What is agency? In short, managing your own learning. New Tech schools share rubrics that identify the ability to develop and reflect on growth mindset and demonstrate ownership over one’s learning. Below is the rubric for fifth grade.
About the book - "“Structuring Equality shows us how to turn the theories of Dewey, Freire, hooks, and Dweck into actual pedagogical practice. It’s a step-by-easy-step guide, with essays, lesson plans, and assignments designed to enliven and inspire any classroom. "
From Joan Seidta - "The term adolescent literacy can be misleading – adolescent literacy is not limited to teenagers! This label is used to describe literacy skills for students in grades 4-12. The axiom that through grade 3, students are learning to read, but beginning in grade 4 they shift to reading to learn (Chall, 1983), sums up why grade 4 is the logical place to make the jump from early literacy to adolescent literacy."
"It acknowledges differences between students. What distracts you might not distract me. My cell phone distracts my learning so it goes in the box. Your cell phone helps you learn so it stays on your desk."
"The Genius Hour Blueprint covers six different phases of Genius Hour and what steps/activities you can do at each stage. It also has suggested resources, activities, and ways to share your work broken down by K-5, 6-8, and 9-12."
"Although almost all evidence-based SEL programs are centered around the student, only a few give students agency to create and direct their learning. According to the recent World Economic Forum Report on SEL, a projected 65% of children entering grade school will work in jobs that do not exist today. This means we need students to feel empowered not just to direct their learning, but to create their own job opportunities."
From Ken Kay - "Unlike a mission or vision statement, a graduate profile is a document that a school or district uses to specify the cognitive, personal, and interpersonal competencies that students should have when they graduate."
From Richard Byrne - "Yesterday, I was asked about the difference between augmented reality and virtual reality. I made the following video and short slideshow to further explain the differences between the two."
From Richard Byrne - "Last week's viral Google Docs phishing scam provided a good reminder to many that we should always give a critical eye to emails and social media posts that don't look quite right. It also served as a reminder that we need to educate students and, sometimes, our colleagues about phishing attempts. Common Craft has an excellent video on the topic. You can watch the video as embedded below or on the Common Craft website."
"A hungry child between the age of 6 and 12 is more likely to receive special education services, repeat a grade in school or receive mental health counseling, than a child who is not hungry, according to the American Psychological Association."
From an expert - "As a national board certified Early Childhood teacher and a parent that has spent the last five years researching sensory processing, the benefits of sensory play and fidgets, I have to say I'm actually appalled."
from John Spencer - "But the secret ingredient wasn’t a new maker space or a fancy studio (my students shot the videos on their cell phones). It wasn’t a new program or a district initiative. No, the secret ingredient was ownership. Without the curriculum map, we were forced to go off-road. And, although the road was rocky (hmm . . . rocky road) it was also an epic adventure.
From Eric Sheninger - "Narratives both large and small are valued as tangible evidence of the school’s worth. Stories come in different sizes and hold different purposes, but simply said they keep the engagement going. Sharing through big and small ideas aligned to the focus areas above will result in greater transparency that will help to build better relationships, support, and admiration for your noble work."
From Pernille Ripp "I think of the power we hold as the previous teachers of these kids. Of how we decide what gets shared. Of how we decide what is told. Of how we decide what to focus on and we pass that on to the teachers that do not know them yet. So tell the full story, and if you don’t have the full story yet find it before it is too late. "