Monday, 18 April 2016

Assessment - Current Conundrum

Assessments and the collection of data are vital for any educator in order to continue to have a  real impact on the learning of the students in their care.

The challenge that is being faced by all educators is the amount of data, the type of data and use of that data. However, let's focus on one data collection point at this time.

With many innovative or revamped pedagogies and programs; genius hour, maker space, innovation time, computer programming, mystery locations, breakoutEDU, How do we as educators assess what are students are learning? Do have to? To what end? How much detail? How do we report it? Where do they fit into our current report structure?

Many educators see all of these learning events as being vital for the students in their classrooms. They fit into the learning in every way and those who are utilising these in their classes can see their value. However, there are still the education structures that we must fit into. We want to change the education landscape, but like many things, this takes time. How do we do what we know needs to be done for the interest of the learners in our classes and still fulfil our requirements?

The online blogs and digital portfolios (Seesaw is the current one I am using) are fantastic ways to share the learning. These allow educators to share work samples, video, picture and students reflections directly with the parents and investors. When reports come along, where are people putting all the amazing learning?

Last year I put all this great data into the general comments and for some students into Science or English. Where does this fit in a busy school report schedule? How can others see the progress in the written report/assessment structure?

Monday, 4 April 2016

Original Thinkers - Adam Grant Feb 2016

Amazing presentation and powerful for all educators!

This is very thought provoking. Thank you Adam Grant.

"Procrastinating is a vice when it comes to productivity, but it can be a virtue for creativity."

"Doubt the default"