1. Why The Best Teachers Don't Give Tests (Kohn)- discusses why testing is flawed and shares more effective ways to gather valuable information about student progress
The most impressive classrooms and curricula are designed to help the teacher know as much as possible about how students are making sense of things. When kids are engaged in meaningful, active learning -- for example, designing extended, interdisciplinary projects -- teachers who watch and listen as those projects are being planned and carried out have access to, and actively interpret, a continuous stream of information about what each student is able to do and where he or she requires help. It would be superfluous to give students a test after the learning is done. We might even say that the more a teacher is inclined to use a test to gauge student progress, the more that tells us something is wrong -- perhaps with the extent of the teacher's informal and informed observation, perhaps with the quality of the tasks, perhaps with the whole model of learning. If, for example, the teacher favors direct instruction, he or she probably won't have much idea what's going on in the students' minds. That will lead naturally to the conclusion that a test is "necessary" to gauge how they're doing.
2. Testing As A Silo/Solo Act: We Can Do Much Better (Reilly)- points out the disconnect between how we learn and create knowledge compared to the solitary act of testing
Our myopic attention to testing children individually renders them less college and career ready. Our methods are antiquated. Our attention on the individual is at best, romantic. In 2014, we isolate each child and remove the full power of connectivity even as we make the child sit at a computer/tablet in order to read/view the test and record his/her answers.
Could we be anymore 19th century like?
3. Does Child-Like Thinking Produce Innovative Design (Peterson)- eighty of the fifth through eighth grade students from Nalanda Public School in Mumbai (part of the Clinton Global Initiative), India and sixty experienced design professionals from Seoul, Hong Kong and Copenhagen were brought together to create innovative concepts. The students were asked to design backpacks for students living in Copenhagen, Denmark and their designs were then compared with that of the designers, who had been asked to design a wide range of consumer products.
Judging from the energy and enthusiasm the Mumbai students displayed during their two-hour long design session - children thrive on design challenges. They love to learn new things and translate them into ideas of their own. Their sketches exuded passion and joy, something that can only help them in the future at becoming the very best that they can be in their chosen fields of endeavor.
5. Eight New Attributes of Modern Educational Leaders (Richardson)- qualities educational leaders show embody/exhibit in the modern age
6. How Students Lead the Learning Experience at Democratic Schools (Vangelova)- insight into how a democratic school such as the Fairhaven School in Upper Marlboro, Maryland functions
The most significant responsibility at the school is that “you are responsible for what you make of your life,” McCaig says. To graduate, students write and defend a thesis that they have “prepared themselves to become effective adults in the larger community.”