This morning I woke early to continue my reading of A Whole New Mind by Daniel Pink. I finished the chapter on play and began reading the chapter on meaning. The author states that the Conceptual Age has provided us with an unprecedented opportunity to search for our life's meaning. We no longer spend our entire existence in the search for food, clothing, and shelter. This allows us the time to explore the greater question of what our life means.
My hope and prayer this morning is that people will look toward God to find that meaning. I have found meaning for my life through faith in God and His son Jesus Christ. God provided the gifts and the passion I have to be an educator. God provided and gave me passion for my family. And God provided the gifts and the passion to share my faith. So I hope you will look toward Jesus because He will help you find meaning in your life. He certainly helped me.
Reference
Pink, D. (2006). A whole new mind: moving from the Information Age to the Conceptual Age. New York, NY: The Penguin Group.
This year we spent the fourth of July with my dad and stepmom. We always have a good time when we travel to Hamilton for the fourth and this year was no exception. I think the highlight for Sarah was her ride in the deuce -n- a half.
Here are some pictures from our trip. They are on Picasa again, so if you click on the slideshow you'll be able to see enlargements on Picasa.
Today I'd like to spread the word about a free ebook available from Seth Godin. Seth is a bestselling author and blogger. Today he released a free ebook called What Matters Now. The ebook is a collection of seventy 200 word essays. Each essay is authored by a different author. Each author was required to use a one-word title for his/her essay.
I plan to read this very soon and will write about my reactions. If you read this first, leave me a comment.
Over the last two days I've read portions of both Leading Out Loud and The New Testament. Today, while reading through the parables of Jesus, came an inspiration. Terry Pearce, author of Leading Out Loud, tells leaders to communicate using analogy and metaphor. Jesus, I noticed, communicated with parables. Aren't these three communication types similar? Let's look at the definitions.
Analogy - a similarity between like features of two things, on which a comparison may be based.
Metaphor - a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance.
Parable - a short allegorical story designed to illustrate or teach some truth, religious principle, or moral lesson.
I find these three communication types to be remarkably similar. All three depend on imagery unrelated to the current situation in order to communicate. All three depend on the listener to capture the meaning from the unrelated, yet similar, image and apply it in the current situation. All three can be powerful tools for a leader trying to communicate mission, vision, and values.
I enjoy finding parallels between secular teaching and the teachings of Jesus. I wonder whether Terry Pearce made the connection while writing the book?.
Reference
The definitions of analogy, metaphor, and parable are taken from dictionary.com.
Yesterday I read about half of the SMARTER Balanced Assessment Consortium's draft content specifications for mathematics. My initial reaction is that the consortium has made a thoughtful attempt to revolutionize mathematics education in the United States. The consortium, it seems to me, plans to assess mathematics in very different ways based on a very different approach to the domain. They are moving to center stage the habits of mind, or the ways of thinking, that students will need in order to successfully use mathematics in college or the workplace. A colleague told me that there is a fundamental shift taking place in mathematics education - away from focusing on how mathematics is taught and toward how mathematics is learned. After reading the first half of this document I agree with her.
In its draft content specifications the consortium identified four major claims that will map assessment targets to the Common Core State Standards. These claims are provided below.
Claim #1 - Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
Claim #2 - Students can frame and solve a range of complex problems in pure and applied mathematics.
Claim #3 - Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
Claim #4 - Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.
These claims, in my opinion, define what important habits of mind students will need in college and the workplace. These claims are supported by the Common Core State Standards and how that document is organized. However, the consortium took a very interesting additional step. They are proposing that these claims become the reporting categories for the assessments that they are developing. The table below, taken from the draft specifications document, shows how this would look.
I find this recommendation to be both revolutionary and intriguing. This is revolutionary because I am not aware of a state summative assessment that organizes reporting categories in any way other than the content domains. I have grown accustomed to seeing reporting categories such as: number and operation, algebra and functions, geometry, and statistics and probability. I find the recommendation intriguing because, as an assessment content developer, I find myself challenged to meet the expectations of this design. I think I will enjoy whatever role I will play in trying to make this work.
What do you think?
Reference
Burkhardt, H., & Schoenfeld, A. (2011). Content specifications with content mapping for the summative assessment of the common core state standards for mathematics. Review Draft, SMARTER Balanced Assessment Consortium, Retrieved from http://www.k12.wa.us/SMARTER/ContentSpecs/MathContentSpecifications.pdf
I write about mathematics and educational assessment, my faith, and my family. I am the manager of math content design and development for an educational assessment publisher.
chadmbarrett: #SuperBowl: A great finish. The #Patriots played a great game. Congrats to the #Giants - your Super Bowl champions!
Pink, D. (2006). A whole new mind: moving from the Information Age to the Conceptual Age. New York, NY: The Penguin Group.
Yesterday I read about half of the SMARTER Balanced Assessment Consortium's draft content specifications for mathematics. My initial reaction is that the consortium has made a thoughtful attempt to revolutionize mathematics education in the United States. The consortium, it seems to me, plans to assess mathematics in very different ways based on a very different approach to the domain. They are moving to center stage the habits of mind, or the ways of thinking, that students will need in order to successfully use mathematics in college or the workplace. A colleague told me that there is a fundamental shift taking place in mathematics education - away from focusing on how mathematics is taught and toward how mathematics is learned. After reading the first half of this document I agree with her.
