wants to Know Your Brain On Art-and How It Improves Learning | EdSurge News - 0 views
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teach for mastery? And mastery means memory
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toxic stress
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one of the most important protective factors for kids is a relationship with a caring adult in a school building.
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Q: What's the Right Dosage of PBL? A: Not Once Per Year | Blog | Project Based Learning | BIE - 2 views
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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?
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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.
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“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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The Case Against Grades (##) - Alfie Kohn - 2 views
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Collecting information doesn’t require tests, and sharing that information doesn’t require grades. In fact, students would be a lot better off without either of these relics from a less enlightened age.
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As I’ve reported elsewhere (Kohn, 1999a, 1999b, 1999c), when students from elementary school to college who are led to focus on grades are compared with those who aren’t, the results support three robust conclusions:
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Grades tend to diminish students’ interest in whatever they’re learning.
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Your Team Is Brainstorming All Wrong - 2 views
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demonstrate that groups that use Osborn’s rules of brainstorming come up with fewer ideas (and fewer good ideas) than the individuals would have developed alone.
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There are several reasons for this productivity loss, as academics call it. For one, when people work together, their ideas tend to converge. As soon as one person throws out an idea, it affects the memory of everyone in the group and makes them think a bit more similarly about the problem than they did before. In contrast, when people work alone, they tend to diverge in their thinking, because everyone takes a slightly different path to thinking about the problem.
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Early in creative acts it’s important to diverge, that is, to think about what you are doing in as many ways as possible. Later, you want to converge on a small number of paths to follow in more detail.
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