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Micro-credentials as a professional learning option. In 2016, I began exploring micro-credentials as a professional learning option for our district. For this micro-credential, Student Voice and Choice , I submitted artifacts from a research project that my ninth grade English students had completed a few months prior.
In many districts, teachers are provided the same professionaldevelopment regardless of their subject area, grade level, or personal goals. In a small school district with limited resources committed to meeting the needs of all our students, the professionaldevelopment opportunities made available to us are often in tight supply.
Often, the group came back with artifacts like tree core samples to share with their students when school starts in the fall. Controversial or not, many teachers around the country feel ill-equipped to teach the topic, according to a 2016 national survey of science teachers by NCSE and Penn State.
It’s also important for all students to feel represented, Laura Thomas said in her Edutopia article from August 2016. Plus, recent anti-Asian violence in the United States proves why educators need to foster awareness and understanding, Chang said in her article. If you can’t find one, don’t worry.
Creating Connections Because Studies Weekly’s print publications are consumable, students can create artifacts to demonstrate their learning by cutting the primary sources and other information out of their publications. As students physically create artifacts, they visibly represent their thinking, understanding, and skills.
Competency-based by their very nature, micro-credentials require learners to provide authentic artifacts (videos, photos, and/or text) that clearly showcase active and situation-specific evidence of implementation. 2016, May). 2016, digitalpromise.org/2016/12/01/personalizing-student-and-educator-learning-through-micro-credentials/. [6]
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