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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.

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Greg McVerry

@ReefSystemsCorp I am confused must we all rush and upload a score to SPRS right now or is the self-assessment due upon reward of contract?

Is today a deadline or a beginning?

Greg McVerry

Greg McVerry

Be warned the research will be on colleagues side in terms of grades (not the late grades). Grading and points motivate learning, students report satisfaction, and perform better on content as measured by an assessment.

Greg McVerry

@rlmcpp Thx for sharing the link. The community content really help us a lot on the Objectives and Assessment Working Group. Help us see hou future LPP and LTP teams see the maturation model and identify misconceptions

Greg McVerry

Notes on the #CMMCAB Objectives and Assessment Working Group #cybersecurity

We had a wonderful meeting of the cmmc-ab objectives and assessment working group yesterday.Spent some time discussing the difference between knowledge and skills, nouns and

1 min read

We had a wonderful meeting of the cmmc-ab objectives and assessment working group yesterday.

Spent some time discussing the difference between knowledge and skills, nouns and verbs, and how these make up bodies of knowledge in the domains of .

Now we return to the CP, CA1, CA2, and CA3 draft objectives to ensure we have these "families" or domains of knowledge correct.

We used the metaphor of the fishing net for an ontological net. Meaning each "family" should only catch one kind of fish. So your access control net should let all your media protection fish slip on by.

I can not tell you how honored I am and how cool it is to be working with this many smart people in one (virtual room)

Greg McVerry

Five Reasons I chose to Carve a Spoon as My Subjective's Metaphor #OpenPedagogy #digped

My Free Choice Post for #edu522

3 min read

In my previous post I shared pictures of a hand carved spoon I am shaping from wood. I used this tool as a metaphor to explore my goals for . Got me thinking about what would the shape of the sotry be if I stretched the metaphor just a little too far.

Knowledge isn't Spoon Fed

In this class you design your syllabus, well the important parts. I still curate materials and facilitate discussions.

Open pedagogy draws heavily on principles woven into feminism and critical theory. in the sense of striving for the better (hooks, 1994); of seeing growth as a community process rather than a taxonomy of skills aquisition (Weber, 2006).

Many of us gather on a quilt Dave Cormierย  (2015) calls "Community is the Curriculum" which we hold together through intentionaly equitable hospitality. In this class I want us to cook together. Bring in our own flavors to a shared table.

Learning is Messy

We often cast learning in such clinical terms. Our students need an "intervention." Growth requires "diagnostic" assessment. A nice easdy picture cleaned with the medical precision of a septic wipe.

Open pedagogy also draws on ideas of rhizomatic learning. We waste so much time and treasur measuring and sorting children. I would rather double down on reinforcing classroom practices that we know have positive impacts.

I believe the space of learning and not the learner is the variable of interest that should draw your focus. What can you do better to let your students make a mess as you create a community of readers and writers?

Learning Takes Deliberate Planning, Action, and Reflection

Open Pedagogy gets driven by those who learn out loud. By that I mean we share our reflections, openly blog throughout the design practice, often create content for the Commons, and encourage our students to do the same.

When you make learning visibile (Hattie) you help students grow. When you encourage students to that from a place they can call their own you help them be.

In this class you control your level of openess and privacy. You can share only in our private Microsoft Teams channels or publicly by publishing on your own website.

Play With Knives

Imagine walking into your principles office and suggesting giving out knives to all the eigh year olds. Think it will fly?

Why not?

I have taught so many children ages 6-10 to play with knives in cub scouts. I am happy my kids can, with supervision, sit outside and play with knives

We shelter our children from too many complex tools and topics. I believe we must engage students in critical issues for change from a Vygotoskian dialectical perspecticve.

In this class we will explore the relationship of open pedagogy, privacy, and strategy exchange amongst our peers as you folks work toward your subjectives.

Know the Right Amount of Pressure

If you look closely at where my spoon is and where I planned it to be you will see they are not alike. I say I am trying to break from my love of symmetrical design, others will call it a lack of skill. Either way, many times when I press too hard the wood cracked.

Learning works this way. We need to rethink assessment and the pressures we put on children. As Sean Michael Morris and Jessie Stommel ask us, "How do we measure the love of learning?"

In this class I hope to leave that question unanswered as we all try a little bit better tomorrow all figuring it out.

Greg McVerry

Disagree with Karen on many things, book leveling not one. Just one of many ways racism gets reflected in curriculum...Not an overtly racist act like a literacy test to vote, but an assessment system born from systematic racism

Greg McVerry

@extraface "when x,y,z,a,b are present, c can arise." I think that's going to be pertinent." that also reflects my view on classroom assessment where the space and not the classroom should be the variable of interest.

Greg McVerry

Greg McVerry

@TCNoel one can never separate assessment and course design., though prefer term feedback for growthrather than assessment. Have no desire to measure and sort learning. Instead as a teacher I want my students to leatf

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