September 10, 2014 by Justin Ballou
Chris Rock. Photo from Wikimedia.
Growing up, I was always a fan of standup comedy. From the comics of my father’s age, (Billy Crystal, Richard Pryor, Sam Kinison….) to those that cut their teeth more recently, (Dane Cook, Chris Rock, etc…) the comedic skills that these players demonstrate is not always natural. It takes countless hours to develop material, back stories, delivery methods, articulation, and other tools of communication that help put the audience right where the comic wants them.
In practice, the content and the strategy develop over time. Mainly, this is due to the fact that they are consistently assessing where the audience presently is and they are adapting their show to get the most engagement. This engagement becomes the fuel for the comic and helps to build the relationship between the showman and the audience that are hopefully hanging on every last drop of the experience. (more…)
September 9, 2014 by Chris Sturgis
From AEE web
The Alliance for Excellent Education is offering three webinars that might be of interest to districts and schools converting to competency education. The first on how to use technology to support students that are “at-risk” (I’m not particularly fond of labeling kids) is Wednesday (as in tomorrow). The second on how to use time more creatively as a resource is on Thursday. The third is also about time and is scheduled for September 23rd. The information on the webinars is below including links to register.
Three Factors for Success in Using Technology to Support At-Risk Students
September 10, 2014
2:30 pm – 3:30 pm EDT
Linda Darling-Hammond, EdD; Charles E. Ducommun, Professor of Education, Stanford University Graduate School of Education, Faculty Director, Stanford Center for Opportunity Policy in Education (SCOPE);
Tom Murray, State and District Digital Learning Director, Alliance for Excellent Education;
Molly B. Zielezinski, Doctoral Candidate, Learning Sciences and Technology Design, Stanford University Graduate School of Education (more…)
September 8, 2014 by Jonathan Vander Els
This past August I had the opportunity to participate in an incredibly effective model of professional development hosted by our school district. It consisted of workshops and presentations from national, state, and local experts focused on various topics related to assessment, including competency education, building Quality Performance Assessments, and the development of high-quality rubrics.
The varied roles, responsibilities, and experiences of the many presenters added to the uniqueness of our “Assessment Summit.” Participants and presenters included Rose Colby, Competency Education Specialist, Rob Lukasiak, mathematics and assessment specialist, district and building-level administrators, and teachers from grades K-12. This allowed for differentiated PD for the 100-plus participants, while supporting the professional development needs identified in our district related to competencies and Quality Performance Assessments.
Our district, the Sanborn Regional School District in New Hampshire, has continued to push forward in the world of competency education. Despite the bumps we have experienced, we fully realize that this is an educational practice that truly captures each student’s ongoing growth and progression within their learning. Teamed with instruction that is differentiated, personalized and based upon a solid understanding of the Core standards, students are engaged in learning that is focused, are provided with opportunities for support or extension as needed, and understand their role and responsibility in their learning. (more…)
September 4, 2014 by Julia Freeland
Originally posted Sept. 3, 2014 by the Christensen Institute
Last week, FSG Consulting’s Matt Wilka and Jeff Cohen released a case study, “Self-Directed Learning at Summit Public Schools,” as part of a Dell Foundation-sponsored effort to catalogue Summit Public Schools’ model. It’s a good up-to-date look at some of the new efforts afoot in the Bay Area-based charter management organization. The authors do an excellent job showing how shifting from a teacher-driven to a student-directed model impacts students, teachers, parents, and administrators respectively.
Given its overlap with blended, personalized, and competency-based education, I personally am still trying to understand exactly how we should define “self-directed learning” in a manner that will be useful to the field. I worry that deployed irresponsibly, a “self-directed” approach could suffer some of the same pitfalls in terms of equity that online and competency-based education may suffer: that is, students who can take advantage of greater flexibility or ownership can sail ahead, leaving other students in the dust. Luckily Summit Public Schools maintains an unwavering commitment to closing the achievement gap, so if anyone can square self-directed learning and equity, it’s them. With that in mind, here are three of my takeaways from the new case study: (more…)
September 3, 2014 by Justin Ballou
As an educator of the behavioral sciences, the lessons I most enjoy participating in with my students are those that hinge on progress. When we look at behavior, we can identify the indicators of both success and failure as well as identify, explain, and predict how things might have been different. We do this in hopes that the mistakes of the past can be used to circumvent the pain of repeating failure or missteps. After all, humanity is addicted to progress.
At a micro level, a school is the same as society. Each has its own structure, culture, and purpose. Similar to the major historical empires of the sub/counter cultures of American society, the living organism that is education also evolves elastically.
As schools evolve, we need to adapt, shifting perceptions and changing behaviors in order to reap the potential benefits.
Many of these changes can be difficult, as we are treading into an area of less understanding and predictability. Although difficult to do at times, we must get out of our comfort zone if we are to reap the benefits of positive change. (more…)
September 2, 2014 by Kristen Vogt
The Education Achievement Authority of Michigan calls the academic model employed at their schools “student-centered learning.” Perhaps their professional development for teachers—the subject of the latest Next Gen Tools brief—could be categorized as “teacher-centered professional learning.”
EAA joins the growing list of school districts and charter organizations that are reimagining professional learning for educators, as my colleague Stef Blouin blogged about last week—she was drawing on the personalized, self-directed, ongoing, collaborative, and embedded professional development at Matchbook Learning, Intrinsic Schools, Alpha Public Schools, and Horry County Schools. USC Hybrid High’s Oliver Sicat offered his perspective of personalized professional development in his recent blog at BlendMyLearning.com. (more…)
September 1, 2014 by Mary Ryerse
Originally posted August 22, 2014 on Getting Smart.
From Getting Smart.com
Steve Wilkinson (“Wilk”) has dedicated his life to teaching – and modeling – the art of focusing on what one can control (such as mindset) as opposed to what one cannot control (such as circumstances). While Wilk – professor, Hall of Fame tennis coach, author and friend – has chosen the venue of tennis to teach mindsets of effort, attitude and respect, his teachings apply in any circumstance. These principles, which my teammates an I were exposed to during college years, continue to profoundly impact my thinking as an educator and parent.
As parents send kids back-to-school, and teachers welcome students into their classrooms, there is naturally a lot of emphasis on logistics – school supplies, devices, passwords, locker combinations, and schedules. This blog offers tips to also equip young people with mindsets – such as those emphasized by Wilk – as they head off to school:
Full effort: striving for excellence through daily discipline (more…)
August 27, 2014 by Jeremy Kraushar
Revelle, student at FDA VII. From FDA VII video.
“I want to achieve, I want to get high grades; [mastery-based learning] is a great way to map out exactly how to get there.”
– Revelle, student at Frederick Douglass Academy VII, Brooklyn NY
A small but growing number of New York City schools are making assessments more meaningful for teachers and students through mastery-based approaches to learning. There are early and encouraging signs that mastery can motivate and engage students who have experienced previous academic failure by providing a clear outline for what they need to learn. The video below demonstrates these powerful effects at Frederick Douglass Academy VII High School (FDA VII) in Brooklyn:
Mastery-Based Learning – Featuring Frederick Douglass Academy VII High School from Digital Ready on Vimeo.
Starting Out Small
While school-wide implementation models have been a source of inspiration, more often than not, a shift toward mastery starts on a much more compact level. Last year, teachers at FDA VII “took the leap” by transforming their curriculum and grading policies to reflect student learning more transparently. This year, school leadership hopes to take it school-wide. At Brooklyn International High School and Hudson High School for Learning Technologies, teachers have worked alone or in small groups to pilot new ways to deliver content broken down by skill, and provide more granular feedback in distinct areas of learning. (more…)