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Meghan Cureton

4 Ways to Lead and Create a "Culture of Innovation" From Any Position - The Principal of Change - 0 views

georgecouros.ca/...6855

School Change leadership innovation

shared by Meghan Cureton on 17 Nov 16 - No Cached
  • best learning can happen when we are uncomfortable,
  •  Observe, look, challenge, and wonder about the things on the walls and the learning in the school like it was your first day, every day.
  • Impact one other teacher in your school, and you impact probably a minimum of twenty students (that year only).
  • ...1 more annotation...
  • Building innovative organizations will take all of us working together. This is not about a “top down” or “bottom up” approach as much as it is about “all hands on deck.” And it is possible.
Jim Tiffin Jr

Building A Tinkering Mindset In Young Students Through Making | MindShift | KQED News - 0 views

ww2.kqed.org/...-young-students-through-making

MindShift makered #LiquidNetworkSpill #mvifishares mistakes pHail Learning mindset maker mindset growth mindset

shared by Jim Tiffin Jr on 19 Nov 16 - No Cached
  • the physical space for tinkering matters much less than the mental space that you create for young makers.
  • To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.
  • telling a group of little kids that it’s okay to make mistakes is not an effective way to deliver your message. The droning voice of the teachers in the Peanuts cartoons springs to mind! To get kids to internalize your message and truly take it to heart, you have to show them in a wide variety of ways what you really mean.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Nov 16
       
      Like the pHail Boards and the FailUp Zone.
  • ...8 more annotations...
  • Barney Saltzberg’s Beautiful Oops. This short book features mistakes repackaged as something awesome! For example, a torn piece of paper becomes the smile on an alligator. Young children respond to the simplicity of the “mistakes” and the delightful revelation of the reworked mistake into something beautiful and surprising.
  • Modeling that it really is okay to make mistakes is vital.
  • I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.
  • Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating.
  • Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes.
  • Failure and discovery are so closely linked, so connected and interrelated, that it is very hard to distinguish between them, especially when failure leads directly to discovery and vice versa.
  • To help students understand the messy process of creation, I ask students to track their progress during any project (much more about this in chapter 6). Tracking a project’s progress helps illuminate the many mistakes along the way.
  • Peer-to-peer sharing also opens the door for collaboration and collective problem-solving when a student is unsure of how to move past an obstacle.
  • Jim Tiffin Jr on 19 Nov 16
     
    Article summarizing ways to encourages students to think of mistakes as learning opportunities.
Meghan Cureton

Teaching As a Dynamic, Participatory and Creative Act - The Teachers Guild - Medium - 0 views

medium.com/...-and-creative-act-399e4668ec61

fuse cohort pd School Change

shared by Meghan Cureton on 07 Sep 15 - No Cached
  • Meghan Cureton on 07 Sep 15
     
    As we think about fuse16 and the potential of certain "packages" for individuals or schools to choose...here is a piece that might give us ideas for the cohort model.
T.J. Edwards

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

www.theatlantic.com/...396548

School Change schoolreform

shared by T.J. Edwards on 28 Oct 15 - No Cached
  • 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.
  • ...3 more annotations...
  • 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

Purpose Based Learning (a #FailUp moment) | Planting T's - 0 views

designthinkingedu.wordpress.com/...based-learning-a-failup-moment

PURPOSEbasedlearning PBL Failup MVIFI #MustRead

shared by Bo Adams on 04 Nov 15 - No Cached
  • So what is the big #failup moment? Well…perhaps product is more important than teachers tend to let on?
  • Reflecting back, I am more and more convinced that product and process are equally important. p[-[ I don’t mean to devalue the process by any means. That is where the learning happens. But the product – the thing – the solution – is why the learning happens
  • Last semester I had quite a different “engagement curve” with my T.E.D. class major project. In meeting Alex and 3D printing a prosthetic hand, my class and I made noticeable shift from working on a project to working for a purpose
Bo Adams

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

opinionator.blogs.nytimes.com/...art-of-getting-opponents-to-we

collaboration schoolreform #MustRead

shared by Bo Adams on 04 Nov 15 - No Cached
  • 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.”
Bo Adams

Badges | Computer Science Student Network - 0 views

www.cs2n.org/badges

badges computer science badging microcredentialing

shared by Bo Adams on 16 Dec 15 - No Cached
  • connect accomplishments with a compact, portable form of recognition designed to motivate earners to pursue further achievement.
  • since Badges can be awarded in real-time, they can be used as milestone markers in formative assessment.
  • Hierarchy and Evidence
  • ...2 more annotations...
  • Badges are uniquely qualified to both suggest and document flexible learning trajectories toward meaningful milestones.
  • All Badges are part of a larger ecosystem of delivering, assessing, and credentialing learning.
  • Bo Adams on 16 Dec 15
     
    HT @TJEdwards62
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
Bo Adams

A Taxonomy of Reflection: A Model for Critical Thinking - 0 views

www.peterpappas.com/...ents-teachers-principals-.html

reflection critical thinking Pappas #MustRead learning

shared by Bo Adams on 17 Jan 16 - No Cached
  • Bo Adams on 17 Jan 16
     
    HT Becky Tussey
Bo Adams

Is There a "Future of Work"? - 0 views

modernlearners.com/is-there-a-future-of-work

future work environment work

shared by Bo Adams on 28 Mar 16 - No Cached
  • the speed and scale are going to shock those in education charged with preparing our children for it.
  • Like so many other things that we think of in the future tense, (climate change, surveillance, etc.) the changes in work have already arrived, we just don’t seem to realize it
  • we need to start thinking differently about what it means to be “career ready” (as well as, I suppose, “college ready.”)
  • ...4 more annotations...
  • Why doesn’t education focus on what humans can do better than the machines and instruments they create?”
  • So, wouldn’t we be better off shifting the emphasis on the work of our teachers away from content and grades and curriculum to mentoring, apprenticeships, making, and discussion?
  • Finally, what role does leadership play in staying abreast of these types of shifts, articulating them to school and community, and in building capacity for those groups to engage in relevant, meaningful conversations around what changes may need to happen?
  • leaders better be building school cultures that learn, constantly.
  • Bo Adams on 28 Mar 16
     
    HT @WillRich45
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

School of the Future: Initiative > Expertise - Basecamp - 0 views

basecampschool.com/...future-initiative-gt-expertise

School Change #mvifishares transformation PBL initiative

shared by Meghan Cureton on 27 Mar 19 - No Cached
  • Department-based faculty tell kids what they’re supposed to study, then use grades to signal how far they are from “expertise.”
  • That design principle may be great for teachers who return to school year after year (and therefore become more and more “expert”). But what about the students? They graduate into an increasingly VUCA world.
  • But what if departments shifted focus from expertise to initiative?
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  • In an age of accelerations, expertise may still matter, but initiative matters even more. Schools of the Future will design accordingly.
Nicole Martin

Opinion | Why Girls Beat Boys at School and Lose to Them at the Office - The New York Times - 0 views

www.nytimes.com/...girls-school-confidence.html

shared by Nicole Martin on 20 Feb 19 - No Cached
  • We need to ask: What if school is a confidence factory for our sons, but only a competence factory for our daughters?
  • First, parents and teachers can stop praising inefficient overwork, even if it results in good grades.
Meghan Cureton

Neuroscience Should Inform School Policies - Education Week - 1 views

www.edweek.org/...ld-inform-school-policies.html

learning community neuroscience #mvifishares

shared by Meghan Cureton on 16 Oct 16 - No Cached
  • key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
  • What is essential for kids at this time of life is to be engaged in real-life learning experiences and peer-learning connections that put them under conditions of "hot cognition," where educators can help them along in the process of integrating their impulsiveness (positively viewed as excitement and motivation) with their reasoning abilities.
  • The implications for reform of secondary school are clear. Schools should provide more opportunities for students to be involved in apprenticeships, internships, service learning, community-based learning, small peer-learning groups, entrepreneur-based programs, and student-directed project-based learning
  • ...7 more annotations...
  • key part of the secondary school curriculum should involve the teaching of stress-reduction methods, such as mindfulness meditation, yoga, and aerobic activity; exercise breaks during class; a strong physical education curriculum; and a broadly based extracurricular sports program for all students, not just the star athletes.
  • prefrontal cortex, which is the region controlling inhibition of impulses and the ability to plan, reflect, self-monitor, and make good decisions, doesn't fully develop until the early 20s. This means that while the limbic system or "emotional brain" is working at close to full capacity by early adolescence, the areas of the brain that could temper those feelings and impulses are still in the process of being constructed.
  • Neuroscience Should Inform School Policies
  • Consequently, key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
  • Classroom teaching that focuses largely on delivering content through lectures and textbooks fails to engage the emotional brain and leaves unchanged those prefrontal regions that are important in metacognition.
  • Locking students into a set academic college-bound program of courses takes away their ability to make decisions about what most interests them (a process that integrates the limbic system's motivational verve with the prefrontal cortex's decisionmaking capacity).
  • Neuroscience research tells us that the teenage brain is exquisitely sensitive to environmental influences. This neuroplasticity makes it vulnerable to a wide range of societal dangers—traffic accidents, drug abuse, suicide, violence. But it also makes it acutely sensitive to the influence of teachers, for good or for ill.
  • Bo Adams on 16 Oct 16
     
    "key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices."
Bo Adams

Why Are We Still Personalizing Learning If It's Not Personal? | EdSurge News - 0 views

www.edsurge.com/...-learning-if-it-s-not-personal

personalized individualized

shared by Bo Adams on 01 Nov 18 - No Cached
  • As an ideal, personalized learning aims to provide instructional experiences tailored to each learner’s preferences and interests, and at a pace appropriate to their needs.
  • That can result in teachers putting tablets in front of kids, letting the technology do the work, and meanwhile calling it “personalized learning” when it’s anything but that.
  • What we fail to realize is that individualization actually has diminishing returns. As individualization increases, so does the potential for isolation. In classrooms where the primary mode of personalization is hyper-individualized, technology-driven curriculum, we find our children siphoned off into silos, taking away valuable points of convergence.
  • ...6 more annotations...
  • We assume that the more individualized a child’s education is, the more personalized it is. But that’s simply not true.
  • In order for learning to be personal, it must be meaningful and transferable. And meaningful, transferable learning only comes when human connection is at the center of what we do. When we over-individualize learning—especially when we do so using technology—we isolate our children. We put them in silos and take away opportunities for them to connect with one another in order to learn.
  • Does the technology help to minimize complexity?
  • Does the technology help to maximize the individual power and potential of all learners in the room?
  • Will the technology help us to do something previously unimaginable?
  • Will the technology preserve or enhance human connection in the classroom?
Meghan Cureton

Can You Resist the Seductive Allure of Neuroscience? |Education & Teacher Conferences - 1 views

www.learningandthebrain.com/...ductive-allure-of-neuroscience

mind brain education learning neuroscience research

shared by Meghan Cureton on 01 May 18 - No Cached
  • kellybkelly on 01 May 18
     
    I loved this!
Bo Adams

How Good Is Good Enough? - Educational Leadership - 0 views

www.ascd.org/...Good-Is-Good-Enough%C2%A2.aspx

mastery assessment learning MTC #mustread

shared by Bo Adams on 18 Jun 18 - No Cached
  • Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject, as measured against valid and high standards
  • Wooden described his overall method like this: "I tried to teach according to the whole–part method. I would show them the whole thing to begin with. Then I'm going to break it down into the parts and work on the individual parts and then eventually bring them together"
  • The constant process of bringing the parts back together in complex performance is what's routinely missing from many so-called mastery learning programs.
  • ...2 more annotations...
  • Regardless of what particular solution we come up with for linking local grades to wider-world standards, this must be our motto: No surprises; complete transparency as to where the student stands in terms of performance.
  • This is the crux of the matter: how to set school-level standards (and give grades, scores, or judgments in relation to them) in terms of valid external standards. If local tests are less rigorous than state and national tests, and if teachers' scoring and grading of student work reflect only local norms and not wider-world standards, then the school is not standards-based.
Meghan Cureton

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 - No Cached
Bo Adams liked it
  • 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.
  • Empathy lies at the heart of 21st century skillfulness in teamwork, collaboration and communication in a diverse world.
  • 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.
  • ...4 more annotations...
  • Setting up a culture of care is very much an exercise in making empathy central to daily work.
  • 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.
  • 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.
  • 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.
Bo Adams

How School Leaders Can Attend to the Emotional Side of Change | MindShift | KQED News - 0 views

ww2.kqed.org/...o-the-emotional-side-of-change

change leadership social-emotional

shared by Bo Adams on 03 Nov 17 - No Cached
  • for many people, change — at least at first — isn’t about growth or capacity building or learning; it’s about loss.
  • 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.
  • difference between congeniality and collegiality
  • ...2 more annotations...
  • Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher — nurturing, extending beyond themselves, pulling out the best in people — are not typically the characteristics of someone who is skilled at adult conflict
  • “Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,”
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