The document summarizes a partnership between the Education Achievement Authority of Michigan and Envision Learning Partners to implement a deeper learning assessment system and public portfolio defenses for graduating seniors at six low-performing Detroit high schools. Over 700 seniors demonstrated deeper learning skills like critical thinking, collaboration, and communication during their defenses in May 2014. Teachers saw the defenses shift their schools' cultures by empowering students. The defenses highlighted the importance of meaningful student-teacher relationships and opportunities for real-world project applications and personal growth reflection. Inspired by the defenses' success, the district now aims to expand the model to its K-8 schools and increase academic rigor within performance assessments.
#OSCQR presentation at #opened16
http://openedconference.org/2016/
http://sched.co/7lpA
Open SUNY video - https://youtu.be/9Iok2gsLIK8
New OSCQR video - https://youtu.be/WW00zanU0yA
OSCQR links page: http://bit.ly/OSCQRlinks
Get the rubric for self-assessment: http://bit.ly/oscqrselfassess
.
OSCQR playlists: http://bit.ly/OSCQRvideos
All things COTE: https://docs.google.com/document/d/1dx1IUo58BL5h07aY5gG_ife-EW3DIq_es-hfEVdYEs8/edit
http://cotecommunity.open.suny.edu/group/oscqr
bit.ly/friendofsuny
http://commons.suny.edu/cote/community/
http://commons.suny.edu/cote/community-of-practice-across-suny/
http://commons.suny.edu/cotehub/
http://cotecommunity.open.suny.edu/
http://paper.li/OpenSUNYCOTE/1417457448
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Are you new to the International Studies Schools Network (ISSN)? If so, this three-part workshop is for you! Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
#OSCQR presentation at #opened16
http://openedconference.org/2016/
http://sched.co/7lpA
Open SUNY video - https://youtu.be/9Iok2gsLIK8
New OSCQR video - https://youtu.be/WW00zanU0yA
OSCQR links page: http://bit.ly/OSCQRlinks
Get the rubric for self-assessment: http://bit.ly/oscqrselfassess
.
OSCQR playlists: http://bit.ly/OSCQRvideos
All things COTE: https://docs.google.com/document/d/1dx1IUo58BL5h07aY5gG_ife-EW3DIq_es-hfEVdYEs8/edit
http://cotecommunity.open.suny.edu/group/oscqr
bit.ly/friendofsuny
http://commons.suny.edu/cote/community/
http://commons.suny.edu/cote/community-of-practice-across-suny/
http://commons.suny.edu/cotehub/
http://cotecommunity.open.suny.edu/
http://paper.li/OpenSUNYCOTE/1417457448
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Are you new to the International Studies Schools Network (ISSN)? If so, this three-part workshop is for you! Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
Flattening Classrooms From Japan to Latin AmericaTracey Bryan
A presentation created for the Tri-Association professional development workshop in Mexico City, October 2014, based on my experiences going through the Flat Classroom Teacher course and my personal journey towards flattening teaching and learning at my school.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Here is my visual reflection on collaboration for PK12-LIB1-022. My reflection includes 5 sections:
• My experiences & learnings from the readings.
• Successes
• Challenges?
• How Guided Inquiry supports collaboration (and how collaboration supports guided inquiry)
• How technology and innovation are critical for advancing collaboration, particularly during the pandemic.
Please let me know what you think!
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
Presentation includes an introduction to Service-Learning; Strengths of Service-Learning, Outcomes & Strengths of Service-Learning and basics of creating a Service-Learning course syllabus
Flattening Classrooms From Japan to Latin AmericaTracey Bryan
A presentation created for the Tri-Association professional development workshop in Mexico City, October 2014, based on my experiences going through the Flat Classroom Teacher course and my personal journey towards flattening teaching and learning at my school.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Here is my visual reflection on collaboration for PK12-LIB1-022. My reflection includes 5 sections:
• My experiences & learnings from the readings.
• Successes
• Challenges?
• How Guided Inquiry supports collaboration (and how collaboration supports guided inquiry)
• How technology and innovation are critical for advancing collaboration, particularly during the pandemic.
Please let me know what you think!
The essence of this research was to investigate the influence of self-esteem on students’ academic success in Calabar metropolis of Cross River State of Nigeria. Two hypotheses were raised to guide the study. Literature review was carried out accordingly based on the variables of the study. The random sampling technique was adopted which sampled three hundred and forty-five (345) students who were drawn from fifteen secondary schools which represented all the public secondary schools in the area of study. The Self-Esteem and Academic success questionnaire (SEASO) and Achievement Test in mathematics and English Language (ATMEL) were used to collect data. The independent t-test analysis was used to test the hypotheses of the study. The findings showed that there is a significant difference in the academic success of students with positive self-esteem than those with negative self-esteem. This implies that self-esteem significantly influences students’ academic success. Based on findings of the study, it was recommended that students should boost their self-esteem as it is an important factor that strengthens the prediction of academic success in Mathematics and English Language. There should be school counseling intervention in improving self-esteem among students. Students should be trained on how to improve greatly in their self-esteem and academic efficacy.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Snapshots of the 42 breakthrough school models that received launch grant funding from Next Generation Learning Challenges. Learn about the blended learning, competency-based learning, and personalized approaches that make the models unique and transformative. Follow links to learn more about each grant recipient.
Maximizing Competency Education and Blended Learning: Insights from Expertseraser Juan José Calderón
Maximizing Competency Education and Blended Learning: Insights from Experts.
WRITTEN by: Susan Patrick & Chris Sturgis. March 2015.
I. Introduction
Our students will face enormous challenges in the coming years—from an economy shaped by ever-advancing
technologies to the impact of globalization—and need the strongest foundation of academic, technical, and
problem-solving skills we can offer. In an effort to improve their educational experiences, schools across the
country are exploring and implementing new approaches, many of which share a common goal: to provide greater
personalization1
and ensure that each and every student has the knowledge, skills, and competencies to succeed.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
The poster presented at the American Association of the Behavior and Social Sciences and illustrates the teaching approach and community partner outcomes.
Poster presented at the American Association of Behavioral and Social Science...Berea College
In 2019, one trail, the Pinnacle at Indian Fork Mountain was selected by Outside Magazine at the No.1 hiking venue in Kentucky. In 2018 with the official designation of two U.S. Bicycle Routes (USBR 21 and 23), Kentucky achieved now ranks 5th overall (856 miles) in a list of states with the most number in the national networks. IN 2015 the CIty of Berea became the 11th certified Kentucky Trail Town. These achievements were designed and executed by the EPG students as a result of the trail-based community economic development projects.
Similar to Lighting Fires (of the Mind) in Detroit Education Week (17)
Poster presented at the American Association of Behavioral and Social Science...
Lighting Fires (of the Mind) in Detroit Education Week
1. Education Week's blogs > Learning Deeply
Lighting Fires (of the Mind) in Detroit
By Contributing Blogger on October 20, 2014 9:43 AM | No comments
This post is by Symon Hayes, Envision Learning Partners' Director of Professional Development and Jesse Bean, Envision Learning Partners'
Detroit-based Consultant
In May 2014, the city of Detroit encountered a most welcome and inspiring sight: more than 700 high school seniors from the city's lowest-
income neighborhoods stood before their teachers, peers, and community members to demonstrate deeper learning skills, and ultimately to
defend their readiness for college and career.
According to Ricardia Lewis, a math teacher at Denby High School, "If you could see a defense and see the value that it added...it wasn't just
about how well they did, it was about the conversations, students sitting around helping and supporting each other." These "NGR" (Next
Generation Ready) Defenses represent the highlight of an ongoing partnership between the Education Achievement Authority (EAA) of
Michigan and Envision Learning Partners (ELP) that started in 2011, and featured every graduating senior from six Detroit high schools, all of
which had previously been identified as being among the lowest-performing 5 percent of schools in the entire state. To turn things around for
these students, EAA teachers and administrators worked with ELP consultants to build a deeper learning assessment system, develop
portfolios of performance assessments aligned to the EAA Graduate Profile, and create the systems and culture necessary to sustain a
district-wide shift toward project-based instruction and public defenses of learning. Over the course of two weeks in May, students, advisors,
and community members came together across the six schools to experience what many have described as a "transformative" event for the
community. According to Central Collegiate Academy's Assessment Coordinator, Evege James, "These defenses have totally shifted the
culture of our senior class." For the first time, students and teachers alike witnessed the empowering impact of asking students to "Know,
Do, and Reflect" upon their experience as learners.
The first step towards achieving this vision was the creation of a Graduate Profile that described the EAA's vision for next generation
readiness. Among the outcomes in this profile were such competencies as Research, Analysis, Inquiry and Creative Expression, and deeper
learning skills like Completing Projects Effectively, Communicating Powerfully, Thinking Critically, and Collaborating Productively. Throughout
the year, EAA teachers used rubrics aligned with the Common Core State Standards to design and implement performance assessments to
assess those competencies and skills. Students then worked with their advisors to compile certified work in digital portfolios before ultimately
crafting a defense presentation organized around an Essential Question, such as, "How has your education prepared you to make a positive
impact on the city of Detroit?" As LeAngela, a senior at Henry Ford High School, so proudly stated during her portfolio defense: "This process
has made me more confident. ...I believe that everything you do should be done with excellence. Of course there are going to be obstacles
that life puts in your way, but I've learned that I can eliminate those obstacles myself."
The defense experience yielded three valuable insights into how deeper learning skills can be cultivated among student populations that are
overwhelmingly low-income and first-generation college bound:
First, the importance of meaningful relationships between adults and students cannot be overstated, whether those relationships are
forged in the context of Advisory, classroom instruction, authentic audiences for projects, or staff and community members sitting on
defense panels.
Second, performance assessments are most effective when they provide opportunities for real-world application. At the EAA's high
schools, this included the creation of several urban gardens, a project conducted in partnership with staff from Detroit Future City, and
students designing public service announcements during election season in Michigan.
Third, it's essential that students to have opportunities to reflect on their personal growth as learners. This includes describing how
they've utilized deeper learning skills in the completion of academic tasks, establishing and sharing future goals, and identifying their
own strengths and areas for growth.
In Michigan's so-called "lowest-performing" high schools, these factors are making a real difference for students, young people who are
thinking differently about their futures now that they are armed with deeper learning skills and competencies.
Inspired by the May 2014 defenses, the EAA is gearing up for even more transformation. This month, the EAA's six K-8 schools are embarking
on a similar journey, as educators there create a system to assess deeper learning outcomes and develop expertise around performance
assessment, with the ultimate goal of hosting their own defenses in May 2015. The district's Assessment Design Team also plans to develop
anchor sets of performance assessments by grade level so that teachers can norm district-wide; they are also working to increase the level of
2. rigor by incorporating robust academic skills within projects. In addition to the 12th grade NGR Defense, the EAA will host 10th grade
Benchmark Portfolio Defenses, in which all sophomore year students will be asked to defend a "junior version" of the senior portfolio. While
much work remains to be done in order to realize the district's vision of schools full of deeper learners, the success of last year's defenses
firmly establishes a strong foundation upon which to build. The Detroit defenses demonstrate what can happen when educators work together
to bring learning to life.
Evege James believes this is only the beginning: "In urban education, we're used to putting out fires. This process has been more like starting a
fire than putting one out."
Categories: Assessment
Tags: assessment graduation portfolio
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