13 Matching Annotations
  1. Jul 2019
    1. Within the vignette and the experiences of the four teachers, there is a fundamental equity and diversity issue that is shared among them: whose responsibility is it to address equity and diversity? How do we address it in science and within our particular contexts, and with our particular student populations? What supports must be present to allow us to promote equity and diversity in our teaching, learning, and curriculum? What supports are present in the NGSS to assist all teachers to teach in culturally responsive ways so that teachers meet the educational science needs of all students? Our position and the ways in which we address these questions center on implementation of the NGSS with equity and diversity as theoretical and pedagogical foundations to science teaching. In this way, equity and diversity becomes a vision and goal for implementation.

      and my position is, how can we instantiate classrooms (ie communities of students) such that they have the agency and abilities to self-organize and tackle deep, "wicked problems" of such fundamental importance as this. In solving this science/equity problem, let's aim 1 level higher/deeper/further and also focus on transforming education to prepare children to care about and have the abilities to 'solve' problems such as this as they grow.

  2. Mar 2019
  3. May 2018
  4. Nov 2017
    1. Thanks to @jeffgrann for the heads-up! Clearly, people have been waiting for this. We’ll have to wait for the concrete results (not all IMS Global activities make as big of a splash as the others). But it’s very interesting. And needed. For instance, Quebec uses a competencies model all the way to higher education (its Cégeps are post-secondary institutions for vocational training and pre-university education). Thing is, they lack consistent frameworks. CASE won’t make these magically appear, but at least it gives them room for impact.

  5. Oct 2017
    1. stress-inducing focus on end products

      Our social work education accrediting organization fetishizes competencies, thereby inducing stress in instructors, which then gets passed along to the students. I use hypothes.is extensively and can directly observe the students transition from coping to engagement.

  6. Jul 2017
  7. Nov 2016
    1. When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      Being able to answer this question well, and "communicate better" in this sense, seems to be about intercultural competencies. Classroom learning about that can help, but these competencies are developed more meaningfully over time and long experience in inter-cultural circumstances.

      AMICAL institutions, with their inherent mix of US and regional cultures, are actually great environments for students to work on this: our institutions are like 4-year labs for working on intercultural competencies.

  8. Sep 2016
    1. Heutagogy contends that there is a difference between the acquisition of knowledge and skills (competencies) , and learning.
  9. Dec 2015
  10. Nov 2015
  11. Jun 2015
    1. Making clear what students need to know and be able to do, not only in a specific assignment or class, but across the experiences that lead to a college degree, is a necessary base. It requires clear criteria about what will count as meeting the goal that has been set

      This is the goal -- or at least I think it is -- of competency, mastery-based learning and of open badges. One thing I love about looking at Alverno's 8 Abilities like I did this morning is to see two things: First, the over-arching 8 remain more or less the same for almost 40 years. And second, there is a constant revision, re-owning, re-thinking of the skills under each ot the abilities (thus the history of the changes).

  12. May 2015
    1. five critical questions

      There's a lot to learn about the leadership and vision shown by these questions and this process.

      1. We want to know what the burning issues are in your field, and we want to know how you are dealing with these issues in your general courses and in the advanced courses.

      2. What so important in your classes that everybody needs to learn it?

      3. Let's forget credits and course requirements. Instead tell us what students need to know to be successful in your department.

      4. Let's assume that your work with students is one piece of a larger picture. How do you think they might connect the work in your classes with their work in other classes? Let's think about the connections, not just hope they get there.

      5. We value the liberal arts and professional learning. How do you see the two interacting.

      The scheduled discussions make clear that this is a self-research project. This is what we need to do in schools at all levels.