Skip to main content

Home/ Groups/ Iowa Core Discussion
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Susan Sandholm-Petersen

Educational Leadership:Teaching for the 21st Century:Leading for Global Competency - 0 views

www.ascd.org/...ing_for_Global_Competency.aspx

global awareness world languages 21st C Skills

shared by Susan Sandholm-Petersen on 10 Apr 10 - Cached
  • Yet in spite of growing awareness of the importance of developing global skills, few students around the world have the opportunity today to become globally competent.
Russell A

The Changing Face of Education in Iowa: Working ahead? - 10 views

eabbey.blogspot.com/...working-ahead.html

ICC

shared by Russell A on 29 Nov 09 - Cached
  • The first barrier is even having the option to test out of units in the first place.
    • Matt Townsley
      Matt Townsley on 29 Nov 09
       
      I might substitute the word "time" where Evan writes "effort"
    • Russ Goerend
      Russ Goerend on 29 Nov 09
       
      To a large extent, time is a function of effort. Those things we deem worthy of our effort seem to find plenty of time to get done.
    • Russell A
      Russell A on 10 Apr 10
       
      It's amazing how we find time to do things we like to do. A readjustment of priorities by any teacher is never a bad thing.
  • Matt Townsley on 29 Nov 09
     
    Even brings up a few good points about core learning and holding students back who already get it.
Susan Sandholm-Petersen

Key Ingredient Missing in 21st Century Education | Asia Society - 0 views

www.asiasociety.org/...ent-missing-21st-century-educa

world languages 21st C Skills global awareness

shared by Susan Sandholm-Petersen on 10 Apr 10 - Cached
  • Mastery of world languages and the weaving of global awareness into core subject areas are key components of their definition of success. Yet too often, as in President Obama's call to arms this week, the notion that part of a world-class education includes knowing something about the world gets left out of the reform rhetoric. It's time to include global competency—knowing how to compete, communicate and collaborate with the world—as a core 21st century skill that all students, indeed, have a right to learn
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      One of the best ways to learn global competence and to develop global literacy is to learn another language. Communication and collaboration are embedded and experienced via the target language
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      Although World Languages is listed as a key 21st Century Skill (second on the list of key competencies, after English, reading and language arts), World Languages instruction is currently not part of the Iowa Core Curriculum. Will our Iowa students be fully prepared to work on a global level without this competency?
Gene McCracken

Simple Math | Education | Change.org - 1 views

education.change.org/...simple_math

shared by Gene McCracken on 30 Jun 09 - Cached
  • Another time, a student asked me out of the blue—not in class, just in the course of a normal day—what I knew about counting in base 2 (a.k.a. binary numbers, the basis for digital computers). A spontaneous quasi-class ensued, as she and I looked things up, using a chalkboard to piece together the mysteries, treating it like a puzzle or a grand game: When do you add another digit? When is a 1 replaced with a 0? and so forth.
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      this is an inspiring example. how can we create/foster/encourage more of this type of conversation in our classrooms?
  • "A Mathematician's Lament"
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      an outstanding read for any and all math educators; agree or disagree, it's a nice conversation starter.
  • We learn things because they interest us now, not because they might be useful later. But this is exactly what we are asking children to do with math...Of course it can be done, but I think it ultimately does more harm than good. Much better to wait until their own natural curiosity about numbers kicks in.
    • Matt Townsley
      Matt Townsley on 08 Jul 09
       
      I appreciate this point, but it seems to go against so much of the daily grind of public education, i.e. curriculum mapping, assessments, instructional decision making, etc. I wonder how/if we can make this big shift? Have other countries already done so?
    • Rob Kleinow
      Rob Kleinow on 01 Apr 10
       
      I think a big part of this is how the system was created and its goals. Much of learning does not fit well in an "efficiency" driven model with common standards for all.
  • ...2 more annotations...
    • Gene McCracken
      Gene McCracken on 09 Apr 10
       
      It is not remembered because it is not used. Math is a literacy and about 20+ years behing reading - Reading across the "content areas" - around a long time. "Math across the content areas" - a long way off. In math applied is weak; abstract is king. I recall the quote "Why do I need to learn this math stuff? Oh, you need it for your next math class!" Relevent only for the next math class.
  • The only chance we have is to hammer away at the stuff bit by bit every day for years. Even then it does not work...Give me a kid who wants to learn the stuff—well, twenty hours or so makes sense."
    • Susan Sandholm-Petersen
      Susan Sandholm-Petersen on 10 Apr 10
       
      It is true that when our students have intrinsic motivation, it is so easy to teach! But can our passion for our subject area engage and inspire students who might not otherwise even think that they could find something to interest them in that area?
Teresa Bellinghausen

The Changing Face of Education in Iowa: 5 Characteristics of Effective Instruction - 6 views

eabbey.blogspot.com/...racteristics-of-effective.html

ICC formative assessment

shared by Teresa Bellinghausen on 31 May 09 - Cached
Matt Townsley liked it
  • So not only will Iowa's high schools develop implementation plans for the content next year, they will also conduct a self-study to determine which characteristics need attention and put forward a professional development plan to improve in that area(s).
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      ICC is a process. To see this change to its fullest extent, the DE is proposing a plan for each district to create a plan to roll it out over several years. (This is how we should/might view our classrooms...focus on making a few changes at a time, but do them well rather than trying to be Mr. Awesome Teacher in all kinds of areas without enough time/thought/trial & error.) <-- this is KEY. What are your thoughts, Russ?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I like that it is built on reflection and continual improvement. You've explained it to me before as being "what good teachers should be doing." I think all teachers, rookies and veterans, can benefit from an open discussion on that point.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      I'm leery of the plans becoming planning for planning sake, but the intention is good--trying to get at the process of continual improvement, as you mentioned.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 07 Apr 10
       
      Evan, there's no doubt that some schools/districts will simply write a plan, then check it off the list of things to do. However, many others that recognize the value in the intent, or spirit, of the IC will approach the process seriously.
    • Lacy Kolpin
      Lacy Kolpin on 07 Apr 10
       
      Just to piggy back here, I also like it that there are people that are going to reflect on what may or may not be working. Often enough, I don't think that gets done enough. As Teresa said, some and perhaps the majority of schools will just fulfill what they have to, but some will put in time and get some neat things out of this process. I hope that many will take it seriously.
    • Karen Waid
      Karen Waid on 08 Apr 10
       
      Our district is currently working on the plan. I hope we do a good job so we can implement and use it!
  • Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      I didn't think about this until my 5th year of teaching. What is your "assessment plan"? How will you assess? How often? What will you do if students are absent on assessment day?
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Your comment made me think of the quote we shared with you this past weekend: "our generation wants in 7 years what our parents worke for all their lives." That's what I feel fairly often since I've been surrounded by veteran teachers. There are many times I need to slow down and remember that I'm learning, learning. learning. So, to "answer" your questions, I don't know. I appreciate being able to learn from your experiences.
  • A rigorous curriculum is one that is complex, provocative, and personally or emotionally challenging
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      This is a never-ending task. I don't expect to "master" this, even when I'm ready to retire. It involves really thinking about the content and the students and how authentic work can be created by them according to their interests. This is TOUGH!
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Evan had a great comment on this point: "The key is to teach students how to learn that advanced content on their own--to become life-long learners. No one is arguing that teachers aren't cognitively limited; they are. But that is (or should be) irrelevant. To continue the transmission model of education, where teachers have all the knowledge and students have to get it in the approved way, will continue to stunt the growth of students."
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      That quote came from this post on Scott Mcleod's blog: http://is.gd/KhNX
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Good point. It's the old 'liberal arts' education lingo...becoming a life long learner. From my experience, it's difficult to get some students to learn the basics, let alone do any learning on their own (the few that come to school because they're required...or only desire a passing grade...or some other sort of grade to please parents). Not saying it can't be done, but lots of thought, motivation and modeling needed.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      One thing I've found is that out of the 5, this is the one that teachers say, "Yeah, I've got this one down". It seems everyone has seen the graphic of the quadrants. What's difficult is, even though we all know we need to be rigorous & relevant, we don't often know which of our lessons truly are rigorous & relevant. The best professional development will give teachers some specific, tangible examples to show how to ramp up rigor.
    • anonymous
      anonymous on 13 Jul 09
       
      This definition is adapted from Teaching What Matters Most by Silver, Strong and Perrini. It's a great read (ASCD)
  • ...4 more annotations...
  • Differences can best be accomplished by engaging in a process which has teachers using student and instructional assessment data to make sound instructional decisions to meet the needs of individual students.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      when formative assessment is done well, differentiation comes naturally. Again, easier said than done....so we need to be patient in this area as we learn the common misconceptions of students in our curriculum, this practice will become more visible over time.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I saw this on a large scale when I visited Knoxville West Elementary school as part of our IDM team. They had reading data on all students and used it to adjust the instruction for all kids. Do you think formative assessment flows naturally from the assessment to the remedial instruction? What I mean is, say a teacher formatively assesses students, do we assume that teacher is using that data to influence instruction? Is the "changing intruction" part of the definition of formative assessment?
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      You hit the big "aha" moment ICC is going to (hopefully) help so many educators in Iowa realize. I sort of feel like differentiation and formative assessment aren't mutually exclusive...one in the same (assess, use data to create new individualized/group instruction to help students move along the continuum of learning; repeat). Not sure if it's worth debating the definitions, but rather seeing the ideas as working together to improve classroom practice. Yes, it is possible to collect data and do nothing with it. This is the major misconception of 'formative assessment,' in my opinion. The analogy of "formative assessment is chef's ongoing soup tasting during prep; summative assessment is restaurant customer liking or disliking soup" seems to fit, but when some educators hear this, they only taste the soup (collect data, quiz more often, etc.) but never make any changes to the soup recipe (instruction). I'm guilty and to be honest thought this way until earlier this year. We can't just assume the data is being used, you're right. In a quality classroom, I think it would be pretty obvious that the data was being used (maybe my class next year?!).
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      The only reason I bring up the definition is so everyone is on the same page when discussing it. If some think "formative assessment" is only the assessment and others think it includes the instruction-adjustment, there's a disconnect. That's all. Plus I'm an English guy, so I like definitions. I'm already loving this ICC stuff now that I get "the point." So here's my big thought of the day: how are college education programs going to use the ICC? If the state has defined effective practices, will colleges follow suit in what they focus their teaching on...both in the ed. training programs and how the faculty teaches?
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      I think ICC defines formative assessment as a process of both collecting the data and modifying instruction: From ICC, Module 5: "Assessment FOR Learning (Formative Assessment): Formative assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of core content. As assessment FOR learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)."
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Not sure how/if it will impact higher ed. Impact on higher ed. will surely aid in determining success of ICC, but won't necessarily directly affect our day-to-day instruction. If new staff are trained with ICC in mind, it would help the process along. To be realistic, I think it takes extended classroom experience to get a grasp on what an abstract idea such as "assessment for learning" truly is. Nonetheless a theoretical framework (aside from modifying/extending student teaching/practicum as you and I have discussed previously), is one possible step forward.
    • Teresa Bellinghausen
      Teresa Bellinghausen on 07 Apr 10
       
      You both make excellent points, and I like the "chef" anaology. As far as post-secondary ed is concerned, some of them are coming to the table to at least sniff the soup. Eventually, I think they'll buy the whole meal because (1) schools will be demanding that teacher ed programs include the IC, and (2) students who have experienced full implementation of the IC in high school will demand the same of their experiences at the post-secondary level. It's just going to be a long-term process.
  • In Student-centered Classrooms, students construct their own knowledge based on experiential, holistic, authentic, and challenging experiences.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      From what I know about you, Russ, I think you'll do well in this area (student-centered classroom). Realistically, this can only be done "well" with a solid classroom management plan coupled with a focused look on the desired culture of your classroom.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I appreciate you saying that, Matt. It struck me as funny, mainly because of what I emailed you last night: "I'm nervous about classroom management/atmosphere." :)
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      See other bookmark in this group, re: Harry Wong and procedures. Wish I would have known Wong (and implemented it) earlier on. You'll be much wiser and knowledgeable than me. Read the book and/or the website. Becky probably has the book. I can email you my procedures if you're interested. Rehearse! It seems goofy and a strange use of time for the first few weeks, but pays huge dividends. Once procedures are established, you can shape the culture (a la more student-centered) and build relationships with students to your heart's content.
  • while these 5 characteristics are essential to a successful school, they are not necessarily mutually exclusive of each other.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      Amen, Evan! See my notes on differentiation and formative assessment. They go together!
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      It's my gut feeling that the DE thinks this is implicit; that everyone knows this. But given that the DE's main role is in checklist accredidation, they'll need to be a bit more explicit to districts, or I think they will have districts treating each one separately.
    • Matt Townsley
      Matt Townsley on 01 Jun 09
       
      Great point, Evan. I would venture to guess that the majority of the educators I know would say that "assessment" and "instruction" are mutually exclusive entities. I hear things all the time like "Today is quiz day" rather than viewing it as an ongoing activity. I discussed my thoughts related to this topic here: http://bit.ly/NBqyH This will be a HUGE task on the DE/AEAs part, in my opinion...helping Iowa educators see the conceptual connection as well as how it looks (and doesn't look) in practice.
  • Teaching for Understanding is leading students (to engage in a variety of thought-provoking activities such as explaining, finding evidence in examples, generalizing, connecting, applying, making analogies, and representing the topic in new ways.
    • Rob Kleinow
      Rob Kleinow on 01 Apr 10
       
      This characteristic is always one that concerns me because of the word "understanding" I think it will be interesting how these definitions of understanding evolve through the process
Matt Townsley

Iowa Joins 49 States in Common Core Standards Initiative - Iowa Department of Education - 2 views

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

shared by Matt Townsley on 07 Jul 09 - Cached
  • "Iowa is fortunate to have not only state core content standards, but also the Iowa Core Curriculum, which provides rigorous expectations for all students and gives teachers the tools to change teaching and learning in this state," Jeffrey said. "With our recently passed Iowa Core Curriculum, Iowa can easily incorporate national standards because the Core Curriculum provides more explicit guidance to reach high expectations."
    • Matt Townsley
      Matt Townsley on 13 Jul 09
       
      I find this whole discussion of 'common core standards' to be pretty intriguing. Not too long ago, Iowa was the only (?) state that did not have statewide standards - each district was charged was creating its own. Now we're on board with joining a coalition to create national standards. Things change quickly!
    • Gina Martin
      Gina Martin on 07 Apr 10
       
      They need to be adapted to special education students that are severe and profound....we have to adapt our curriculum to meet these standards, but it would be nice if all schools in Iowa are using the same adaptations.
    • Kim Renning
      Kim Renning on 07 Apr 10
       
      I find it interesting as well...We (Iowa) should be well on the way with the Iowa Core Curriculum.
  • The goal is to have a common core of state standards that states can voluntarily adopt. States may choose to include additional standards beyond the common core as long as the common core represents at least 85 percent of the state's standards in English language arts and mathematics. The second phase of this initiative is to ultimately develop common assessments aligned to the core standards developed through the process.
    • Matt Townsley
      Matt Townsley on 13 Jul 09
       
      moving towards national assessments?! I wonder what companies like Pearson think of this idea. Not that it really matters, but I could see some special interest groups becoming...'interested' in getting these contracts. Plan on keeping an eye on how all of this progresses.
  • Corey St. John on 07 Jul 09
     
    I thought this was interesting...
Matt Townsley

AEA 267 News » Blog Archive » Are students learning? How can parents know? - 4 views

news.blogs.aea267.k12.ia.us/...nts-teachers-and-students-know

icc formative assessment

shared by Matt Townsley on 23 Feb 10 - Cached
  • Clear achievement targets or criteria for success are provided to students and parents in student friendly language before instruction begins. Doing so informs students what is expected of them upfront. Imagine how difficult it would be for a young person to build a log cabin for the first time without a picture, and then get graded on how similar their log home is to the picture they did not get to see. That would not be fair. However, providing clear achievement targets to students and parents before instruction begins can be a very efficient, effective, equitable formative assessment strategy.
    • anonymous
      anonymous on 31 Mar 10
       
      I enjoyed this article because the concept seems so basic. Providing clear instruction for students and parents so they know what is expected of them. A recipe for success.
Bradley Niebling

Iowa Core Curriculum - Home - 1 views

www.corecurriculum.iowa.gov/Home.aspx

curriculum iowa ICC

shared by Bradley Niebling on 31 May 09 - Cached
  • academic expectations of the Iowa Core Curriculum and Iowa’s core content standards — or “what” students should know. It also provides performance standards — or “how well” students should perform in certain areas.
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      Are these standards just "good to know" or will schools be asked to merge their current standards with those of the ICC?
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      From what I've learned...schools will be asked to document how they are meeting each standard. Sort of like quasi-state standards, if you will. Not sure if it is to *replace* local standards though. This is where I'm unsure.
    • Evan Abbey
      Evan Abbey on 01 Jun 09
       
      Districts will need to do an alignment of their curriculum with the core. They must cover everything in the core. My understanding is the core is supposed to be a core, and you should have time to add more than the core for the "local control" component. How they will be assessed is anyone's guess at this time.
    • Bradley Niebling
      Bradley Niebling on 09 Feb 10
       
      The Iowa Core Content Standards are Iowa's state standards. This was put into code in Senate File 588 from the 2007 legislative session. So, every district is responsible for implementing all of the Iowa Core Content Standards. As for how this relates to the Iowa Core Curriculum, the statements I've heard coming out of the DOE are that by implementing the Iowa Core Curriculum, districts will be implementing the Iowa Core Content Standards, and going beyond them. Districts are not expected to do any merging or additional alignment work between these two documents. The idea is that if you implement the ICC, you won't have to engage in separate or additional work to implement the Iowa Core Content Standards.
  • Grade spans allow classroom teachers to reinforce and build upon previously mastered concepts and skills, and provide the most appropriate learning experiences for students to successfully progress through grade levels
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      I like that "grade spans" pushes teachers in the span toward collaboration. I see that collaboration in the reinforecement and building aspects.
  • success in postsecondary education
    • Russ Goerend
      Russ Goerend on 31 May 09
       
      How would you define success in post-secondary education? Thinking back to the near-decade I spent in college, I would say it's a mix of interpersonal skills, finding and pursuing goals and passions, and realizing the importance multiple literacies.
    • Matt Townsley
      Matt Townsley on 31 May 09
       
      good description, Russ. The more I teach high school students, the more I think about what it means to "prepare them for postsecondary success." Does it mean lecturing for 60 minutes so that they're used to it when they take Bio 101? Does it mean assigning them 15 page essays in preparation for College Composition? Or does it mean preparing them with the essential content so that they have the appropriate pre-requisite knowledge their freshmen year of college? Or is it a combination of all of the above? I think if we can help them see the "life long learning" thing...AND somehow develop a relentless pursuit for excellence. I think it'd be cool if a student was so fixated on learning that he/she studied every single problem/concept/idea (wouldn't leave me or the computer or whatever other resource alone) until he/she was confident that it was understood. TOTALLY idealistic, but cultivating this type of passion towards learning seems to be a sure-fire ingredient for success at the post-secondary level.
  • ...3 more annotations...
    • Darin Johnson
      Darin Johnson on 17 Jun 09
       
      Must a meaningful curriculum prepare all students for success in postsecondary education? I hope more of the public buys into the idea of a Core Curriculum to address the increasingly competitive nature of a global economy. We are sending far too-many students to college who lack the necessary skills. values, and attitudes to shape our world.
  • meaningful curriculum
  • Come back often to experience review new content and learn about Iowa’s world-class education.
    • Darin Johnson
      Darin Johnson on 17 Jun 09
       
      This poorly constructed sentence needs revision. I'm not sure about the author's intent, but I would suggest something more like this: Come back often to experience new content and to learn about Iowa's world-class education. Moving from comments about style to comments about content, will this website actually help people realize we offer a "world-class education" in our state? Will it be updated frequently so that people will find new content?
Matt Townsley

Using Formative Assessments to Meet Student Needs - ASCD Express 5.09 - 0 views

www.ascd.org/...509_video.aspx

formative assessment culture

shared by Matt Townsley on 04 Feb 10 - Cached
  • Matt Townsley on 04 Feb 10
     
    Classroom culture + cards + formative assessment = success
  • Matt Townsley on 04 Feb 10
     
    Some great commentary on formative assessment here.
Matt Townsley

The Changing Face of Education in Iowa: Iowa Core, in a Nutshell - 4 views

eabbey.blogspot.com/...iowa-core-in-nutshell.html

ICC formative assessment

shared by Matt Townsley on 18 Dec 09 - Cached
  • Matt Townsley on 18 Dec 09
     
    Evan Abbey explains the ICC in terms practitioners can understand
  • Matt Townsley on 18 Dec 09
     
    A must read for all interested in the Iowa Core Curriculum.
Matt Townsley

The Changing Face of Education in Iowa: Mt. Washington is 6288 feet tall - 3 views

eabbey.blogspot.com/...hington-is-6288-feet-tall.html

ICC

shared by Matt Townsley on 13 Nov 09 - Cached
  • When we discuss the Iowa Core, this is an example of what we need to do. Get rid of the rest of that stuff. Determine what is important. And then have a deeper lesson, leading to deeper conceptual and procedural knowledge, with authentic and formative assessment. Which will lead to permanent learning.
    • Matt Townsley
      Matt Townsley on 13 Nov 09
       
      quadrant D learning...
  • Matt Townsley on 13 Nov 09
     
    Evan points out a need to examine how we will look at the ICC, through the lens of his daughter's SS class.
Matt Townsley

MoneySKILL® - 1 views

www.moneyskill.org

ICC

shared by Matt Townsley on 12 Nov 09 - Cached
  • Matt Townsley on 12 Nov 09
     
    financial literacy modules
  • Matt Townsley on 12 Nov 09
     
    These online modules could be used to help schools teach the financial literacy aspect of the ICC
Matt Townsley

Assessment for Learning (Formative Assessment) - Iowa Department of Education - 5 views

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

assessment formative assessment ICC

shared by Matt Townsley on 17 Oct 09 - Cached
  • Matt Townsley on 17 Oct 09
     
    assessment for learning resources
  • Matt Townsley on 17 Oct 09
     
    assessment for learning resources
Corey St. John

Educational Leadership:Teaching for the 21st Century - 1 views

www.ascd.org/...toc.aspx

ed leadership

shared by Corey St. John on 08 Sep 09 - Cached
  • Corey St. John on 08 Sep 09
     
    I do not know how many of you are ASCD members but if not you will find this issue very exciting.
Matt Townsley

YouTube - Assessment For Learning - 0 views

www.youtube.com/watch

formative assessment

shared by Matt Townsley on 29 Aug 09 - Cached
  • Matt Townsley on 29 Aug 09
     
    Stiggins on assessment FOR learning. (YouTube video) great "first glance" at this important Iowa Core Curriculum topic.
  • Matt Townsley on 29 Aug 09
     
    stiggins on assessment for learning. youtube video
Evan Abbey

Iowa Schools Online Communities - Online Communities for Iowa educators - 0 views

iowaschools.ning.com

nings

shared by Evan Abbey on 29 Jul 09 - Cached
  • For those visiting, this online community is right now in the developmental stage.&nbsp; Some of what you see is only there to test the different features of the ning.&nbsp;
    • Matt Townsley
      Matt Townsley on 02 Aug 09
       
      Can you give us an update on the Iowa Schools Ning, Evan? Still on track to roll ou at SAI conference in the fall?
    • Evan Abbey
      Evan Abbey on 28 Aug 09
       
      We've had some setbacks on the Iowa Schools Ning. We'll be talking about online communities and have examples of the current communities in the state at ITEC, but as far as having the whole Ning set up at that point, I'm not sure we'll be there.
Matt Townsley

TKI - Assessment - Teaching and Learning - Formative assessment - 1 views

www.tki.org.nz/...formative_e.php

formative assessment

shared by Matt Townsley on 25 Aug 09 - Cached
  • Matt Townsley on 25 Aug 09
     
    great links to more "assessment for learning" resources
  • Matt Townsley on 25 Aug 09
     
    great links to more formative assessment resources
Matt Townsley

Formative Assessment Cycle in Your Classroom: Your Technology Use? « Educatio... - 1 views

eduwithtechn.wordpress.com/...-classroom-your-technology-use

formative assessment

shared by Matt Townsley on 27 Jul 09 - Cached
  • Matt Townsley on 27 Jul 09
     
    simple diagram of formative assessment to share with colleagues
  • Matt Townsley on 27 Jul 09
     
    simple diagram of formative assessment
Matt Townsley

Formative and Summative Assessment in the Classroom - 0 views

www.nmsa.org/...Default.aspx

assessment formative

shared by Matt Townsley on 27 Jul 09 - Cached
  • When teachers use sound instructional practice for the purpose of gathering information on student learning, they are applying this information in a formative way. In this sense, formative assessment is pedagogy and clearly cannot be separated from instruction. It is what good teachers do. The distinction lies in what teachers actually do with the information they gather. How is it being used to inform instruction? How is it being shared with and engaging students? It's not teachers just collecting information/data on student learning; it's what they do with the information they collect.
    • Matt Townsley
      Matt Townsley on 27 Jul 09
       
      well said. I think that putting this into practice will be a challenge. Convincing others that this mentality is where we should be going might be even more of a challenge though. Wow.
  • Matt Townsley on 27 Jul 09
     
    another great write-up on formative assessment; this one comes from a secondary (middle school) source. The driver's license analogy is worth sharing with colleagues, in my opinion.
« First ‹ Previous 141 - 160 of 181 Next › Last »
Showing 20▼ items per page