Why do I have to learn this? I will never use it again. How often have we heard the moaning from our students and/or own children? The contributions made by children to their community shifted to the responsibility of completing schoolwork To prepare for the industrial economy, students were required to attend school where teachers became central figures and where children took on more passive roles within their communities. At the same time, these jobs taught children the value of hard work, leading them to become more productive citizens within their communities as adults.Īs mechanized tools and other advances developed, the work of children was replaced. Children were essential to the very survival of the family. Years ago, when farms dominated our landscape, children were responsible for performing meaningful jobs that were vital to each family’s success. I have been especially paying attention to his thoughts about how, over the years, it seems that we have taken away the reason/relevance for learning of our children.
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I have been following his work for years (seen him present in person a couple of times too). The students have chosen theirs.Īlan November talks about the importance of making students contributors to their own learning. (For example, Take a look at gapminder and see how you might use it to engage your students in meeting an array of standards.) We are beginning a new project with ASCD on collecting upgraded projects from teachers around the world to share and to inspire us all moving forward.
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We see this also as opportunity to update assessment practice as well. On our C-21 Clearinghouse at the Curriculum 21 website we have posted open access tagged interactive tools for educators to try new approaches to engage their learners.
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The great fundamentals of the past need to be lifted into 2011. If a student cannot read, he or she cannot read a computer screen. We can and must show reading, writing, speaking, and listening skills- whether in a web 2.0 application or creating a documentary. If our students are engaged then we will see better quality basics. Are our student assessments reflecting moderns forms of media and contemporary issues? Some argue that new forms diminish the traditional skills, I disagree. Curriculum 21 calls for upgrading on all levels- one replacement at a time. Let’s surface them prominently and especially those that are geared toward 2020. I would direct readers to the CCSSO EdSteps project with a remarkable new way to collect a national pool of student work. Authentic dynamic assessments are emerging in pockets and in classrooms around the country.
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Is there hope? Yes, I am reminded of the state of Rhode Island’s policy of graduation by proficiency with a student developed digitalized portfolio beginning with the primary grades through to graduation. I wonder, when the pencil was invented, did kids have to go to PENCIL-LAB?… Did they march down the hall to the lab, return to the classroom, pick up their quills, dip them in an inkwell and proceed back to “work”? Not only are the types of tests the same, too often so are the tools. In many instances, they are identical in content as well. I did some archival research online and found tests and items that went back to the late 1970’s and early 1980’s and found that they are identical TYPES of assessment to present day assessments. If your tests are overwhelmingly multiple choice, fill in the blank, short constructed essay, longer extended essay whether open book or open note, then welcome back to the old days. Preparing Our Kids for 1982 : Time Traveling through TestingĪre your students time-traveling on testing day? Back to the 1980’s- let’s go.