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Ed Week blog article on what schools should do to be more proactive about training teachers in formative assessment.

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).

Free online grapher ... very nice graphics. Handles polar & Cartesian, function & inequality forms very well. No tools (intersection, etc.), but very nice, FAST graphics.

Have you tried it on the iPad? Do you think it could replace the Virtual TI app?

This is a spectacular posting that could be used with ES or MS students (or possibly HS students, too) to explore square roots.

This site was shared with me. Looks really good for art, biology, evolution, chaos, structure and function, shape, etc.

Critical thinking...the awakening of the intellect to the study of itself. Critical thinking is a rich concept that has been developing throughout the past 2500 years. The term "critical thinking" has its roots in the mid-late 20th century. We offer here overlapping definitions, together which form a substantive, transdisciplinary conception of critical thinking. This is a very good site to study the meaning behind the terms. What do we mean by critical thinking? How do we know when students are engaged in it? What are the outcomes of teaching critical thinking?

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

Really good 20 minute introduction on E-Portfolio. Examples and clarification of this important work. Using E-Portfolios in secondary school as a way to have a student track his or her progress.

Add other resources in this group for e-portfolios. I think this is an interesting and exciting area of growth in classroom practice. More authentic forms of assessment.