Developing Curriculum Standards

Law students, Training is a thing in the law - hard to believe. But, I promise you, good training exists. 1. Good training is intentional. There is an overall goal/reason behind why certain things are done and aren't done. 2. Good training focuses on the fundamentals. You need a proper foundation to move forward. Good training focuses on the fundamentals. 3. Good training requires repetition and consistency. You must practice what you are learning. 4. Good training allows young lawyers and law students to participate. It is not enough to get book training. You need to do what you are being trained to do. 5. Good training focuses on making you competent, not the best. The best is an illusory goal in a subjective field. The goal of training is to build your skills to make you competent at an expert level in your chosen practice area. 6. Good training requires a firm to focus on training and to implement dedicated training opportunities followed by real-world chances to use the training. 7. Good training does not exclude, it includes. This doesn't mean everyone learns at the same pace. But, good training is designed to allow for the differences in learning styles and speed. 8. Good training is positive. This doesn't mean everyone gets an award. It does mean that failure is part of learning. It means that we celebrate those who excel and we help those who need help. 9. Good training is realistic. You train for the type of cases you handle. 10. Good training is creative, encouraged, and valued by firms that get it. Why? Because training makes you a much better lawyer. Find yourself good training. Soak it up. Treasure it. Learn from it. Develop your skills. And then, pay it foward. #lawstudents

🚨 Widening Proficiency Gaps & Lowering Standards: More disturbing trends in NAEP Results news. The gap between our highest and lowest-performing students has reached an all-time high, and instead of raising the bar, many states are simply lowering their standards. The reality of what has been happening these past few years in education:  ✔️ Dozens of states have lowered proficiency levels on their local exams, making it easier for students to pass without mastering the material. ✔️ Virginia has lowered proficiency standards three times in the last eight years. ✔️ Seven states have weakened graduation requirements, allowing students to earn diplomas without proving essential skills. ✔️ Post-pandemic learning loss and teacher shortages have left students without the necessary support to recover. ✔️ Access to quality instruction isn’t equal, putting underserved communities at an even greater disadvantage. Instead of addressing learning gaps, many states are lowering expectations—and students are the ones paying the price. A system that prioritizes graduation rates over real learning is failing them. These NAEP results should be a wake up call that education and our students are in a crisis. And waiting for a miracle boom in teachers to come rescue these struggling students is simply put: unrealistic and dangerous to the future of education for the U.S. Underpaid and overworked teachers aren't going to gravitate to schools and districts with the most need...they're going to go where they are valued and paid. We have to come up with partnerships that validate their professional experience, compensate them accordingly, and give them the flexibility to have things taken off their plates in order to do the job they do best: TEACH. #EducationCrisis #AchievementGap #EducationEquity #RaisingStandards

The Central Government’s decision to scrap the no-detention policy in schools has marked a significant shift in India’s education system. Here are the key highlights:- 1️⃣ Prioritizing Learning Outcomes: Promoting students without ensuring they meet the required competencies often leads to gaps in foundational knowledge. Scrapping the policy aims to address this issue, ensuring students are prepared for the next level. 2️⃣ Regular Assessments: The emphasis is now on continuous and comprehensive evaluation to identify learning gaps early and take corrective measures in a timely manner. 3️⃣ Timely Feedback and Support: Teachers will play a critical role in monitoring progress, offering timely feedback, and collaborating with parents to address areas of concern. 4️⃣ Competency-Based Examinations: The government has introduced competency-based assessments to focus on holistic development rather than rote memorization. This approach ensures students acquire real-world skills and knowledge. By revisiting the no-detention policy, the government aims to create a robust and accountable education framework that prioritizes quality over quantity. #EducationReform #CompetencyBasedLearning #HolisticDevelopment #PolicyChange #StandardizationInEducation #SkillDevelopment https://lnkd.in/gvmXhYBc

#Transformation in #Education Over the next decade Here’s how this transformation might unfold: 1. #Personalized #Learning: Adaptive Learning Platforms: Education will increasingly leverage AI-driven platforms that tailor lessons, assessments, and feedback to individual student needs, learning styles, and paces. This will allow for more customized learning experiences, where students can progress at their own speed. Data-Driven Insights: Schools will use data analytics to track student progress more effectively and identify areas where each student needs more support or challenge. 2. #Blended and #Hybrid #LearningModels: Flexibility in Learning Environments: The pandemic accelerated the adoption of online and hybrid learning models, and this trend is likely to continue. Students will have more options to learn in a combination of in-person and virtual settings, allowing for greater flexibility and accessibility. Global Classrooms: Technology will enable more cross-cultural and international collaboration, with students participating in global classrooms and working on projects with peers from different parts of the world. 3. Focus on #Skills Over #Content: Shift to Competency-Based Education: There will be a stronger emphasis on developing critical skills like problem-solving, creativity, collaboration, and emotional intelligence rather than merely memorizing content. This shift will prepare students better for the demands of the modern workforce. Lifelong Learning: Education systems will place more emphasis on lifelong learning, encouraging continuous skill development throughout an individual’s career, rather than focusing solely on formal education during the early years. 4. Enhanced Role of #Teachers: Facilitators and Coaches: Teachers' roles will evolve from being content deliverers to facilitators of learning, guiding students in their personalized learning journeys and helping them develop the skills needed to succeed. Professional Development: Continuous professional development for educators will become more critical, with a focus on integrating new technologies and methodologies into their teaching practices. 5. #Equity and #Inclusion: Closing the Digital Divide: Efforts to ensure all students have access to the necessary technology and resources will be a priority, reducing disparities in educational opportunities. Inclusive Curricula: There will be a push for curricula that are more inclusive of diverse perspectives, backgrounds, and cultures, promoting a more equitable and holistic education for all students. 6. Alternative #Credentialing: Micro-Credentials and Badges: Traditional degrees may be supplemented or even replaced by micro-credentials, certificates, and digital badges that recognize specific skills or competencies. Recognition of Informal Learning: More value will be placed on informal and experiential learning, with students able to gain recognition for skills acquired outside of traditional educational settings.

Lately, I’ve been thinking a lot about this: Does more curriculum mean more learning? Turns out, the answer is no. And the evidence is both humbling and powerful. Countries like India and Tanzania made bold moves to simplify their curricula and the impact has been remarkable. 📚 India (NCERT Rationalisation) reduced about 30% of textbook content to focus on core literacy and numeracy. ➡️ The result? A +0.25 standard deviation improvement in learning outcomes — the equivalent of an entire extra year of learning. (Source: World Bank, J-PAL) ✂️ Tanzania’s 3R curriculum dropped non-core subjects and devoted 80% of classroom time to foundational reading, writing, and arithmetic. ➡️ That shift led to a +0.20 SD gain in reading, and a major decline in learning poverty. (Source: RTI International, World Bank) Meanwhile, in Pakistan, our current curriculum is still overcrowded, full of complex topics, early grammar, and overwhelming assessment pressure. The result? Most students can’t read or do basic math by Grade 3. We’ve been advocating for change and the proposed reforms aim to do exactly what worked elsewhere: 👉 Cut down on non-essentials 👉 Prioritize foundational reading and math 👉 Reduce assessment overload 👉 Go deeper, not broader My brilliant, superstar colleague Mariam Ali Bokhari made this radar chart that neatly illustrates this concept. It shows how far we still have to go but also what’s possible if we stay focused on what actually works. Less content. More learning. That’s the goal. #CurriculumReform #FLN #PakistanEducation #EducationPolicy #LearningPoverty #Taleemabad #FoundationalLiteracy #EdEquity #LessIsMore #EvidenceBased

𝐂𝐫𝐚𝐟𝐭𝐢𝐧𝐠 𝐚 𝐇𝐨𝐥𝐢𝐬𝐭𝐢𝐜 𝐀𝐩𝐩𝐫𝐨𝐚𝐜𝐡 : When we think about the flow from Aims of School Education to Learning Outcomes, every step needs to resonate with coherence, alignment, and relevance to the lives of our learners. Here’s how we can approach this down flow effectively: ➡️Aims of School Education At its heart, education aims to shape students into thoughtful, empathetic, and capable individuals who contribute positively to society. For instance, fostering curiosity, critical thinking, and compassion is as important as mastering academic subjects. Example: At our school, we focus on embedding values like empathy and sustainability into the curriculum, ensuring students develop not just intellect but character. ➡️Curricular Goals The next step is translating these broad aims into specific goals that guide teaching. These goals act as the bridge between institutional culture and the classroom experience, reflecting what we hope students will achieve by the end of their school years. Example: A curricular goal for us is to integrate project-based learning that emphasizes collaboration and real-world problem-solving. ➡️Competencies Competencies are the building blocks—skills, abilities, and dispositions—that students need to succeed. They should be illustrative and adaptable, addressing both academic and life skills. Example: For a competency like “Effective Communication,” students might work on delivering a persuasive speech on climate change, aligning with both classroom content and real-world relevance. ➡️Learning Outcomes Finally, learning outcomes are the measurable results of the competencies being taught. They must be contextual and responsive to the needs of the students and their environment. Outcomes should not just be about “what students know” but also “how they apply it.” Example: A contextualized learning outcome might be: “Students will analyze their community’s waste management system and propose actionable solutions during a class presentation.” Aligning Activities with Culture and Pedagogy They must be: - Connected to institutional culture: Reflecting shared values like collaboration, creativity, and responsibility. - Rooted in pedagogical practices: Using methods like inquiry-based learning, storytelling, or Socratic dialogue to make learning engaging and effective. - Aligned with content and syllabus: Ensuring relevance to subject matter while sparking curiosity and deep thinking. Example: When teaching about historical events, students could role-play as decision-makers, analyzing the ethical and societal implications of those events in group discussions. This integrates collaboration (a competency), critical thinking, and communication into the lesson. So how does your school align aims with outcomes? I’d love to hear your experiences! #HolisticEducation #LearningStandards #CompetencyBasedEducation #LearningOutcomes #StudentCenteredLearning #EducationalLeadership #21stCenturySkills

Reading the UK curriculum review today I am torn between feeling sad for the current state of D&T in my home country, and happy (but not smug) that I had foreseen many of these recommendations when given a 'blank canvas' to create a new design curriculum for Tandem International Multilingual School. We decided to focus on a humanitarian approach that considers how we contribute to making 'life better for people'. We already address those societal and environmental issues suggested along with a strong focus on inclusive design. We were clear that we wanted to provide a full workshop experience for 'hands on' practical work that students (and the school) value. We follow an iterative design process, addressing real world problems to develop critical and analytical thinking, problem solving, creativity and innovation. We combine traditional analogue approaches to drawing and making with cutting edge technologies, CAD CAM, AI etc. Students experience the full design process from context to testing and then we will also explore the world beyond; IP, production, marketing etc. Furthermore, we consider those key skills for the future workforce published by the World Economic Forum; many of which are key elements of a comprehensive design curriculum. Finally, we have a whole school curriculum where those values of design thinking and humanitarian studies are evident in all subjects and where all subjects appreciate those natural links and common elements shared between subjects. Students are already starting to notice the crossover between subjects that constitutes 'whole shool learning' with a design thinking focus.

I'm a huge fan of the movement towards high-quality instructional material (HQIM). Ensuring that every student -- regardless of their teacher -- has access to rigorous, grade-level work CAN be a game-changer. I've worked with dozens of schools and networks to help them improve the quality of instruction with HQIM, and here's what school leaders are doing to maximize quality curriculum: 1. Create clear pacing calendars. School and district leaders must create clear pacing calendars, including when all core assessments should happen, to guide teachers and ensure that folks don't "follow the curriculum" in a way that results in 1/3 of it being taught. 2. Cut the fluff. School and district leaders must support teachers in knowing where the meatiest portions of the unit are and where the meatiest portions of each lesson are. The three-day project "creating an eBook" that is really a glorified cut-and-paste job from previous work? Nix it from the unit. Helping teachers choose between more "context setting" for the novel and meaty discourse and writing about the text? The latter, please. 3. Make it as consistent as possible. Too many curricula have multiple moving pieces within each lesson and multiple lesson types across a unit. While well-meaning, it makes it very hard to execute. Providing clear guidance and models ("Here's what we did for unit 2, lesson 4") helps immensely. 4. Whenever possible, choose the print v. online version. I'm a much bigger fan of kids writing their responses on paper where the teacher can a) easily see the responses and b) quickly give feedback ... and where there are no screens to disrupt rich discourse. 5. Provide clear guidance for 3-5 lesson execution keys and the pacing time stamps for strong lessons (See #3. When each day's lesson has wildly different components and pacing, it makes it difficult to plan, teach, and coach. 6. Provide exemplars for what excellent intellectual preparation looks like and what great instruction looks like. In general, prioritize 1) great intellectual prep and 2) core pacing of the lessons first. Once those are solid, coach teachers to excellent execution. 7. Monitor the work. Too often, I see curriculum workbooks that are 1/3 completed with zero teacher feedback. Unless all students DO the work at a high level, no curriculum will work. 8. Don't forget that good curriculum execution is good teaching. Without the fundamentals of classroom management, planning, student feedback, and discourse, any curriculum will fall flat. In particular, no curriculum works without focused, engaged, hard-working students. Getting this right is critical, and helping school networks and districts maximize the power of good curriculum is a lot of fun. :)

Higher Ed loves tradition. But when tradition keeps outdated curricula in place, it hurts students more than it helps them. So how do you keep your curriculum relevant? You can start with a review process that asks the right questions. Here’s a condensed version of the process we’re building: Step 1: Track the Right Data ✅ Student Outcomes: Retention, graduation rates, career stats ✅ Trends & Feedback: Enrollment patterns, course evaluations, alumni/employer insights ✅ Benchmarking against peer institutions Step 2: Program Faculty Create a Brief Self-Study (every 5 years) 🔹 What are the program’s goals, and how do they align with School/University priorities? 🔹 What curriculum changes have been made in the last 5-10 years? 🔹 Where are the strengths and opportunities for growth? 🔹 What resources will be needed in the future? Step 3: Committee Review & Evaluation 🔹 Does the curriculum align with accreditation standards and strategic goals? 🔹 What feedback have students, alumni, and employers provided? 🔹 Are we incorporating innovations in pedagogy and technology? 🔹 Should we conduct faculty and student interviews for deeper insights? Step 4: Actionable Recommendations 🟢 Update course content and structure 🟢 Recommend new resources and faculty support 🟢 Align curriculum with market trends and student needs Time-consuming? Yes. But a holistic review every five years prevents a program from becoming a patchwork of decades-old fixes. This is how we future-proof our programs—and our students’ success. How does your department handle outdated curriculum? ------------------------------------ ♻️ Repost this to help other academic leaders. 💬 Follow for posts about higher education, leadership, & the arts. #LeadershipGoals #HigherEdSuccess #HigherEducation #departmentchairs #deans #programmanagers #academicleadership #LeadershipSkills #HigherEd #AcademicLeadership #CurriculumReview #FacultyDevelopment #StrategicPlanning #Accreditation

If we want teachers to design learning that's real-world, meaningful and hands-on, we need to radically re-think Professional Development for teachers. Here are 3 ideas to shake-up your PD in August before school starts: #1: For real-world connection: Partner with 3-4 non-profit groups in your community. For a 1/2 day, send your teachers out. Have them volunteer with the groups. Learn what they're about and build relationships. For the 1/2 half, teachers create a presentation for their colleagues about how the organisation could be integrated into project-design, exhibition spaces or learning experiences for kids. Outcome: knowledge of local organizations combating local issues. Contact people within these organizations. Easier real-world integration learning. BONUS: Invite guests from other local community organizations during your ongoing PD over the year to give 1 hour presentations about their mission and what they do. #2: For subject-relevance: Partner with local companies that are integrating academic learning into what they do. Send your English teachers to a publishing company or the local newspaper. Send your science teachers to the bio-tech company in the next town. Send your math teachers to visit engineers. Use 1/2 the day to visit these places, talk about the real processes they use academic learning in. For the 1/2 have of the day, teachers work in their subject groups to dive deep into how their subjects can be connected to real careers in project design. Outcome: experience for how subject learning is used in content and processes outside of school. Relationships with professionals who can be experts for kids, projects that support kids to become writers, scientists, mathematicians, engineers, etc. #3: For MAKING: Use what teachers have planned for the first project of the year and spend 1/2 of the day having your teachers MAKE the product they want their students to make. Want kids to make a film? Go out and make a film. Portrait drawing? Draw it. Use 1/2 of the day de-constructing the making process. What steps are necessary? What supports are necessary for kids? Use this experience to help understand better planning for Project-Based Learning. Outcome: More scaffolding for kids in the making process. Creating frames to give freedom and allowing for more student-driven work that is high-quality and integrating a "learning by doing" experience in PBL. BONUS: Make this a regular part of project planning. From the wise words of Jeffrey Robin: Do the project yourself, first. Basically, get teachers OUT. Move PD from academic learning and into experiential learning. We cannot expect teaching for kids to change unless we change how teachers are learning. Need help? Reach out. info@imagineif.dk 📸 : 2023: Lynghede School partnering with Kongernes Jelling where teachers became students and used the museum to create a whole-staff theater performance in one day. #pbl #projectbasedlearning