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Jennifer Groff

Jennifer Groff's Public Library

  • Rather, companies need to develop strong change leaders employees know and respect

  • providing the competency report card could transform college admissions
  • “To be truly not time bound in how we organize our school, we need kids to have platforms where they can move at their own pace,”
  • Sanborn needs a very flexible student information and grading system that lets all teachers access all the competencies and report them out to parents in an easily digestible way.

  • Independent schools have the benefit of independence but most don’t use the degrees of freedom to innovate.
  • Like new technology, we often can’t express what we want until we experience it.

  • So far, no one in the US or the world has combined the system reform with systemic innovation at scale.
  • Some time soon, some system in the world will get this combination right and achieve lift-off in performance

  • The system beats the creativity out of them. Kids have been trained that way; my first job is to unteach them

  • When launching something that is unfamiliar and unpredictable, with a low ratio of knowledge to hypotheses, educators need to change the planning and design process. A standard planning process—making a plan, looking at the projected outcomes from the plan, and then, assuming those outcomes look desirable, implementing it—will not work, because the assumptions, both implicit and explicit, on which the outcomes rest are often wrong. This is why bold new plans—be they disruptive or sustaining—do not typically survive long beyond their point of initiation
  • Summit Public Schools, for example, uses the lean-startup method to iterate rapidly.
  • Our research suggests that because most schools are not startups seeking to ‘‘acquire’’ students—rather, they are already working with students, parents and teachers who have existing expectations for their school—the lean-startup method might not work for most educators

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  • And as the market becomes more sophisticated, providers of learning-science-based products will win
  • The intrapersonal skills—which arguably shape everything else—include conscientiousness, self-regulation, self-efficacy and growth mind-set, metacognition, and perseverance

  • The second rung consists of skills, abilities, and knowledge developed through learning experiences broadly defined
  • The third rung, competencies, are the outcome of integrated learning experiences, in which skills, abilities, and knowledge are focused on the performance of a task
  • demonstrations, results from the application of competencies. Assessment is deeply embedded at all stages of this learning process.

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  • The first “science” of American public education was phrenology. After that came IQ testing, achievement testing, and today's data-driven techniques of value-added measurement.
  • but one peculiar thing has been held constant between them all. In the latest issue of Pacific Standard, Dana Goldstein identifies the original sin of American education science. For 150 years, it has focused, again and again, on devising ways to sort and rank people, rather than focus on what might seem the more sensible goal: to figure out how best to teach children what they don’t know.

  • Often when I talk about competency-based education, I fall into a semantic trap that persists in many attempts to describe the phenomenon: I contrast competency-based systems with time-based systems
  • But by contrasting competency and time, I think we oversimplify a basic reality: in practice, teachers and students within competency-based schools are still experiencing time in their day-to-day lives
  • First, the concept of minimum pace has emerged as one policy to ensure that students are not falling behind within the bounds of a competency-based system.

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