Credit Flexibility - An Overview for Gifted Educators
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Transcript of Credit Flexibility - An Overview for Gifted Educators
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Accelerating globalization of work, education, life Automation of increasingly complex tasks (e.g. Ohio
manufacturing output and employment trends) Vertical disintegration, outsourcing of business =
decline of lifetime employment, rise of small business “Model T” to “mass customization” and “long tail”
economics Exponential acceleration of scientific discovery,
technological progress Transition from education as phase of life to learning
as unending part of life
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Performance/$ of computers doubling every year. By time next year’s freshman leave college, same money buys PC 500X more powerful than today’s. $500 of computing power today will cost $1.
Virtually all of human knowledge available to everyone, everywhere, all the time, on demand
21st Century will see as much technological progress as previous 200 combined› 20th Century’s worth of change by 2025
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How can we predict the content that will have value to our students in the future?
If we can’t accurately predict, how can we “future-proof” the education we provide our students today?
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Students must learn how to learn› Develop self-knowledge, ability to self-
motivate, sense of personal responsibility for learning› Find, filter, and organize information› Find (or create) and work with learning
communities of mentors and peers› Skill in using existing technologies for learning› Intrepid attitude toward mastering future
technologies for learning and thinking
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State level School level Student level
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Ohio Core (SB 311) – Increased graduation requirements, mandates schools allow credit by demonstration of mastery beginning in 2010-2011
State level motives:› Increase graduation rate› Limit potential unintended consequences of
increasing graduation requirements Fewer graduates Narrower curriculum
› Promote “college and career readiness”
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Traditional “Carnegie Unit” courses “Educational Options”› Mentorships, internships, and service learning› Online and hybrid courses› Independent studies
Demonstration of mastery› “Testing out” and portfolio/performance
based assessment Any combination of the above
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Expand options and opportunities, especially for smaller schools
Better serve “outlier” students› Interests› Learning styles› Readiness
Experiment with new instructional methods and technologies (w/o seat time constraints)
Leverage community resources
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Personal responsibility for learning through:› Self regulation› Self knowledge› “Habits of mind”
Develop “21st Century” skills› Collaboration› Tech literacy
Develop talents, explore interests, and gain experience in chosen areas
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Learn and progress at an appropriate accelerated pace
Connect with expert mentors and advanced peers
Develop time management and study skills, positive risk taking
Gain a competitive advantage for college admissions and scholarships
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Senior in CTE program
Family construction business
Diploma instead of dropout
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“Late bloomer”
College aspirations
Took 5 AP tests
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Managing requests and referrals Process for determining standards for
awarding credit and grading› Consider “tiering” for weighted grades
Publicizing opportunities and communicating requirements
Responsibility for developing opportunities, promoting equity
Addressing costs
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February 2010› ODE guidance› 5 Case studies› Highlights from states
March 2010› Soft launch of online community at
SharedWork.org Related› Performance-based assessment› Operating Standards revision› Content standards revision› EMIS adjustments
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Attendance and progress monitoring Charging fees Athletic eligibility› OHSAA› NCAA (Rules, Core Course Look-up)
Early graduation Assessment quality
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Online Resources› Learning|Connective Credit Flex Site
Official documents Sample policy template Athletic eligibility information
OnlineEdOps Wiki Future session with Fred Bramante on
lessons from New Hampshire (Date TBD – Watch for CCGOhio announcement)
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