Group items tagged

[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this

Writing Response "Higher Order Concerns" and "Lower Order Concerns" in an attractive continuum. 

Adolescents post their fiction to publishers online sites for responses and reviews.

The problem with 40 students is that there is no way to read (much less comment upon) every post if every student is posting every week. I am toying then with a rotation model (inspired by Randy Bass), in which students are divided into five groups of eight students, cycling through these five roles: * Role 1 - Students are "first readers," posting initial questions and insights about the reading to the class blog by Monday morning * Role 2 - Students are "respondents," building upon, disagreeing with, or clarifying the first readers' posts by class time on Tuesday * Role 3 - Students are "synthesizers," mediating and synthesizing the dialogue between first readers and respondents by Thursday * Role 4 - Students are responsible for the week's class notes (see next section on Wikis) * Role 5 - Students have this week "off" in terms of blogging and the wiki I like the rotation model because each group of students is reading for and reacting to something different. The shifting positionality affords them greater traction, offers greater variety, and guarantees a dialogue without comments from myself.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

Teaching as everyone knows, is a very noble profession. But what most don't realize is that it is also a very demanding and challenging profession. The responsibility of educating young minds and shaping their future is enormous. Added to that, a teacher's task is to mingle with the young ones on their terms and make the classroom a fun place.

In the modern corporate structure, trainers are in constant demand in all industries for different fields like HR Training, corporate training, soft skill training, Sales and Marketing Training and Individual Training. Apart from the core trainers, many Managers and professionals are also entrusted with training responsibilities.

Great resource for teaching students how to respond to online posts

Students can share comments to specific parts of texts