Event Information
Blended ContentHow do classrooms and schools around the world define and measure their students non-academic success and growth?
In this interactive poster session, participants will learn about a unique global partnership with educational leaders, primary and secondary teachers, researchers, and data scientists working to define, measure, and support students metacognitive skills and learning dispositions across 29 K-12 schools.
Using interactive touch screen devices, poster attendees will be able to directly access and interact with a rich collection of student artifacts, data, and tools that showcase innovative ways to capture and use student voice. As such, attendees the opportunity to directly interact with a collection of tools and resources, including:
* A new student Learner Portfolio with an infinite growth graph representing students' metacognition and skill development
* A dynamic data dashboard exploring student practices and perceptions from over 3000 student surveys collected world-wide
*Tools and resources for using student drawings for research and reflection
*New tools and approaches for creating more meaningful classroom observations
Schools of the Future Defining New Models of Education for the Fourth Industrial Revolution https://www3.weforum.org/docs/WEF_Schools_of_the_Future_Report_2019.pdf
Metacognition and Self-Regulated Learning https://dera.ioe.ac.uk/id/eprint/31617/1/EEF_Metacognition_and_self-regulated_learning.pdf
21st Century Skills: Learning for Life in Our Times https://books.google.co.uk/books?id=VUrAvc8OB1YC&lpg=PA12&dq=21st%20Century%20Skills%20-%20B%20Trilling%2C%20C%20Fadel&lr&pg=PA12#v=onepage&q=21st%20Century%20Skills%20-%20B%20Trilling%2C%20C%20Fadel&f=false
Education Reimagined: The Future of Learning https://edudownloads.azureedge.net/msdownloads/Microsoft-EducationReimagined-Paper.pdf
Haney, W., Bebell, D., & Russell, M. (2004). Drawing on education: using drawings to document schooling and
support change. Harvard Educational Review. 74(3), 241-272.
Ritchhart, R. & Church, M. (2020). The power of making thinking visible: Practices to engage and empower all learners. John Wiley & Sons.
Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and learning, 5, 269-288. http://doi.org/10.1007/s11409-010-9062-4
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