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Jennifer Groff

Jennifer Groff's Public Library

  • n 2002, I proposed two alternatives to Bloom’s Taxonomy  for classifying objectives in order to design appropriate instruction and  assessment (Sugrue, 2002). One was based on Merrill’s content performance matrix  (Merrill, 1983). The other I called the “pure performance” alternative, which  did not require any classification.


    Since then, I have merged both alternatives into an approach  that is aligned with the learning science behind the Pittsburg Science of  Learning Center’s knowledge-learning-instruction framework, recently published  in Cognitive Science

  • Finland requires its kindergarten teachers to offer playful learning opportunities—including both kinds of play—to every kindergartner on a regular basis
  • Holappa, who also leads the development of the country’s pre-primary core curriculum, said that play is being emphasized more than ever in latest version of that curriculum, which goes into effect in kindergartens next fall
  • Many of them, she added, will read by the end of the year. “We don’t push them but they learn just because they are ready for it. If the child is willing and interested, we will help the child.”

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  • Perhaps more significantly, a lot of the expert reviewers couldn't agree on whether the standards covered a concept or not
  • Standards of failure
  • Read any critical evaluation of state standards, and you'll see that this was far from the only problem. In some rare cases, standards focused so much on the methods that they neglected to specify much about what we've found out using them. In other cases, topics were introduced in one year, ignored for several more, and then returned to with unrealistic expectations about what the students would have learned in between. In still other cases, the standards were simply too poorly written to make it clear what was expected at all.

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  • The key is to identify the learning objectives in the liberal arts program that one wants students to master, build the assessments and curriculum accordingly, and then have students only move on upon mastery of those competencies
  • One competency might be something like, “Can compare the major traditions in moral philosophy in the twentieth century,
  • The key is to commit to the rigor of defining clearly the competencies. In K–12 education, where most competency-based programs are essentially liberal arts in nature, these competencies are often built around the various state standards that exist for different subjects, for example.

  • 70 percent of change programs fail to achieve their goals, largely due to employee resistance and lack of management support
  • We also know that when people are truly invested in change it is 30 percent more likely to stick
  • Mastering the art of changing quickly is now a critical competitive advantage.

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