Tools to help teachers assess student learning, such as using rubrics, designing effective test questions, and utilizing self-assessment and peer-assessment techniques.
I don't believe teachers should abdicate their roles as rule-setters, formal leaders of the classroom pack. Especially new teachers, who haven't yet established an authoritative, authentic teacher-persona.
If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
Arts teach student's to ask questions, not provide answers.
Like in Improv - "Yes, and..." this agrees a concept and adds to the narrative. Never negate. Like and answer.
"Why?" Game. Superficial question that digs for deeper answers.
This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
only students who have questions are really thinking and learning
all statements that this or that is so — are implicit answers to questions
Answers on the other hand, often signal a full stop in thought
Passivity still seems to be the norm for most college courses: students passively try to learn information from teachers who unwittingly cultivate a passive attitude in their learners. As the subject matter experts, many faculty are reluctant to give up some control. We know the material, there's a lot to cover, and let's face it, going the lecture route is often just plain easier for everyone. We "get through" the material, and students aren't pressed to do anything more than sit back and take notes. Teacher and student thus become complicit in creating a passive learning environment.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.