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Bo Adams

An Open Letter to Educators From TrueSchool Studio - The Teachers Guild - Medium - 0 views

  • We support educators in this process to go from idea to impact, but we do not prescribe the solution — you are the source of ideas and leadership for transformative solutions.
  • We believe the best ideas for the present and future of education will come from educators
  • No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
  • ...2 more annotations...
  • No policymaker or president is as powerful as a teacher when it comes to shaping the student experience.
  • With your unique knowledge of student needs and school challenges, you have the potential to create powerful new solutions and lead change.
  •  
    HT @TeachersGuild
Meghan Cureton

Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 1 views

  • we should deeply examine student work, and this must include robust student self-assessment.
  • 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.
  • 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.
Bo Adams

Does Design Thinking Work For Students? | Steve Mouldey - 0 views

  • It has felt like a more powerful version of inquiry through it’s focus on developing empathy, students iterating their understanding and then having to use their knowledge rather than just remembering information.
  • the most comprehensive definition came from a student: Design Thinking is human centred problem solving where designers go through a process which highly values empathy, feedback and multiple iterations in order to create a solution that best suits a user based on their needs and values
  • The most powerful student comment in this research shows both what students gain from the use of Design Thinking and a thirst for this authentic, meaningful approach to spread further: “I am quicker to find things that don’t feel very meaningful to me which bothers me when I know there can be meaningful ways to learn where even as a high school student I can be contributing to bigger projects that really impact people’s lives.”
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  • I see students as citizens now, rather than citizens in the future, and want to help them develop the skills and knowledge to influence the world around them.
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