Three Part Explanation Of Education Systems Thinking
Medium
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5/29/21
“Organizing schools in discipline-based classes that go for 45 minutes where quizzes and test assess understanding every so often works well when you’re focused on knowledge. But skills and competencies are fundamentally different. They require different contexts, different structures. Cultivating creativity, collaborative problem-solving, self-directed learning, empathy, can largely only happen effectively in rich, complex contexts — not squeezed into the 45-minute math lesson. That is why in many schools working to make this transition, you see a fundamental restructuring of the learning environment—to leverage richer, deeper, more meaningful and contextualized learning through project-based learning (PBL), competency developmental progressions, and integrated formative assessment (Levine & Patrick, 2019). Such a deep restructuring does not come easily, and for many learning environments can only happen in certain ways or hardly at all due to current constraints and demands.”
How Mentors Can Support First-Year Teachers
ASCD
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5/27/21
“We have focused our recent research on one interesting aspect of the transition for new teachers: the influential role of the induction mentor teacher in an educator’s first year. Through a case study approach, we looked at the in-depth experiences of seven recent graduates from our teacher preparation program, collecting interview and focus group data throughout their first school year.”