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in title, tags, annotations or urlA 'University' Model for High School | Edutopia - 0 views
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recent launch of Learning Pathways, a competency-based approach to instruction that emphasizes self-paced, personalized learning.
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interdisciplinary coursework and out-of-school learning experiences
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To evolve their teaching practice, teachers need to carve out dedicated time to regularly observe and reflect—on themselves and their peers—say Anderson and other staff.
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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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The Neuroscience of Trust - 1 views
Competency based learning key characteristic: Outcomes-based - Blackboard Blog - 0 views
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The old concepts of quizzes, mid-term exams and final exams change from methods of judgment to an assessment system designed to help learners construct knowledge through a learn-practice-assess pathway.
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Achieve short-term and long-term academic performance improvements focused on outcomes rather than inputs
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Student learning outcomes are generally at the same level of granularity as competencies, and sometimes the terms are used interchangeably. A competency is a specific skill, knowledge, or ability that is both observable and measurable
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transforming_teaching_learning_and_assessment.pdf - 1 views
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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.
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Table 1. The Role of Learners in Competence-Based Curricula
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A “growth mindset” (Dweck, 2006). essential for developing intrinsic motivation.
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02_future_competences_and_the_future_of_curriculum_30oct.v2.pdf - 1 views
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An analysis of current contributions show that although there are substantial variations, most agree that competence is far more complex than skill, and that it comprises knowledge, skills, values, and attitudes.
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The most recurring examples include: – Creativity, communication, critical thinking, problem solving, curiosity, metacognition; – Digital, technology, and ICTs skills; – Basic, media, information, financial, scientific literacies and numeracy, – Cross-cultural skills, leadership, global awareness; – Initiative, self-direction, perseverance, responsibility, accountability, adaptability; and – Knowledge of disciplines, STEM mindset.
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Key challenges
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Innovation Playlist - Ted Dintersmith - 0 views
Is school about "skills" or "behaviors"? - Basecamp - 2 views
Rethinking grade levels and school design for personalized learning - The Hechinger Report - 0 views
The Trailblazers - How Students Are Learning To Make Impact Design Better - Impact Design Hub - 2 views
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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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School of the Future: Initiative > Expertise - Basecamp - 0 views
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Department-based faculty tell kids what they’re supposed to study, then use grades to signal how far they are from “expertise.”
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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.
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But what if departments shifted focus from expertise to initiative?
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Five Shifts for Competency-Based Learning - 0 views
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