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anonymous

Paperless Tiger « buckenglish - 0 views

buckenglish.wordpress.com/...paperless-tiger

shared by anonymous on 17 Jun 09 - Cached
  • Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader?  Is the paperless classroom also a teacherless paradigm?  The answer is in some regards, yes.  I have removed myself from center stage.  I have relinquished the need to control every class.  I have stopped seeing work as stagnant…completed and submitted by students and then graded by me.  I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together.  My classes are not, however, teacherless, just less about the teaching and more about the learning.  The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.  This shift has inspired a true spirit of collaboration, critical thinking, and communication in B304–it has been an amazing semester and has changed the course of my career for good!
    • Dan Rader
      Dan Rader on 17 Jun 09
       
      I think this is the key to the whole post.
    • Russ Goerend
      Russ Goerend on 17 Jun 09
       
      Hey, those are three 21st Century skills!
  • Jennifer Kitzman on 17 Jun 09
     
    To use the two virtual extensions - the wiki and the ning - create so many avenues for creating, discussing and viewing both instructional tools and student work. It definitely does pave the way for a whole new way of teaching and learning.
Russell A

Educational Leadership:Informative Assessment:The Best Value in Formative Assessment - 3 views

www.ascd.org/...e_in_Formative_Assessment.aspx

formative assessment

shared by Russell A on 27 Jul 09 - Cached
  • Even though assessments will continue to be labeled formative or summative, how the results are used is what determines whether the assessment is formative or summative.
  • but some, by design, are better suited to summative use and others to formative use.
  • Although such assessments are sometimes intended for formative use—that is, to guide further instruction for groups or individual students—teachers' and administrators' lack of understanding of how to use the results can derail this intention
  • ...6 more annotations...
  • however, teachers must plan and allow time for students to learn the knowledge and skills they missed on the summative assessment and to retake the assessment
  • When teachers assess student learning for purely formative purposes, there is no final mark on the paper and no summative grade in the grade book.
  • Where am I going? Give students a list of the learning targets they are responsible for mastering, written in student-friendly language. Show students anonymous strong and weak examples of the kind of product or performance they are expected to create and have them use a scoring guide to determine which one is better and why. Where am I now? Administer a nongraded quiz part-way through the learning, to help both teacher and students understand who needs to work on what. Highlight phrases on a scoring guide reflecting specific strengths and areas for improvement and staple it to student work. Have students identify their own strengths and areas for improvement using a scoring guide. Have students keep a list of learning targets for the course and periodically check off the ones they have mastered. How can I close the gap? Give students feedback and have them use it to set goals. Have students graph or describe their progress on specific learning targets. Ask students to comment on their progress: What changes have they noticed? What is easy that used to be hard? What insights into themselves as learners have they discovered? When students use feedback from the teacher to learn how to self-assess and set goals, they increase ownership of their own success. In this type of assessment environment, teachers and students collaborate in an ongoing process using assessment information to improve rather than judge learning. It all hinges on the assessment's ability to provide timely, understandable, and descriptive feedback to teachers and students.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 11 Apr 10
       
      One of the most important features of formative assessment is that teachers and students are both actively involved in the assessment process. Students are not just passive recipients of grades, but must set learning goals and reflect on their own learning, making adjustments in strategies when needed. My guess is that in most classrooms, especially at the high school level, this will be a radical departure from the norm.
  • When we try to teacher-proof the assessment process by providing a steady diet of ready-made external tests, we lose these advantages. Such tests cannot substitute for the day-to-day level of formative assessment that only assessment-literate teachers are able to conduct.
    • Russell A
      Russell A on 10 Apr 10
       
      music instructors are said to do formative assessments every 5-10 seconds. I haven't figured out whether that's good or bad.
  • What is formative assessment, then? First, it's not a product.
  • Assessment for learning can take many different forms in the classroom.
  • Matt Townsley on 27 Jul 09
     
    great article on what 'formative assessment' is and is not.
  • ...2 more comments...
  • Russell A on 10 Apr 10
     
    great article on what 'formative assessment' is and is not.
  • Michele Arman on 10 Apr 10
     
    I feel that modern language teachers do many assessments during each class. This year, we tracked all the kinds of assessments that we do. I have already ended up with a huge notebook full of the different types of assessment that is used in my classroom. My question is if we should have that many or should we concentrate on ones that give us the best results on depicting a student's progress.
  • Bridgette Wagoner on 12 Apr 10
     
    I always think back to what Doug Reeves says about the difference between formative and summative assessments. He says formative assessment is like exploratory surgery; summative assessment is like an autopsy.
  • Renee Harmon on 19 Apr 10
     
    Great description Bridgette. I love this and will use it with my college students.
Russell A

The Changing Face of Education in Iowa: Call for Action: Get Rid of Grades - 5 views

eabbey.blogspot.com/...-action-get-rid-of-grades.html

shared by Russell A on 17 Jun 09 - Cached
  • We never get a chance to have students compare themselves to... themselves. Never to look at how much they have grown, or what they have left to do.
    • Gina Martin
      Gina Martin on 07 Apr 10
       
      This is so true.
    • Lacy Kolpin
      Lacy Kolpin on 07 Apr 10
       
      I find this very interesting and it's such a great point that I took some time to reflect on. As a teacher, I can see how this may benefit some students. Some of them would really enjoying seeing how far they've come or what they don't know yet. Not all of them look at their ITEDs scores and really understand them. I guess this would be a good reason for some form of pre/post testing. I really like the idea of having students take pride in seeing what they've gotten out of the classroom since so many of them degrade themselves and what they're learning anyway....thanks for the food for thought.
    • Karen Waid
      Karen Waid on 08 Apr 10
       
      I teach special education and I compare my students to themselves all the time. The skill areas we work on are charted and monitored twice a month at a minimum. I think it is an extremely valuable tool to have them see a visual of how they have grown (hopefully!) through the year. I agree that grading is subjective in many areas and can be inconsistent. Grades are most important in high school for getting into college and scholarships.
    • Russell A
      Russell A on 10 Apr 10
       
      The way textbooks and goals are set up normally, the tendency would be that students assess themselves against a pre-concieved standard. This will take a lot of re-thinking.
    • Gene McCracken
      Gene McCracken on 09 Apr 10
       
      Many college drop outs have substantial debt - yes kid's expense in more than one way!
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      The Iowa World Language Association is working on the materials for a language passport or portfolio which could be used to document what a student knows and can do. This language passport can be used by universities and future employers to attest to a student's competence with a particular language--something that grades don't always show. Perhaps other areas could develop similar tools to showcase a student's competence in that area.
  • K Wolf on 17 Jun 09
     
    Wow...well written. I have been of the same school of thought for some time, but it seems like such an 'out there' concept for so many people.
  • ...3 more comments...
  • Julie Schendel on 18 Jun 09
     
    I heard Doug Reeves speak on Monday and he spoke to the very same issue. He offered an activity in which he provided a set of five different grades and asked each individual in the room to "average" them in some fashion and then decide on a final grade. In a room of around 75 educators, individuals took the same grades and came up with As, Bs, Cs and Fs for the same set of five posted grades. Doug's point was that grading is so subjective, inconsistent and doesn't provide useful information to students, parents or others.
  • anonymous on 31 Mar 10
     
    I have never thought of grading being so subjective and inconsistent, but this is very interesting school of thought.
  • Gene McCracken on 09 Apr 10
     
    Pretty far out; I like it. Thinking about the depth to which grades are in the system - credits, transcripts, GPA - both as a sign of progress and or understanding. Also thinking about assessment and grading - assessment of learning versus assessment for learning...... Great post!
  • Julie Schwertley on 14 Apr 10
     
    I often think of how valuable this has been for my own children. They have had a Montesouri education and have been graded on challenging themselves and not compared to the other students. We have now switched back to traditional school and I find that my children are becoming a bit lazy. They now say things like who cares I always get A's. Is this what learning is about? I try to make sure to stress challenging yourself to my own students and I downplay grades.
  • Renee Harmon on 19 Apr 10
     
    Great piece and the discussions we must be having as an education community. AND the discussion we should have with students and parents. Often we have this belief that the status quo is just fine, but often do nothing about challenging our system and how it supports learning as a journey. This concept and discussion should be kept alive and I believe we need to keep this discussion open.
Russ Goerend

Formative assessment: The most important data you aren't using - 0 views

www.examiner.com/important-data-you-arent-using

Formative formative assessment formative assessment

shared by Russ Goerend on 09 Jun 09 - Cached
    • Brenda McKone
      Brenda McKone on 09 Jun 09
       
      Formative assessment needs to be used throughout a unit to check student progress.
    • Russ Goerend
      Russ Goerend on 10 Jun 09
       
      Definitely! I would argue that just as important as checking progress is adjusting instruction based on that progress.
    • Matt Townsley
      Matt Townsley on 10 Jun 09
       
      good point, Russ. It's a big shift from "assessment to report learning" from "assessment to improve learning." I see this difference as one that will be tough for the masses to understand due to the tradition of summative assessments.
  • In turn, it allows the educator to amend their instruction and content before they administer the summative assessment.
    • Russ Goerend
      Russ Goerend on 10 Jun 09
       
      This is also important!
    • K Wolf
      K Wolf on 17 Jun 09
       
      I think this is key with students of today. As we (educators) realize that students are learning differently today b/c of the way they use technology, I think we will see that using MORE formative assessments and giving students MORE immediate feedback will be even MORE effective than we think. Students receive immediate feedback all the time from their peers; I think it should be the same with their teachers.
  • Stacey Wigant on 16 Jun 09
     
    Formative assessments vs. summative...meaning of Homework. 21st century skills.
  • Stacey Wigant on 16 Jun 09
     
    Formative assessment.
Russ Goerend

Assessment & Teaching of 21st Century Skills - Melbourne University - 0 views

www.atc21s.org

assessment 21st Century

shared by Russ Goerend on 11 Jun 09 - Cached
  • Russ Goerend on 11 Jun 09
     
    Haven't been able to look too far into this yet, but thought it was worth sharing.
Matt Townsley

Creating a Passion for Learning: My Response to the Fordham Report - 1 views

wsrdoes.blogspot.com/...esponse-to-fordham-report.html

icc

shared by Matt Townsley on 27 Jul 10 - Cached
  • What I will say is that any comparison of the Iowa Core to the Common Core is not an apples-to-apples comparison. The Iowa Core is not standards and benchmarks and has never pretended to be.
    • Matt Townsley
      Matt Townsley on 27 Jul 10
       
      How can we get this word out to the masses in Iowa?
  • Matt Townsley on 27 Jul 10
     
    "What I will say is that any comparison of the Iowa Core to the Common Core is not an apples-to-apples comparison. The Iowa Core is not standards and benchmarks and has never pretended to be."
  • Matt Townsley on 27 Jul 10
     
    Iowa Core is more than just concepts and skills.
Matt Townsley

State Board of Education Adopts Common Core State Standards - Iowa Department of Education - 3 views

www.iowa.gov/...index.php

icc

shared by Matt Townsley on 19 Aug 10 - Cached
  • Matt Townsley on 19 Aug 10
     
    common core / Iowa Core merger information
  • Matt Townsley on 19 Aug 10
     
    more information about Iowa Core concepts & skills merger with Common Core
rick gabel

What Is 21st Century Learning? - 0 views

www.ehow.com/98161_st-century-learning.html

education #aealpn

shared by rick gabel on 04 Sep 11 - Cached
  • rick gabel on 04 Sep 11
     
    What Is 21st Century Learning?. 21st century learning refers to the skills, technologies and insights that leading-edge educators, companies and organizations are using to create learning systems that are better suited to the emerging challenges of the 21st century.
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