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Authentic learning

This tag is associated with 61 posts

Fixing the Process

Would love any insight on this very beta tool to develop/facilitate/validate what we believe to be the new standard – a fixed process (personal learning networks per passion) vs fixed content. Specifically within the tool, this summer we are working on 1) a sophisticated way to find/refine/detect a student’s (or teacher’s) passion 2) a sophisticated … Continue reading

Slow Down!

I am going to exercise my autonomy this week and post again on the topic of “what must we do in order to transform our schools into places of authentic and democratic learning.” My last suggestion was one word-autonomy, my next one is two words-slow down. Our culture is moving too fast towards one thing … Continue reading

One Word-Autonomy

This week we are asking “what must we do to transform schools into places of authentic, democratic learning?” From this we will compile are “Must Do’s List.” I brought this question to my mentor and his answer has stuck with me, “autonomy.”  I think Aaron will like this idea as he fends off his trend-crazy … Continue reading

Must-Do List From the Co-op

This week we decided to follow up on some of the conversations we’ve been having and co-create a list that answers the question: What MUST we DO to transform schools into places of authentic, democratic learning? At one point we mentioned involving someone else in creating this list as well, and I know several of … Continue reading

Week of May 17th, 2010

This week the Coöp asks, What must we do to transform schools into places of authentic, democratic learning? What do you think? What has to happen to prepare all schools, students, and teachers to form new, democratic relationships and to share personally meaningful teaching and learning with their communities and the world? What has to … Continue reading

Some resolve & a little switch

Before I talk about how I got here, let me try to describe where here is. I stand for Student choice. Democratic education. Authentic project-based, service, and entrepreneurial learning and feedback. Schools that function as nodes for learning opportunities. Extending students unabridged rights to life, liberty, and the pursuit of happiness at school. Extending teachers … Continue reading

A Call To Action

Recently I saw a series of tweets sharing this link: In Defense of Public School Teachers in a Time of Crisis – Henry Giroux. The interesting thing to me is that it was written 15 days ago–what took it so long to become a RT by so many? The writer is all over democratic schools and … Continue reading

Subverting Insanity

The question this week relates to how I see the possibility for the creation of authentic learning experiences during lean political and financial times. My colleagues have done a brilliant job articulating approaches varying from first approaching one’s self as what needs to change, to making deliberate decisions about where to exert your energy, and … Continue reading

What Was Life Like Before Standards And High Stakes State Tests?

First, let me give credit to Becky Fisher (@beckyfisher73 on Twitter, who blogs at The Calculus of the  Classroom) for her help with this post. She brilliantly uncorked the thoughts and opinions expressed here. As I read “Subverting Myself” and “Start Doing The Minimum…And The Maximum” it occurred to me that I have been teaching … Continue reading

Start Doing The Minimum…And The Maximum

I’m a big fan of doing the minimum…and the maximum. The key is understanding at which point doing “the minimum” is better than doing “the maximum” and when doing “the maximum” is absolutely necessary. Here are two examples: Do the minimum when you write your lesson plans. I’m not saying don’t plan, and I am … Continue reading

Why Can’t My Kids’ Writing Be Proof They Can Write?

This week’s question:    How might we leverage or scale up authentic assessment models to challenge (or supplant, I add) standardized, high stakes tests? 1.  First, make sure teachers have a clue what authentic assessment is. 2.  Then, make sure teachers understand deeply what authentic assessment is. 3.  Be sure to check whether teachers know … Continue reading

Democracy Starts From The Bottom Up

The population that makes up the structure we call “school” can be placed on a continuum to show the way in which each individual is contributing to the development (or hindrance) of democracy. Point blank: each individual needs to be knowledgeable of the fact that he or she can push schools further towards a democratic … Continue reading

Do You Want Democratic Education?

Michael Josefowicz (@ToughLoveforX) frequently helps me sharpen my thinking via Twitter, especially in regards to marketing #edreform and making it easy for the public to say yes to big change. Consequently, I’ve been thinking about “yes” questions for students, teachers, parents, and administrators – questions like Do you want students to do more than test … Continue reading

Public Education is Anything but Free

This is not a very complex issue to date. Systematically, our public education system has been about training students to sit still and listen to the information politicians, administrators, and teachers have determined is important for them to know. Their job is then to repeat back that information to confirm its transmission. Our current educational … Continue reading

A Democracy of Learners

Our schools have adopted a capitalistic view of teachers as parts and students as products. At the policy level, very little #edreform discourse really suggests that we change that.  Of course, when we talk abut #edreform, by and large, we’re talking about doing things to schools, students, and teachers.  We’re not talking about changing the … Continue reading

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