Paul Genge

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Paul Genge
Posted almost 3 years ago
Live Chat today at 4pm Eastern: "Why School? How Education Must Change When Information and Learning Are Everywhere"
Hi Will, Regarding assessment. I understand we are completely rethinking education, here. And with good reason. Even John Seely Brown, in his long tail and learning as enculturation ideas, talks about a virtuous cycle between niche interest development and coming back to the "fat part" of the tail to learn that core knowledge and then students returning to their niche interests to apply it. He says a core curriculum based around critical thinking (and I would add literacy and numeracy to a point). Could Performance Assessments (I know they present many challenges for reliability, etc.) that are open ended and authentic provide some common ground between competing views on approaches to education?
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Paul Genge
Posted almost 3 years ago
Live Chat today at 4pm Eastern: "Why School? How Education Must Change When Information and Learning Are Everywhere"
Giving students access to experts in various fields is a key factor to making constructivist, inquiry-based approaches successful. In reality, linking students with the outside world seems is not a possibility, unless the teacher is present and monitoring every interaction. I see the networking element of students with experts and the community at large as taking time. I am thinking grades 7-9 and realize that this might be less of a concern in high school. Do you know of any strategies of creating "walled gardens" for young teen aged children to start availing of those opportunities and assuring their parents and teachers that they are safe?
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Paul Genge
Posted almost 3 years ago
Live Chat today at 4pm Eastern: "Why School? How Education Must Change When Information and Learning Are Everywhere"
So I wonder what's the answer? We're going to run up against a strongly held assumption around measurement that makes up the modern (Western at least) world view. Do we continue to communicate with our communities about increasing local involvement in schools? Do we get into epistemology and discuss the limitations of reductionism, etc.? or do we just try to demonstrate the promise of local teacher judgements and build trust that way?
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Paul Genge
Posted almost 3 years ago
Live Chat today at 4pm Eastern: "Why School? How Education Must Change When Information and Learning Are Everywhere"
I was wondering if you have reached out to any experts in terms of Performance, Authentic, and Ipsative forms of assessment who understand this new conversation around Education Transformation. There are a relatively confined set of (traditional) skills that children need to learn as well as new literacies, competencies, and dispositions that will help them thrive in a 21st century world of constant change. Is there any way that these experts can point the way to reconciling the standardized measurement of chosen learning outcomes, as we promote a very diversified and holistic vision of what students will produce and learn?