Global Online Academy
GOA: MTC MASTERY LEARNING SERIES: "ALIGNMENT"
GOA: MTC MASTERY LEARNING SERIES: "ALIGNMENT"
FEBRUARY 2020
"A school’s culture is the daily manifestation of its purpose and core beliefs."
"A school’s culture is the daily manifestation of its purpose and core beliefs."
-Chris Sturgis and Katherine Casey, Quality Principles for Competency-Based Education
-Chris Sturgis and Katherine Casey, Quality Principles for Competency-Based Education
One of the articles that hit home in this course was about the Apollo School. They have blended learning program for students to learn and explore in a different setting than the traditional classroom and aim to achieve "mastery skills" through the learning. I wonder if ASFM will consider moving in that direction in the future? I think many students could benefit form this way of learning.
One of the articles that hit home in this course was about the Apollo School. They have blended learning program for students to learn and explore in a different setting than the traditional classroom and aim to achieve "mastery skills" through the learning. I wonder if ASFM will consider moving in that direction in the future? I think many students could benefit form this way of learning.
GOA: MTC MASTERY LEARNING SERIES, "JOURNEYS TO MASTERY LEARNING"
GOA: MTC MASTERY LEARNING SERIES, "JOURNEYS TO MASTERY LEARNING"
JANUARY 2020
Don Hollister, a high school educator, explained that Northern Cass School District made the shift to standards-referenced grading nearly seven years ago. They spent a lot of time separating grades and behaviors. They organized gradebooks around standards. They eliminated zeros. But it never added up to much. Learners weren’t more motivated. They weren’t more focused on learning. The GPA still dominated high schools. “But this time we are seeing a difference.”
Don Hollister, a high school educator, explained that Northern Cass School District made the shift to standards-referenced grading nearly seven years ago. They spent a lot of time separating grades and behaviors. They organized gradebooks around standards. They eliminated zeros. But it never added up to much. Learners weren’t more motivated. They weren’t more focused on learning. The GPA still dominated high schools. “But this time we are seeing a difference.”
My biggest takeaway from this class is the opportunity to look into what other schools are doing regarding MTC. As ASFM keeps moving forward in the world of standards based grading it is useful to see what other schools have gone through and take that experience and knowledge so that we can move in the right direction.
My biggest takeaway from this class is the opportunity to look into what other schools are doing regarding MTC. As ASFM keeps moving forward in the world of standards based grading it is useful to see what other schools have gone through and take that experience and knowledge so that we can move in the right direction.
GOA: MTC MASTERY LEARNING SERIES, "PURPOSE AND VISION: DEFINE A COMPELLING REASON TO INNOVATE"
GOA: MTC MASTERY LEARNING SERIES, "PURPOSE AND VISION: DEFINE A COMPELLING REASON TO INNOVATE"
OCTOBER 2019
I signed up to this online class because I want to learn more about Mastery Learning. I wonder if that is the next step we will take now that we are in the path of Standards Based Grading.
I signed up to this online class because I want to learn more about Mastery Learning. I wonder if that is the next step we will take now that we are in the path of Standards Based Grading.
3 Principles to Follow for Competency-Based Education
3 Principles to Follow for Competency-Based Education
As Mike Crowley of the International School of Brussels argues in this excellent post on school culture, “We are responsible for the cultures that we create.” At the center of competency-based learning is the belief that learning should be a meaningful, joyful experience for all students. How might our school cultures instill and nurture that belief in our communities?
As Mike Crowley of the International School of Brussels argues in this excellent post on school culture, “We are responsible for the cultures that we create.” At the center of competency-based learning is the belief that learning should be a meaningful, joyful experience for all students. How might our school cultures instill and nurture that belief in our communities?
What IS the difference between competencies and standards?
What IS the difference between competencies and standards?
Competency-based learning has the potential to transform our education system because of its non-negotiable commitment to the growth and achievement of every child; a distinctive positive youth development frame reinforces a belief that, with the right experiences and supports, all students can achieve at high levels.
Competency-based learning has the potential to transform our education system because of its non-negotiable commitment to the growth and achievement of every child; a distinctive positive youth development frame reinforces a belief that, with the right experiences and supports, all students can achieve at high levels.
https://www.redesignu.org/what-difference-between-competencies-and-standards
What is an action I will take in the next seven days that will help me refine and communicate my vision for change?
What is an action I will take in the next seven days that will help me refine and communicate my vision for change?
I will have a department meeting next week and I will meet with my people and introduce the idea of mastery and compare it with the current standards we use and ask/discuss the differences we see and the possibility of moving towards mastery. What would that look like in our classes? What changes do we foresee happening? Would these changes align to the current ASFM goals? Is it something that students could benefit from? And if so, how? It's something we should definitely keep in the back of our minds and maybe look forward to changing with it. Thank you all!
I will have a department meeting next week and I will meet with my people and introduce the idea of mastery and compare it with the current standards we use and ask/discuss the differences we see and the possibility of moving towards mastery. What would that look like in our classes? What changes do we foresee happening? Would these changes align to the current ASFM goals? Is it something that students could benefit from? And if so, how? It's something we should definitely keep in the back of our minds and maybe look forward to changing with it. Thank you all!
GOA: LEARNING DESIGN SUMMIT
GOA: LEARNING DESIGN SUMMIT
JUNE 2019 ALEXANDRIA, VIRGINIA
A cohort of 80+ educators got together at Episcopal High School in Alexandria Virginia to participate in GOA's Leadership Design Summit.
A cohort of 80+ educators got together at Episcopal High School in Alexandria Virginia to participate in GOA's Leadership Design Summit.
Over the corse of a week I got to attend workshops, get inspired by keynote speakers, meet my partner teacher and plan for the upcoming class we will be teaching together: Advocacy. I look forward to this new challenge!
Over the corse of a week I got to attend workshops, get inspired by keynote speakers, meet my partner teacher and plan for the upcoming class we will be teaching together: Advocacy. I look forward to this new challenge!
MARCH 2019
Nowhere is the face of global inequality more obvious than in climate change, where stories of climate-driven tragedies and the populations hit hardest by these disasters surface in every news cycle. In this course students will interrogate the causes and effects of climate change, and the public policy debates surrounding it. In case studies, we will research global, regional, and local policies and practices along with the choices of decision makers mean to the populations they serve. Who benefits, who suffers, and how might we change this equation?
Nowhere is the face of global inequality more obvious than in climate change, where stories of climate-driven tragedies and the populations hit hardest by these disasters surface in every news cycle. In this course students will interrogate the causes and effects of climate change, and the public policy debates surrounding it. In case studies, we will research global, regional, and local policies and practices along with the choices of decision makers mean to the populations they serve. Who benefits, who suffers, and how might we change this equation?
I will be teaching an online course named Climate Change and Global Inequality in the 2019-2020 school year.
I will be teaching an online course named Climate Change and Global Inequality in the 2019-2020 school year.
GOA ONLINE COURSE: RE- THINKING SCHOOLS
GOA ONLINE COURSE: RE- THINKING SCHOOLS
SEPTEMBER 2018
As part of the Digital Teachers, we decided to join this online course named "Re-Thinking Schools". The course runs from September 17- , 2018. We will be working together for this course.
As part of the Digital Teachers, we decided to join this online course named "Re-Thinking Schools". The course runs from September 17- , 2018. We will be working together for this course.
The value of these workshops is in connecting with educators around the world and listening to other perspectives and ideas.
The value of these workshops is in connecting with educators around the world and listening to other perspectives and ideas.
GOA ONLINE COURSE: "Learning Now"
GOA ONLINE COURSE: "Learning Now"
February 2018
Dates: February 26 - March 2
Dates: February 26 - March 2
Together with 7 other ASFM teachers, I undertook this online course and focused on improving my practice for my students.
Together with 7 other ASFM teachers, I undertook this online course and focused on improving my practice for my students.