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PBL: What Does It Take for a Project to Be "Authentic"? | Edutopia - 0 views

  • A not-authentic "dessert project" would involve the kind of assignment students are typically given in school: compose an essay, create a poster or model, write and present a book report, or make a PowerPoint presentation on a topic they've researched.
  • Beyond their teacher and maybe their classmates, there's no public audience for students' work, no one actually uses what they create, and the work they do is not what people do in the real world.
  • PBL means students are doing work that simulates what happens in the world outside of school. In a project that is somewhat authentic, students could play a role (as in choice "c" above) -- scientists, engineers, advisors to the President, website designers, etc. -- who are placed in a scenario that reflects what might actually occur in the real world. Or students could create products that, although they are not actually going to be used by people in the real world, are the kinds of products people do use.
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  • PBL means students are doing work that is real to them -- it is authentic to their lives -- or the work has a direct impact on or use in the real world.
  • The project meets a real need in the world beyond the classroom, or the products that students create are used by real people.
  • he project focuses on a problem, issue or topic that is relevant to students' lives -- the more directly, the better -- or on a problem or issue that is actually being faced by adults in the world students will soon enter.
  • he project sets up a scenario or simulation that is realistic, even if it is fictitious.
  • The project involves tools, tasks or processes used by adults in real settings and by professionals in the workplace. (This criterion for authenticity could apply to any of the above examples of projects.)
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EdLeader21 IGNITE - New Tech Network - YouTube - 0 views

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    Paul Curtis, Assistant Director of School Design discusses a grade book program that allows you to capture a wide variety of information on student work. This would be based on standards.
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Standards-Based Grading Videos - 1 views

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    Collection of videos on standards based grading. Categories are basics, disciplines and leadership. Looks promising.
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The Most Important Question Every Assessment Should Answer - 0 views

  • raditionally, tests have told teachers and parents how a student “does,” then offers a very accessible point of data (usually percentage correct and subsequent letter grade) that is reported to parents as a performance indicator.
  • During assessment of learning, a test (of some kind) is given to communicate student understanding. Years of research has let us know that consistently hoping for “understanding data” from your average classroom assessment is hopelessly problematic, not to mention reductionist, sterile, and institutionally-centered.
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Should I Stop Assigning Homework? - Jessica Lahey - The Atlantic - 0 views

  • tudents who don’t complete homework receive zeroes, but they learn a valuable lesson about responsibility, many teachers argue, even though there’s no legitimate research connecting responsibility to homework. 
  • One, students, teachers, parents, and administrators expect me to, and when I don’t I am labeled an “easy” teacher, viewed as less serious or rigorous than my colleagues. Parents may rage about the veritable avalanche of homework that threatens to suffocate their children, but in my experience, parents also view that avalanche as a badge of honor, evidence of academic rigor.
  • I tried to picture a school year in which I shoehorn all of this work in to class time. I hardly complete a year’s worth of material as it is; a year without any homework at all seemed like a disaster in the making.
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  • Barnes spent that summer immersed in research on learning and homework, and returned in the 14th year of his teaching career determined to do away with homework and create what he calls a “results-only learning environment.”
  • Contrary to my first concern, Barnes found that most parents were in favor of his doing away with homework, particularly once he outlined the research for them.
  • Barnes points out that a no-homework policy does not mean that his students never work outside of class; indeed, they often do, because they enjoy the learning and want it to continue outside of class.
  • His class was a project-based classroom, so many students did choose to prepare for their projects outside of class. Barnes eliminated all work that required rote memory, and leaned more on context clues and word roots instead. “The result of eliminating traditional, mostly rote memory, homework was one of the most rewarding experiences of my teaching career,” Barnes wrote.
  • Above all else, my students enjoyed class and become intrinsically motivated independent learners.
  • I would add for the no-homework skeptics, and they are legion, you have to keep in mind that any research that supports homework is based almost universally on test results.
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Response to a Parent (from Rick Wormeli) - Assessment FOR Learning - 0 views

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    I admit to worshiping at the altar of Wormeli. Check out his response to parent's (could apply to teachers too) that aren't on board with SBG.
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