I hope it’s just me, but I’ve talked to a lot of discouraged educators lately, and it is just September. Why discouraged? Sometimes new laws or policies make an already demanding job even harder. Sometimes schedules are crazy or ceilings drip or test prep eats up far too much time. Sometimes folks feel blamed for … Continue reading
When is a choice not really a choice? Or when might choice make really bad assessment? In my last post I discussed the role of assessment in developing curriculum for creativity. I included the recommendation that assessments—even major assessments–sometimes include choice. We know choice is supportive of a climate of intrinsic motivation and creativity. But … Continue reading
Good curriculum and good assessment go hand-in-hand. So it is not surprising that the fourth key principle in developing curriculum supportive of creativity relates to assessment. In curriculum for creativity: Assessment includes multiple formative and summative assessments, including some that offer choices and use content in new ways. In all good curriculum, we start with … Continue reading
Strategies that support students in their creativity also support their learning. I have been repeating this mantra for more than 20 years, and the more I learn, the truer it becomes. It makes me think about bridge beams, and the interconnectedness of their strength. Pieces of steel that directly support one thing also help support … Continue reading
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