This standard felt so obvious to me, but it took much of this semester to fully grasp. Going over how curriculum and assessment can be viewed in so many ways has been eye opening. Looking forward into a coursed dedicated to assessment is exciting, because when putting the two together it’s easy to see why so many educators fall back on doing the same thing year after year. It’s intimidating to match up new ideas that actually inspire learners with ways of assessment that encourage learners to grow, and fail, and learn from it instead of brow beating them into robots or killing the creativity like Sir Robinson spoke about.
It takes a village to raise a child, and a whole school to educate them. Knowing that collaboration is encouraged take some of the weight off, as being able to know my own strengths and weaknesses means I can collaborate with others to even out our base of knowledge when implementing new ideas into the classroom.
One strength I noticed was when lesson planning I need an activity to work from to start, I can then go back and fill in all the other spaces and edit the activity to better suit the needs BUT I need that jumping off point to give myself somewhere to start, otherwise it becomes some vague idea floating around my head. Some of my colleagues though can work without that base, and together we can come up with some pretty cool lessons (even if they could sometimes be spread throughout a unit).