The document discusses redefining success in the age of accountability. It argues that accountability has become focused on rigid measures of performance rather than responsibility. Additionally, joy and wonder seem to be lacking in modern schooling, which prioritizes rigor and outcomes over student interests. The document questions whether schools should be places that cultivate curiosity, community, and strengths rather than strictly focusing on tests.
1. Redefining Success
in the Age of Accountability
Dean Shareski
MLS Summit 2012
Toronto, ON
http://www.flickr.com/photos/hdurnin/6281411798 November 7, 2012
18. Premise
✴ Describe not Prescribe
✴ ideas and research are only good useful if
you own them
19. Premise
✴ Describe not Prescribe
✴ ideas and research are only good useful if
you own them
✴ You Make the Connections
20. Premise
✴ Describe not Prescribe
✴ ideas and research are only good useful if
you own them
✴ You Make the Connections
✴ learner first, teacher second
21. Premise
✴ Describe not Prescribe
✴ ideas and research are only good useful if
you own them
✴ You Make the Connections
✴ learner first, teacher second
✴ We're Grade 4's on the Playground (@ijohnpederson)
31. If we create cultures of
trust and sharing,
accountability is built in,
not contrived or imposed,
it just is.
32.
33.
34.
35. “
I believe that everyone should write in
public. Get a blog....
Do it every day. Every single day. Not a
diary, not fiction, but analysis. Clear,
crisp, honest writing about what you see
in the world. Or want to see. Or teach (in
writing).
Tell us how to do something. ”
http://sethgodin.typepad.com/seths_blog/2011/09/talkers-block.html
65. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
66. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
B. Do it and to heck with the outcomes, doing joyful
things with students is important.
67. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
B. Do it and to heck with the outcomes, doing joyful
things with students is important.
C. Do it but perhaps as an extra-curricular activity
because you're not sure where it fits with a robust
curriculum but still think it's important.
68. With regards to creating a video like that do you:
A. Do it because it's not only fun but likely does address
some curricular outcomes but you might have to look
them up later. Fingers crossed.
B. Do it and to heck with the outcomes, doing joyful
things with students is important.
C. Do it but perhaps as an extra-curricular activity
because you're not sure where it fits with a robust
curriculum but still think it's important.
D. Not do it at all.
69. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
http://www.flickr.com/photos/judybaxter/2333068171/
70. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
http://www.flickr.com/photos/judybaxter/2333068171/
71. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
http://www.flickr.com/photos/judybaxter/2333068171/
72. Feel-Bad Education
The Cult of Rigor and the Loss of Joy
by: Alfie Kohn
http://www.alfiekohn.org/teaching/edweek/feelbad.htm
I’m appearing to accept an
odious premise—namely,
that joy must be justified as
a means to the end of
better academic
performance. Not so:
It’s an end in itself.
http://www.flickr.com/photos/judybaxter/2333068171/
81. Be aware of wonder.
Remember the little seed
in the styrofoam cup:
The roots go down and
the plant goes up
and nobody really
knows how or why, but
we are all like that.
92. Mind Your Own Business
http://www.flickr.com/photos/rwentechaney/5438197592
http://www.flickr.com/photos/cristic/359572656/ http://www.flickr.com/photos/bionicteaching/4309317689
93. Mind Your Own Business
http://www.flickr.com/photos/rwentechaney/5438197592
http://www.flickr.com/photos/cristic/359572656/ http://www.flickr.com/photos/bionicteaching/4309317689
94. Mind Your Own Business
http://www.flickr.com/photos/rwentechaney/5438197592
http://www.flickr.com/photos/cristic/359572656/ http://www.flickr.com/photos/bionicteaching/4309317689
97. Tell that to Chris Avenir
Ryerson University sites 3 reasons for
the case against him.
1.Learning should be hard.
2.There is no structure of regulation
for online behavior and that makes it
incompatible with academic work.
3.It is our job to protect academic
integrity from any threat.
i.e. Unless learning is hard and is directed by others, it fails
to meet the standard for academic rigor.
112. “This push on tests,” he told me, “is
missing out on some serious parts of
what it means to be a successful human.”
113. “...learning is hard. True, learning is fun,
exhilarating and gratifying — but it is also
often daunting, exhausting and sometimes
discouraging. . . . To help chronically low-
performing but intelligent students,
“This pushand tests,” he told first “is
educators on parents must me, recognize
missing out onis at least as important as
that character some serious parts of
what it means to be a successful human.”
intellect.”
121. “Taught me to examine my work critically”
“enabled me to focus on learning”
122. “Taught me to examine my work critically”
“enabled me to focus on learning”
“I wasn’t comfortable assessing myself”
123. “Being good at school is a fine skill if you intend to
do school forever. For the rest of us, being good at
school is a little like being good at Frisbee.” Seth Godin
Linchpin
http://www.flickr.com/photos/annalisa/132032293/
124.
125. Thanks
shareski.ca
@shareski
dean@shareski.ca
Dean Shareski