Most high school students are accustomed to learning in two ways: by listening to the teacher and by reading books and other texts. These familiar ways of learning work for them as long as their teachers demand only that they grasp and remember the given content. However, if the goal is to help students learn in more intellectually sophisticated ways, then teaching and learning will have to look quite different. In this paper, Magdalene Lampert provides a close, detailed description of "deeper teaching," referring to the kinds of instructional strategies and moment-by-moment teaching decisions that enable students to learn deeply. She concludes by describing the kinds of early-career guidance and supports that teachers will need in order to understand what deeper teaching entails and put it into practice.
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Educator Competencies: For Personalized, Learner-Centered Teaching
The Educator Competencies report is a collaborative effort of Jobs for the Future and the Council of Chief State School Officers. The development of Educator Competencies for Personalized, Learner-Centered Teaching serves as a first step in identifying the knowledge, skills, and dispositions that educators need in order to create and thrive in effective personalized, learner-centered environments.
The Competencies are organized into four domains-Cognitive, Intrapersonal, Interpersonal, and Instructional. For each domain, we identified both high-level competencies and detailed "indicators," which describe specific ways that educators can meet each competency in a personalized, learner-centered manner.
Preparing Leaders for Deeper Learning
In the paper, Preparing Leaders for Deeper Learning, released jointly by Getting Smart and Digital Promise, the authors assert the need for programs that prepare and develop school and district leaders who will create and sustain deeper learning environments. (The paper is the fourth in a series from Getting Smart that explores the shift to deeper learning).
The paper addresses two fundamental questions:
- As a growing body of schools and districts recognize the need for deeper, blended, competency-based learning environments for students, how must the role of leaders evolve to create and sustain them?
- How must leader preparation and ongoing professional development evolve to fully enable teacher and leader success in this new environment?
The paper captured a diverse set of voices - ranging from current practicing principals to representatives from pioneering programs and organizations whose missions address educational leadership challenges. The team reviewed the literature on leadership development and spent a year tracking the progress of high-performing educational leadership programs, talking to practitioners and researchers at conferences and events to learn from others passionate about this work; this yielded dozens of conversations and 50 guest blog contributions to inform the research, resulting in a paper that is a compilation of many voices, perspectives and ideas.
The authors are Karen Cator, Bonnie Lathram, Carri Schneider, and Tom Vander Ark.
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pioneering: education reimagined
pioneering is an online magazine dedicated to accelerating the growth of the movement dedicated to transforming education in America by connecting, amplifying, and empowering pioneers and contributing to a new public conversation. The online magazine is free. It is published by Education Reimagined, a program of the organization Convergence.
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What I'm Learning About Student Agency
by Chris Sturgis, December 2, 2015
(an excerpt from a post on CompetencyWorks.org)
A quick summary of my understanding to date (and I mean to date...I'm deep in my own journey of inquiry on student agency and will be writing about it over the coming months):
Student agency is the flip side of personalizing the classroom. Teachers can't have the flexibility to respond to students in a personalized fashion if they have to provide direction and answer every question.
Student agency, voice, and choice are three different and highly related concepts. Choice is a great thing - however, you can give students choice without necessarily giving them the skills or adequate information needed to make the choices that are in fact going to lead to more learning. Voice is used to express (at least) two different concepts: ability to contribute and shape the environment, and ability to express your opinions based on your personal life experiences and values. The first is often activated through building shared vision and codes of cooperation in each classroom and/or through participation in governance/school operations. The second is critically important for adolescent development and requires a very safe and respectful environment. Agency is about the ability of students to "own" their education. This requires the growth mindset, the skills to manage their learning (habits of work and learning), and transparent structures.
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Check CompetencyWorks.org regularly for great blogs. You can also sign up for the CompetencyWorks newsletter on the page with this blog.