“We have to be willing to do the harder, more frightening thing: we need to let go.”
Gary reflects on his time at the 2017 Mid-Atlantic Conference on Personalized Learning, where he heard about how schools in Pennsylvania are using personalized learning to fill their own, unique needs.
"The goals of arts integrated tasks align strongly with QPA tasks, creating the potential for even higher quality tasks when the two are used together. When done well, arts integrated QPA tasks increase student engagement in their learning by connecting to relevant topics and expanding the ways students can represent their learning."
In the second part in Carisa Corrow's series on the Vermont Middle Grades Collaborative Conference, she presents insights and processes in personalized learning for ELL students.
The Massachusetts Consortium for Innovative Education Assessment seeks to redefine the measures of student learning. The consortium believes that “In this day and age, we need to re-conceptualize assessment rather than tinker to refine a testing model that has limited value in furthering public education,” and that the best way to assess student learning is to return the role of designing assessments to those closest to students – teachers.
What do you believe about kids? What do you believe about learning? Do you always act how you believe?
"Proficiency-based education provides 'real' opportunities for students to own their learning and make explicit connections to what 'success' looks like for them."
