Showing posts by Gary Chapin
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In most of the United States, 21st century skills are not new. However, implementation – bringing the plan to the classroom and the students – has been a challenge. That's where calibration comes in.Teachers engage in a structured conversation, coming to agreement about what evidence of proficiency can be found in student work.
Vermont’s system of support presumes that all educators come from different places and learn in different ways, and that the most powerful learning happens in collaboration.
Gary Chapin busts some common myths surrounding rubric design.
Gary Chapin shares lessons learned from the micro-credential pilot in Rhode Island, where educators gathered to revolutionize personalized teacher learning.
CCE's blog team gathers to think about why they do the work that they do each day.
Considering the subtleties of epistemology in the context of performance assessments could help teachers assess students with more care and accuracy.
If we’re striving for competency-based, personalized learning experiences for students, then it is equally important educators to have similar learning experiences.