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lkryder

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/start.php

formative assessment CATs assessment classroom assessment techniques

shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • lkryder on 11 Jun 14
     
    Using assessment for feedback loops in your course design
  • lkryder on 11 Jun 14
     
    I never start a course without reviewing this web site - especially the primer and the interactive tool for identifying CATs for curricular goals
Teresa Dobler

Educational Leadership:The Positive Classroom:The Power of Our Words - 0 views

www.ascd.org/...The-Power-of-Our-Words.aspx

Teacher Voice

shared by Teresa Dobler on 20 Jun 14 - Cached
  • Our language can lift students to their highest potential or tear them down
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      Our words matter! I remember very clearly things that were said to me by my teachers, both positive and negative, as a young child.
  • Such words support Don's budding identity a
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      We have the power to break students down
  • tives here give me a wonderful sense of how your character looks and feels." Na
  • ...5 more annotations...
  • specific attribute—
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      We are able to highlight and help develop student strengths and interests.
  • kind, straightforward tone,
  • omparative language can damage students' relationships. By holding May and Justine up as exemplars, I implied that the other class members were less commendable
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      This is interesting. It is definitely a very passive aggressive way to get students to comply with the expectations - but students who are doing the right thing are often eager to be called out and recognized.
  • But John will feel embarrassed, and his trust in this teacher will diminish.
  • communicate a belief that students want to—and know how to—listen, cooperate, and do good work
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      Notice and communicate - and express that you know your students can live up to the expectations - for behavior and academics
lkryder

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/...primerfull.php

formative assessment CATs assessment classroom assessment techniques Learning

shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
  • Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
  • lkryder on 11 Jun 14
     
    The full primer for convenience
Barbara Recchio-Demmin

BBC - Languages - El Mensual - 0 views

www.bbc.co.uk/...index.shtml

Spanish language culture audio Module 4

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      This is a great feature for students to hear authentic Spanish speakers.
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Here is a comment to my comment. We Spanish teachers who are not of Spanish-speaking origins often carry an accent with us no matter how hard we try to erase it. This is one reason why it is so important to expose our students to authentic materials in order to help them learn proper pronunciation.
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Games help to improve student interest and learn vital vocabulary at the same time
  • It incorporates reports from BBC Mundo plus other materials to help you keep your Spanish up to date.
  • ...2 more annotations...
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Learning about Spanish in context is one of the foundations for increased interest in language learning. The relevance of learning nouns and verbs becomes clear once students understand the people and culture associated with the target language
  • Spanish with audio
  • Barbara Recchio-Demmin on 19 Jul 09
     
    Great site to enhance Spanish language and cultural immersion
James Ranni

Sitting Quietly, Doing Something - Happy Days Blog - NYTimes.com - 0 views

happydays.blogs.nytimes.com/...itting-quietly-doing-something

cognitive alteration of mood meditation health

shared by James Ranni on 17 Jul 09 - Cached
  • So how did he get that way? Apparently, the same way you get to Carnegie Hall. Practice.
  • One flavor of happiness at which Rinpoche seems to excel has been well-studied by scientists specializing in how emotions operate in our brains.
  • who heads the Laboratory for Affective Neuroscience at the University of Wisconsin, has found one distinct brain profile for happiness. As Davidson’s laboratory has reported, when we are in distress, the brain shows high activation levels in the right prefrontal area and the amygdala. But when we are in an upbeat mood, the right side quiets and the left prefrontal area stirs. When showing this brain pattern, people report feeling, as Davidson put it to me, “positively engaged, goal-directed, enthusiastic, and energetic.”
  • ...2 more annotations...
  • One of the first findings from the research showed that when these adepts meditated on compassion, their left prefrontal areas jumped in activity an average 100 percent — by contrast a control group who were taught the same meditation practice showed an increase of just 10 percent. Two of the adepts had spectacular increases, in the 700-to-800-percent range, in key neural zones for good feeling. The more lifetime hours of practice, the greater the increases tended to be. All this seems to confirm the idea that in the realm of positive moods, as in nearly every endeavor, worldly or spiritual, practice matters.
  • Watch a talk by Professor Richard Davidson on mapping the brain activity of monks.
  • James Ranni on 17 Jul 09
     
    Meditation to achieve happiness through alteration of brain function.
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