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Chris Harrow

The 11 Ways That Consumers Are Hopeless at Math - Derek Thompson - The Atlantic - 2 views

www.theatlantic.com/...259479

psychology shopping consumers application

shared by Chris Harrow on 21 Aug 12 - No Cached
  • The flip-side is that bargains literally make us feel good about ourselves. Even the most useless junk in the world is appealing if the price feels like a steal.
  • Chris Harrow on 21 Aug 12
     
    Some interesting consumer math points that apply to us all -- teachers, students, and broader community.  How can we help our students (and our own minds!) grasp these points?
Chris Harrow

When to Grade Homework - 4 views

t.co/U6bBGd9a

homework grading

shared by Chris Harrow on 13 Nov 11 - No Cached
Robert Ryshke liked it
  • Chris Harrow on 13 Nov 11
     
    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.
  • Beth Holland on 14 Nov 11
     
    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?
  • Robert Ryshke on 16 Nov 11
     
    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).
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