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in title, tags, annotations or url3 Ways to Unlock the Wisdom of Colleagues | Edutopia - 0 views
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when teachers have regular, structured opportunities to learn together, good ideas are more likely to travel from one classroom to the next.
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Collaboration takes time and planning. If classroom observation becomes part of a school’s strategy, administrators have to make time during the regular school day for shared professional learning among the staff. School leaders should also have to have clear objectives for the program of observation, and protocols to keep discussion on track and to ensure that the time isn’t wasted.
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A spirit of continuous learning permeates the school, which encourages all teachers
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The Myth Of The Innovation Lab - 0 views
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"innovation theater."
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happens when teams in innovation labs use lean startup tools without really understanding how they work. They take the canvases, sticky notes, whiteboards and bean bags, and they start thinking that they are all set for doing innovation. The teams then focus their attention on making cool products, without thinking about the business models that underlie those products.
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problem of success
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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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Everyone a Changemaker - The New York Times - 0 views
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The central challenge of our time, Drayton says, is to make everyone a changemaker.
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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.
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Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal.
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Following the lessons of learning science in schools isn't convenient - The Hechinger Report - 0 views
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Following the lessons of learning science in schools isn’t convenient
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“The mind is a sheet of paper for a professor to write on.” But that’s the wrong way to think about education, he said. The right way, he argued, is to think of a human as a plant to which educators offer fertilizer and water and sunlight when it needs it, or wants it, most. “This is a very different model,” Sarma said, “but it’s so inconvenient we ignore it.”
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cognitive load theory posits that working memory is limited. Students who hear new information store it first in working memory, but this is short-term memory, and all short-term memories will be forgotten. There’s no way around it. The key, according to Sarma, is reinforcing that information and getting it into long-term memory, where it will last. Students can only focus on new information for eight to 14 minutes before their minds start to wander, Sarma said, so the best method of instruction is to offer such new information in bite-sized chunks.
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A More Complete Picture of Student Learning | Edutopia - 0 views
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I’m really excited to see that educators are clear about the use of formative and summative assessment.
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At the same time, by naming assessments, we may be falling into a trap of being too rigid.
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Our current assessments are geared toward reporting on mastery—often what the grade measures—rather than learning. But we could create assessments that value the learning along the way. Such a system would record not just quizzes, tests, written work, and presentations, but also exit tickets, and even conversations between student and teacher.
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What's Worth Learning in School? | Ed Magazine - 0 views
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What’s worth learning in school?
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“Conventional curriculum is chained to the bicycle rack,” he says. “It sits solidly in the minds of parents: ‘I learned that. Why aren’t my children learning it?’ The enormous investment in textbooks and the cost of revising them gives familiar elements of the curriculum a longer life span than they might perhaps deserve. Curriculum suffers from something of a crowded garage effect: It generally seems safer and easier to keep the old bicycle around than to throw it out.” As a result, “the lifeworthiness of the multitudinous facts and ideas in the typical curriculum is spotty,” he says. “It seems not to have been thought through very carefully.”
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“Knowledge is for going somewhere,” Perkins says, not just for accumulating. But too often, we tend to focus on short-term successes — scoring well on a quiz, acing a spelling test. Unfortunately all of that test knowledge, all of that accumulated knowledge we thought was worth knowing, becomes useless if not used.
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NAIS - The Homework Debate: What It Means for Lower Schools - 1 views
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daily amount a child reads independently is positively linked to higher-order literacy skills and long-term academic success. And there are activities that promote academic performance and wellness simultaneously: physical exercise (60 minutes per day); proper sleep (10–11 hours a night for young children); shared family meals (three or more per week); and time to explore talents, interests, and passions.
Kids, Would You Please Start Fighting? - The New York Times - 0 views
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The skill to get hot without getting mad — to have a good argument that doesn’t become personal — is critical in life.
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Yet if kids never get exposed to disagreement, we’ll end up limiting their creativity.
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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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How School Leaders Can Attend to the Emotional Side of Change | MindShift | KQED News - 0 views
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for many people, change — at least at first — isn’t about growth or capacity building or learning; it’s about loss.
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One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement.
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difference between congeniality and collegiality
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Creating an innovation culture | McKinsey & Company - 1 views
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we’re also seeing a renaissance of something decidedly traditional: the corporate R&D department.
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We all need mechanisms and a culture that encourage the embrace of new technologies, kindle the passion for knowledge, and ease barriers to creativity and serendipitous advances
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Conventional wisdom holds that organizations die of starvation from a shortage of good ideas and projects. In reality, they are much more likely to die of indigestion. A surfeit of projects with inadequate staffing makes delivering on anything less likely.
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Mathematics must be creative, else it ain't mathematics - 0 views
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There are no topics in mathematics; only artificial barriers that we have erected to help organise the curriculum. At school, we study topics in discrete chunks and come to understand them as separate islands of knowledge. Yet the most powerful and interesting mathematics arises when we cut through these barriers.
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Knowledge has its place; you cannot connect or create what you don’t know. Tokio Myers is a trained pianist; his thousands of hours of deliberate practice are the foundation of his creativity. But he is more than a pianist (he’s a BGT winner!), and that is because he dared to defy the the conventional norms of music. Wiles is similarly the world class mathematician that he is because his field of vision is not restricted to any one topic.
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If only students were encouraged to transcend their study of individual topics.
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ChangeLeaders Community - 0 views
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How often do you see learners being ‘blamed’ for not understanding a challenging idea or concept, rather than that being a reflection on the teaching? To what extent is the learning architecture of our schools, the grading, grouping, and scheduling really allowing our students to learn most deeply and powerfully?
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It comes down to reframing our understanding of schools as learning organizations.
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The reality is that today’s schools were simply never designed to change proactively and deeply —they were built for discipline and efficiency, enforced through hierarchy and routinization.
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Grades are for Onions, Beef, and Other Produce; Not Children - 1 views
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What good is gained in assigning a grade to a child’s work? The concept of 90–100% = A, 80–89% = B etc. is so entirely subjective and fraught with fallacy. Because a child can do every question on your arbitrarily chosen and constructed exam, and do so by anticipating what it is you are looking for with 100% accuracy does not mean they understand or can explain what the mathematics is about.
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Why should our children be assigned something we also use for factory produced vegetables? Grading is an anachronistic hold-over from the Scientific Management era inserted into schooling during the 19th century.
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Finnish kids have NO homework, but call me a believer in the idea that the Finns place less importance upon grading their children against each other. Formative assessment replacing heaps of summative assessments.
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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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