• Mount Vernon students use 3-D printer to build a new hand – Reporter Newspapers

  An amazing story of students using a 3-D printer to build a hand! #edleader21 #deeperlearning @boadams1 http://t.co/BeVdM8gIB5

  tags: edleader21 deeperlearning #MustRead designthinking design thinking design_thinking MVPSchool MVPS 3Dprinter pbl

• How Dissecting a Pencil Can Ignite Curiosity and Wonderment | MindShift

  Very powerful read about how VTR and design thinking can empower learners as agents of change.

  HT @Deacs84

  tags: designthinking design thinking design_thinking Maker makered visiblethinking VTR #MustRead agency #CohortRead

• Jahresplaner – The Round Method – Kalender / Calendar

  What an incredible innovation to the linear block calendar on 12 printed pages. This circle calendar is this strategic thinker/planner’s dream!

  tags: calendar scheduling planning strategic #MustRead

• Participatory Pathways for Teacher Research | T. Steele-Maley

  New Post: Participatory Pathways for Teacher Research: http://t.co/vjVG5eJtaD cc: @boadams1 @GrantLichtman @pgow @GeoMouldey

  tags: research professional learning #MustRead

  • To create pathways for innovation we must replace myths with methods. I strongly believe one seminal way to do this is through teachers being participatory researchers in the innovation process.
  • Opening up our innovation process to ongoing and meaningful contributions from everyone in our institution not just surveying opportunities offered in professional development or school initiatives, but offering ongoing involvement in a measured cycle of experimentation for the practitioner. This is sustained, measured participatory research driven by the end users to contribute to innovations on the ground.

• Grading Standards Can Elevate Teaching – Education Week

  HT @NicoleNMartin

  tags: grading assessment #MustRead

  • Nearly all administrators readily admit that their teachers’ grades are flawed. And yet teachers receive almost no support for grading in most preservice, in-service, or professional-development study. Why, with this clear need for change, is grading so often a silenced dialogue in schools?
  • We need to create a structure that allows each teacher to question her own understanding and beliefs about grading; for example, the assumption that giving zeroes will motivate students to work harder and better equip them to earn a passing grade.
  • In 2011-12, I tested this design with a dozen teachers in a medium-size district in Northern California. Together, teachers examined conceptual and empirical research around grading, reflected on their own grading practices, piloted new practices in their classrooms, shared results with their colleagues, refined their prototypes as a group, and then repeated the cycle several times. We saw results we had hoped for: Teachers improved the accuracy of their grading practices, and their students’ passing rates increased significantly. Participants experienced what one veteran teacher described as “the most authentically collaborative experience I’ve had professionally.” But what was truly remarkable were the unintended consequences.
  • In addition to the improvements in their grading systems, the teachers’ reflective inquiry changed other aspects of their teaching, including their homework assignments, formative assessments, and even the language and cultural norms of their classrooms.

Posted from Diigo. The rest of my favorite links are here.