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When Greg Sumlin looks at the incoming kindergarten class at East Elementary School in Littleton, he sees a group of English learners who need immediate, intensive instruction - in small classes where teachers can give them individual attention.

What a great math hook for a middle school class! Thx to John Burk for the lead!

This is so great! What a fun teacher! Great way to talk about proportions. Love the terminology and the kids using the language, "can we rank their mulletude"? Hey, did the better looking mullets have a Business to Party (or Party to Business?) ratio that was, "Golden"?

Some evidence that 100% "time on task" might actually be counterproductive if you want to develop creativity.

Thanks Chris. I'm currently reading Jonah Lehrer's "Imagine: How Creativity Works." lots of tie-ins with this research (Kounios is one of his main sources). I wonder if we can build such mind- wandering into our classes...do physics labs allow for "deliberate zoning out time"? Probably not.

See what you think about the idea of moving the lecture to an online platform and using class time for more student-centered work.

I've honestly never considered this before. Whether you agree with the chart's conclusions is obviously open for discussion, but the chart left me thinking about specifically WHY we assign HW and what we should be doing about it.

Given technology, can homework be used as a means to (a) differentiate assessment, (b) have students demonstrate understanding via a different modality, (c) scaffold learning to further enhance the classroom experience. For a while, Howard Gardner experimented at Harvard with assigning his lectures as homework. Students watched videos and then came to class prepared to engage in discussion. Could a similar approach be taken at the high school level?

Chris: I think this flow chart is very interesting and worthy of considerable discussion. I like it. I would tweak it a bit. For example, I think you could (and should) give application homework that is formative as well as summative. I think all types of homework that fit with all six levels of Bloom's taxonomy could be given both formatively and summatively. The only homework that should be "graded" is homework that leads to end-of-learning assessment. If the homework is given in the process of learning, then it should not be graded but should receive feedback, both from the instructor as well as from the student(s).

This book is listed as an official publication of the Association for Educational Communications and Technology. Click here to see their publications. If you have adopted one or more chapters of this book for your class, I would like to know about it! Please use this form to let me know how you are using it. Homepage looks like a good site for resources on important topics in teaching, learning, and technology

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