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Fiona Grady

Working Inside the Black Box: Assessment for Learning in the Classroom - 0 views

sasphhs.pennhillswiki.com/...Article+BlackWrkBlBox.pdf

formative assessment education deep questioning peer evaluation authentic learning

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Paul Black, et al
Fiona Grady

Inside the Black Box: Raising Standards Through Classroom Assessment - 0 views

weaeducation.typepad.co.uk/...blackbox-1.pdf

Formative Assessment learning assessment

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Paul Black and Dylan Wiliam
Fiona Grady

Formative Assessment Techniques - 0 views

www.youtube.com/watch

formative assessment deep questioning peer evaluation

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Features Paul Black. I think this is a great video that vividly depicts ways instructors can change the way they interact with pupils to enhance student outcomes.
George Dale

Conceptual Physics: Getting to Rainbows - 0 views

www.conceptualphysics.com/taxi.html

Hewitt quote physics conceptual

shared by George Dale on 11 Jun 12 - No Cached
  • George Dale on 11 Jun 12
     
    Great discussion of "Why conceptual Physics?" by the master himself, Paul Hewitt
ian august

Paul Chek - 0 views

chekinstitute.com

expert training paul chek institute

shared by ian august on 27 May 11 - No Cached
  • ian august on 27 May 11
     
    Expert training who trains other trainers, he started my networking of others in the fitness industry
Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

www.unshieldedcolliders.org/...poverty-and-education.html

education poverty

shared by Michael Lucatorto on 27 Jun 11 - No Cached
  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  • Michael Lucatorto on 27 Jun 11
     
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
diane hamilton

James Paul Gee: Learning Principles - 0 views

mason.gmu.edu/...jamespaulgee2

videogames learning teaching

shared by diane hamilton on 15 Aug 12 - Cached
  • diane hamilton on 15 Aug 12
     
    summary of key ideas from Gee on gaming and learning
Gary Bedenharn

Conceptual Physics: Paul G. Hewitt - 0 views

www.conceptualphysics.com/pghewitt.shtml

conceptual physics module 1

shared by Gary Bedenharn on 10 Jun 12 - No Cached
  • Gary Bedenharn on 10 Jun 12
     
    A conceptual way at looking at physics with doing less math to understand the concepts.
diane hamilton

Paul Willis - 0 views

www.historylearningsite.co.uk/paul_willis.htm

male disengagement identification practices literacy appropriation

shared by diane hamilton on 22 Jun 12 - No Cached
  • diane hamilton on 22 Jun 12
     
    information on Willis' lads and social reproduced disengagement from literacy
lkryder

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views

ideas.time.com/...the-protege-effect

teaching teachable agents technology

shared by lkryder on 21 Jul 14 - No Cached
  • Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
    • lkryder
      lkryder on 21 Jul 14
       
      Nachas is a word used in gaming as mentoring, teaching presence from players is common
  • On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
  • A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
  • ...1 more annotation...
  • The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
  • lkryder on 21 Jul 14
     
    Protege effect and some interesting information on "teachable agent"
  • lkryder on 21 Jul 14
     
    interesting to think of the technology as the component the student teaches, rather than as the teaching/teacher presence
Ryan Mulligan

Student-Centered Learning Environments: How and Why - 0 views

www.edutopia.org/...rning-environments-paul-bogdan

shared by Ryan Mulligan on 01 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      yes!
  • We learn by externalizing, interacting, connecting with others, recognizing patterns that have relevance and meaning, and reflecting all of these throughout our personal learning network. The content or input we receive is of little significance, it’s what we do with it that matters.
  • Gary Bedenharn on 13 Jul 12
     
    The advantages of a student-centered learning environment that is more successful that a traditional classroom.
lkryder

Gamasutra - Book Excerpt: 'A Theory Of Game Design' - What Games Aren't - 0 views

www.gamasutra.com/..._excerpt_a_theory_of_game_.php

storylines games

shared by lkryder on 17 Aug 14 - No Cached
  • Game designer Marc LeBlanc has defined eight types of fun: sense-pleasure, make-believe, drama, obstacle, social framework, discovery, self-discovery and expression, and surrender. Paul Ekman, a researcher on emotions and facial expressions, has identified literally dozens of different emotions - it’s interesting to see how many of them only exist in one language but not in others. Nicole Lazzaro did some studies watching people play games, and she arrived at four clusters of emotion represented by the facial expressions of the players: hard fun, easy fun, altered states, and the people factor.
  • Games are not stories. It is interesting to make the comparison, though: Games tend to be experiential teaching. Stories teach vicariously. Games are good at objectification. Stories are good at empathy. Games tend to quantize, reduce, and classify. Stories tend to blur, deepen, and make subtle distinctions. Games are external - they are about people’s actions. Stories (good ones, anyway) are internal - they are about people’s emotions and thoughts. In both cases, when they are good, you can come back to them repeatedly and keep learning something new. But we never speak of fully mastering a good story.
  • lkryder on 17 Aug 14
     
    games and stories
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