Seeking to gain greater clarification on each of the 6 MV Mindsets and the sub-sets that define them, in order to more effectively infuse, assess, and communicate student learning and progress, here are a series of questions…
Critical Thinker/Solution Seeker
– What makes a question ‘meaningful’?
– In a culture that does teaches no tolerance for “judging” others, how can we teach students to ‘evaluate’ ideas, etc.?
– How does one learn and demonstrate ‘discernment’?
– How do educators approach ‘cross-disciplinary’ knowledge?
– How do students approach it?
– What are the best practices of goal setting with students? SMART goals and/vs. DUMB goals?
– What does it mean to listen ‘attentively’?
– …to speak effectively?
– …to write clearly?
– What are the various types of audiences a communicator might encounter?
– How does a communicator ‘understand’ an audience?
– Can a group of individuals be understood?
– Within any group, there are a lot of differences.
– What are the various types of media a communicator needs to understand?
– What does ‘formats’ mean?
– What are interpersonal skills and how to best ‘self cultivate’?
– What is an assumption?
– How does one identify an assumption?
– How do you then challenge an assumption?
– How, why, and when should you suspend judgement?
– What is the difference between judgement and evaluation?
– How do you build ‘imagination’ muscles?
– How do you build ‘improvisation’ skills?
– How do you adapt to new challenges and opportunities?
– How do you foresee and identify new challenges and opportunities that others might not?
– How do you know when to ‘let this one go’?
– What is a partnership? What makes it strong?
– What defines diversity? How might we expand our definition?
– How do you teach, coach, and lead by example?
– What are the types of feedback?
– How, when, and why might/does one accept or reject different types of feedback?
– How do you implement a decision?
Questions about the matrix
does ‘support your answer’ always fall into ‘far transfer’?
what does near and far transfer mean?
what mode of assessment works best for middle school students?
can a selected response go beyond recall and inference?
what do you fill into the empty boxes? just a check mark or a score?
how does a teacher include a variety of each format? throughout the year?
i wonder if gold standard pbl checks all of the boxes.
i wonder what an ill-structured problem looks like.
can assessments overlap in categories?
mini and informal assessments are under-utilized
i see the need for a variety of assessments
making a product leads to ‘far transfer’
we cannot teach apart from context
i think i can combine several types of responses into one test
i think teachers need great intuition, awareness, and training to select appropriate assessments for different tasks
Today, Middle School teachers had the pleasure of working with Meg Cureton on a design thinking flash lab centered around making connections with one another. Connections: Design Thinking Flash Lab Part of the flash lab included these two excellent videos (we may have skipped the second one, actually, be we’ve used it before and it’s really good).
Get Things Done We had a few hours to get some things done on our own and grab some lunch. Then, we followed up on our morning flash lab with some creative time in the Studio(i) maker space. We took our low-res prototypes and turned them into something more high-res and impactful for one another. We also learned how to use several of the technologies in the studio.
Today was a robust, action-packed day #2 of pre-planning. Front-loading and launching the key initiatives for the upcoming semester, communicating the basic “housekeeping” items, duties + red binders (Thank you Mel), preparing for R & D teams (Thank you Angél), and getting CPR (re)-certified (Thank you Anne-Brown and Patsy). Here are the slide presentations for Advisory (Thank you Max and Tasha), Visible Thinking (Thank you Ann and Charles), and Eportfolios (Thank you Katie).