"It’s hard to get kids in the habit of talking about how they are thinking about a problem when they’ve had many years of instruction that focused on getting the 'right answer.' That’s why educators are now trying to get students in the habit of explaining their thinking at a young age." — Source: Mind/Shift
Continue reading the full post for examples, tips, and classroom video footage.
Image Source: EdTechTeacher
Here’s another post about micro-credentials that I enjoyed reading. Here are a few highlights.
“Badges, certifications, skill identifiers–you’ve probably seen micro-credentials in one digital form or another. But how do we know whether they actually matter in the real world?” How can we “get micro-credentials to the point where they’re valued as evidence of what adults have learned and can do.”
Here are a few of their suggestions.
- Keep time and autonomy sacred
- Badging platforms need to talk to one another
- Micro-credentialing should target the process, not just the end
I recommend reading the full post as it tackles many of the tougher issues around micro-credentialing.
I ran across this photo that I took during a classroom visit a couple of years ago. It’s funny and true.
UPDATE: There is debate to whom this quote should be attributed.
“Given the growing ubiquity of [technology] in schools, as well as the increasing numbers of educators advocating for their use, it can seem as though education may have reached a tipping point when it comes to improving students’ 21st-century skills. According to the Partnership for 21st Century skills, these can be categorized as the 4Cs: Creativity, Critical Thinking, Communication, and Collaboration.” — Beth Holland
Beth goes on to share that she has started to worry about the growing presence of what she calls the Fake Cs.