Extending the use of tools which operationalise thinking for the learner and the teacher supports the iterative nature of designing effective instruction.
Thinking our way systemically toward systems implementation.
Polarities consist of the tension between two stances, and often they are perceived as problems when they are not; polarities co-exist, and when organizations address one to the neglect of the other, the imbalance creates conflict, or at least disagreement.
Hirsch’s concept of feedforward presents us with the force of time orientation as a mindshift for assessment to become part of how our schools self-organise and lead toward transformation.
Self-directed change as performance of understanding In every unit of inquiry there is potential for student-generated assessment. As learning is a response to deliberately designed experiences, learning is a change in the learner’s skills, knowledge, understanding as well as post-unit decisions or actions. Action as a result of learning can be owned and led by […]
Focusing on Research: As a trained librarian, my primary focus is often research. I brought that perspective into my most recent challenge: teaching Individuals and Societies Year 3. Since November, I’ve been teaching two sections of the course, and I’ve learned more than I could ever put into words. The most recent success, though, was […]
The MYP eAssessment is a logical next step for our school. We shifted to a conceptual curriculum three years ago, realizing that learning through a spiraling conceptual curriculum would allow our students to transfer knowledge, understanding, skills and attitudes more easily across a range of open-ended problems to solve. The eAssessment requires this sort of transfer […]
