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Nicole Martin

The Physics of Change - Education Reimagined - Education Reimagined - 0 views

education-reimagined.org/the-physics-of-change

shared by Nicole Martin on 27 Mar 19 - No Cached
  • institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
  • “Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
    • Nicole Martin
      Nicole Martin on 27 Mar 19
       
      Great book- recommended by Shayna years ago as well.
  • the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
  • ...6 more annotations...
  • Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
  • we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
  • the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
  • earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
  • three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
  • When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
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?
  • ...1 more annotation...
  • In an age of accelerations, expertise may still matter, but initiative matters even more. Schools of the Future will design accordingly.
Meghan Cureton

Do historians miss the ideals of assessment, as some have suggested? - 1 views

www.insidehighered.com/...assessment-some-have-suggested

Grading grades higher education mindset assessment PBL learning

shared by Meghan Cureton on 22 Jan 19 - No Cached
  • Grading Smarter, Not Harder
  • 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.
  • 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.
  • ...7 more annotations...
  • LASER, an acronym for Love history, Acquire and analyze information, Solve difficult problems, Envision new explanations, and Reveal what you know. Sourcing work, which Calder called a “threshold concept” in history, means asking students to evaluate the reliability of various historical texts. Who made it? When? Why? What value does it hold for historians, if any?
  • letter grades “do little to differentiate the level of student effort or the quality of student work or student growth over the course of a semester or program,”
  • to the idea of “transparency,” which they all agreed begins with articulating clear student learning goals -- for themselves and their classes.
  • Whatever the activity or assessment, Mintz said it needs to be aligned with a particular learning objective. Research suggests that the most effective activities and assessments when it comes to student learning are considered “authentic,” or those that mirror professional practice and address some meaningful question,
  • Project and performance-based assessments are much more likely to provide a “valid measure of student proficiencies and higher-order thinking skills than are multiple choice or short-answer questions,” Mintz continued. And evaluation needs to be based on a detailed rubric, he said, suggesting that students may help create these rubrics.
  • But “a paradigm shift is occurring in higher education,” Mintz said. “We all know this. We’re sifting from teaching to learning, shifting from a sink-or-swim mentality to a mentality where we have obligation to bring all students to minimum viable level of competency.” That is regardless of institution type, he said.
  • think of themselves as "learning architects" whose meaningful "forward-looking" assessment will be a "true learning opportunity" for students.
  • Meghan Cureton on 22 Jan 19
     
    HT @cmtbasecamp
T.J. Edwards

High Quality Project Based Learning - 0 views

hqpbl.org

pbl

shared by T.J. Edwards on 07 Apr 18 - No Cached
  • T.J. Edwards on 31 Aug 18
     
    great alternative to BIE
Meghan Cureton

Project-based Learning: Are You Focused on the Project or the Learning? - 0 views

katielmartin.com/...on-the-project-or-the-learning

real-world learning transformation PBL deeperlearning inquiry

shared by Meghan Cureton on 17 Jul 18 - No Cached
  • Meghan Cureton on 17 Jul 18
     
    HT @akytle
Meghan Cureton

Urban Planning and Connected Communities | TED Videos | UPS - 0 views

solvers.ups.com/ning-and-connected-communities

pbl DesignThinking community empathy realworld authentic

shared by Meghan Cureton on 15 May 18 - No Cached
  • Meghan Cureton on 15 May 18
     
    "People want to feel empowered and connected -- to feel like they are playing a role in the world around them"
Bo Adams

Design Thinking & PBL: Why Laura McBain is BIE's 2018 PBL Champion | Blog | Project Based Learning | BIE - 0 views

www.bie.org/...bain_is_bies_2018_pbl_champion

designthinking pbl #mustread

shared by Bo Adams on 04 May 18 - No Cached
  • defines design thinking as “a process for creative problem solving” with a “human-centered approach to innovation.”
Bo Adams

NAIS - 10 Ways to Teach Outdoor Education and a Sense of Wonder - 2 views

www.nais.org/...ducation-and-a-sense-of-wonder

outdoor_ed outdoors wonder PBL

shared by Bo Adams on 19 Feb 18 - No Cached
  • Love for the outdoors comes from learning through play, exploration, guidance, fun, and wondering.
  • Learn the natural and human history of the place you are working in order to be open and aware of teachable moments—and to gain your own sense of being. A sense of wonder is the greatest gift you can give children.
  • There are two parts to having a well-developed sense of wonder. One part is the ability to see the wonder in the world (the “wow,” the “amazing,” the “how is that possible?”). It also is the ability to wonder, to ask questions, to know there is more to know.
  • ...3 more annotations...
  • Don’t just tell children how knowledge was figured out. Have them figure things out for themselves through the activities and lessons you plan.
  • Human-caused problems have human solutions. Small actions multiplied by millions both cause and solve problems.
  • Outdoor education is less about the content and more about the experience. Almost always choose action over talking.
Meghan Cureton

How Do You Teach to the Standards When Doing Project-Based Learning? - 4 views

medium.com/...ct-based-learning-9f4952866b18

PBL learning standards

shared by Meghan Cureton on 14 Feb 18 - No Cached
  • People often debate about whether we should be process-driven or product-driven in project-based learning. But I think there’s a third option. We can be learning-driven. In other words, we should start with the question, “What do we want students to learn?” and let that drive the process and the product.
  • PBL is not a license to ditch the standards or take a break from real learning.
  • #1: Inquiry-DrivenInquiry-driven PBL begins with a state of curiosity and wonder. It might be as simple as the sentence stem “I wonder why _________” or “I wonder how _________.” Students then have the opportunity to research, ideate, and create.
  • ...4 more annotations...
  • #4: Problem-DrivenProblem-driven PBL begins with a specific problem or challenge that students must solve. An example is our maker challenges that present a specific scenario that leads students into research, problem-solving, ideation, and a final product that solves the initial challenge.
  • #3: Product-DrivenPBL experts often say, “Students should focus on the process and not the product.” But there’s also a time and a place for projects that challenge students to focus on developing a quality product. In these projects, the product has tighter parameters but the process is more flexible.
  • #2: Interest-DrivenAnother approach is the interest-driven PBL process.
  • #5: Empathy-Driven (Design Thinking)Empathy-driven PBL can have elements of the previous four PBL approaches.
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