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Liz Keeney

Defining reflection: Another look at John Dewey and reflective thinking | Carol Rodgers... - 0 views

www.academia.edu/..._Dewey_and_reflective_thinking

reflection dewey thinking

shared by Liz Keeney on 05 Jun 13 - No Cached
  • Liz Keeney on 05 Jun 13
     
    A link to download the PDF of Carol Rodger's article on reflection.
Diane Gusa

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

self-evaluation assessment education research blog module 4

shared by Diane Gusa on 09 Jul 11 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • ...14 more annotations...
  • Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
  • STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
  • One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • Involving students in determining the evaluation criteria initiates a negotiation
  • If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
  • - Give students feedback on their self-evaluations.
  • Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
  • when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
  • Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
  • Our own research and that of others substantiate these four arguments.
  • Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
  • Diane Gusa on 09 Jul 11
     
    By Carol Rolheiser and John A. Ross
abeukema

Classrooms: Goals, Structures, and Student Motivation - 0 views

groups.jyu.fi/...LAHDE_17.pdf

motivation perpelxity etap 640

shared by abeukema on 05 Jun 14 - No Cached
  • abeukema on 05 Jun 14
     
    Paper by Carole Ames of the Department of Educational Psychology, University of Illinois at Urbana-Champaign.
Nicole Gallo

The Truth About Homework - 1 views

www.alfiekohn.org/...homework.htm

homework education kohn

shared by Nicole Gallo on 01 Jun 13 - Cached
  • Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better.  Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.”  In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms.  Assigning homework is unlikely to have a positive effect on  any of these variables.  We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.
    • Nicole Gallo
      Nicole Gallo on 01 Jun 13
       
      Developing an online course is not just the transfer of a traditional course to an online platform.  Assigning a video is not providing the student with a relevant experience nor a reason to engage; it can still be viewed through the lens of just homework. 
  • Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning.  If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.
Heather Kurto

http://esblogin.k12albemarle.org/attachments/7b8c23a2-1dd0-4aab-943f-d417df093124.pdf - 1 views

esblogin.k12albemarle.org/...dd0-4aab-943f-d417df093124.pdf

Carol Tomlinson Differentiation

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      By definition, differentiation is wary of approaches to teaching and learning that standardize.  Standard-issue students are rare, and educational approaches that ignore academic diversity in  favor of standardization are likely to be counterproductive in reaching the full range of learners. 
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      To examine the dichotomy between standards-based teaching and differentiation, we must ask  questions about how standards influence the quality of teaching and learning. What is the impact  of standards-based teaching on the quality of education in general? 
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      What is the effect of the practice on individuals in an academically diverse population? 
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    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Differentiation suggests that you can challenge all learners by providing  materials and tasks on the standard at varied levels of difficulty, with varying degrees of  scaffolding, through multiple instructional groups, and with time variations. Further,  differentiation suggests that teachers can craft lessons in ways that tap into multiple student  interests to promote heightened learner interest in the standard.
Diane Gusa

The Power (and Peril) of Praising Your Kids -- New York Magazine - 0 views

nymag.com/27840

praise education intelligence Learning school

shared by Diane Gusa on 27 Jun 11 - Cached
  • this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this
  • Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges?
  • Carol Dweck and her team at Columbia (she’s now at Stanford) studied the effect of praise on students in a dozen New York schools.
  • ...1 more annotation...
  • the puzzles. The other choice, Dweck’s team explained, was an easy test, just like the first. Of those praised for their effort, 90 percent chose the harder set of puzzles. Of those praised for their intelligence, a majority chose the easy test. The “smart” kids took the cop-out.
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