Professional Learning

Badges and Badging in the Classroom

Summary:

Sites that are awarding or exploring badges may want to point colleagues to these selections that illustrate how teacher-leaders have used badges in their classroom teaching or writing programs.

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[su_spoiler title=”Making Classroom Writing Assessment More Visible, Equitable, and Portable through Digital Badging” open=”no” style=”default” icon=”plus” anchor=”” class=”collection-nav”]In this article, Stephanie West-Puckett describes how collaboratively designed digital badges can enable participatory, community-based assessment and prompt critical discussions about what constitutes “successful” writing. Check it out…
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[su_spoiler title=”Reflecting on the Benefits of Badging: A Collection” open=”no” style=”default” icon=”plus” anchor=”” class=”collection-nav”]In this collection of blog posts, teacher Deanna Mascle shares her reflections on the benefits of using badges with her students. One benefit of sites beginning to work with badges is that teachers can learn about the possibility of using badges with students and colleagues. Check it out…
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[su_spoiler title=”Student-Made Badges as Self-Assessment” open=”no” style=”default” icon=”plus” anchor=”” class=”collection-nav”]In this piece, Chad Sansing describes how he took the idea of badges to its ultimate by having students create them. Check it out…
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[su_spoiler title=”TTT (Teachers Teaching Teachers) Talks Badges” open=”no” style=”default” icon=”plus” anchor=”” class=”collection-nav”]This blog post from “The Current” features two videos that offer comprehensive talk-throughs about badging (credentialing) including various iterations, pros and cons, structures and practical uses in education and other contexts. Teacher leaders will find the featured discussions useful in exploring the uses and possibilities of badging. Check it out…
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NWP’s interest in badging and micro-credentials grew out of many leaders’ observation and experience with badging in their own practice. Beginning with the Open Badge Project, led by the Mozilla Foundation, both connected learning programs and individual classroom educators began experimenting with the idea of linking specific tasks, skills, or accomplishments to visible markers like badges.

Here we collect some of the reflections of those early leaders whose work with badges reflected the experimentation and creativity that informed the beginning of the movement. Free from requirements of large-scale platforms and external assessment, these pieces demonstrate how the ‘badging process” can be a catalyst for curricular design thinking.
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