Skip to main content

Home/ Coetail/ Group items tagged feedback

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Ian Gabrielson

SE2R Feedback Forever Changes How Teachers, Students Evaluate Learning | Brilliant or I... - 0 views

www.brilliant-insane.com/...tudents-evaluate-learning.html

feedback learning assessment for learning assessment teacher_resources students

shared by Ian Gabrielson on 09 Jun 14 - No Cached
  • Ian Gabrielson on 09 Jun 14
     
    "SE2R FEEDBACK FOREVER CHANGES HOW TEACHERS, STUDENTS EVALUATE LEARNING"
Tim Pettine

Evidence-based practices for teaching writing - 1 views

education.jhu.edu/...Winter2011.html

writing practices Evidence-based

shared by Tim Pettine on 08 May 12 - No Cached
    • Tim Pettine
      Tim Pettine on 08 May 12
       
      Huge skill in academic writing.
  • Tim Pettine on 08 May 12
     
    e within their cooperative groups or partnerships. For example, if the class is working on using descriptive adjectives in their compositions, one student could be assigned to review another's writing. He or she could provide positive feedback, noting several instances of using descriptive vocabulary, and provide constructive feedback, identifying several sentences that could be enhanced with additional adjectives. After this, the students could switch roles and repeat the process. Goals: Set specific goals for the writing assignments that students are to complete. The goals can be established by the teacher or created by the class themselves, with review from the teacher to ensure they are appropriate and attainable. Goals can include (but are not limited to) adding more ideas to a paper or including specific elements of a writing genre (e.g., in an opinion essay include at least three reasons supporting your belief). Setting specific product goals can foster motivation, and teachers can continue to motivate students by providing reinforcement when they reach their goals. Word processing: Allow students to use a computer for completing written tasks. With a computer, text can be added, deleted, and moved easily. Furthermore, students can access tools, such as spell check, to enhance their written compositions. As with any technology, teachers should provide guidance on proper use of the computer and any relevant software before students use the computer to compose independently. Sentence combining: Explicitly teach students to write more complex and sophisticated sentences. Sentence combining involves teacher modeling of how to combine two or more related sentences to create a more complex one. Students should be encouraged to apply the sentence construction skills as they write or revise. Process writing: Implement flexible, but practical classroom routines that provide students with extended opportunities for practicing the cycle of planning, writing, and revie
Katy Vance

Educational Leadership:Technology-Rich Learning:Our Brains Extended - 0 views

www.ascd.org/...Our-Brains-Extended.aspx

learning leadership ascd technology edtech thinking database innovation coetail

shared by Katy Vance on 19 Mar 13 - No Cached
  • When my 2nd grader needs to know the meaning of a word, I tell him to use my iPhone to ask Siri, an artificial intelligence program that's always happy to look it up for him. Siri, in turn, uses the free online program Wolfram Alpha, one of the most powerful data analysis tools in the world. If you enter into the Siri (or Wolfram Alpha) search box, by text or voice, "arable land in world divided by world population," in less than a second the phone or computer will find the relevant data; do the calculations; provide the answer—in square miles, acres, square feet, and hectares per person—and cite you its sources.
  • The only way to do almost all science today is with technology. No human can handle or analyze the volumes of data we now have and need. Ditto for the social sciences. The research study of the past focusing on 10 graduate students has been replaced by sample sizes of millions online around the world. Being perfect at language translation, spelling, and grammar is becoming less important for humans as machines begin to understand context and can access almost every translation ever done. Those who laugh at the mistakes that machines make today will no longer be laughing in a few short years.
  • call the process of envisioning such technically enhanced possibilities imag-u-cation. It's something every teacher and class should spend some time doing.
  • ...6 more annotations...
  • With YouTube, for example, students can post their ideas to the world and get rapid global feedback. With tools like Twitter and its cousins, they can follow firsthand details of events unfolding anywhere in the world, from revolutions to natural disasters. With mashups and related techniques, they can combine sophisticated data sources in powerful new ways. One school group I know of created a Second Life model of Los Angeles, using the database of the Federal Aviation Administration (FAA) to show each plane flying in its actual spot! With Skype-like tools, students can connect with experts and peers around the world in real time.
  • Effective Thinking, which would include creative and critical thinking as well as portions of math, science, logic, persuasion, and even storytelling; Effective Action, which would include entrepreneurship, goal setting, planning, persistence, project management, and feedback; and Effective Relationships, which would include emotional intelligence, teamwork, ethics, and more.
  • Instead of today's focus on pre-established subject matter, with thinking skills presented randomly, haphazardly, and inconsistently, the student and teacher focus would always be on thinking in its various forms and on being an effective thinker, using examples from math, science, social studies, and language arts.
  • These would range from small projects in earlier years ("I made this app or this website") to larger projects ("I collaborated with a class in another country to publish a bilingual novel"; "I started a successful company") to participation in later years in huge, distributed projects around the world ("Using Galaxy Zoo, I discovered a new, habitable planet").
  • Producing effective letters, reports, and essays was an intellectual need of our past. Working effectively in virtual communities, communicating effectively through video, and controlling complex technologies are what students need to be successful in the future. Thinking, acting, relating, and accomplishing—in the technological and fast-changing context of the future—are where we should focus our students' attention.
  • No longer is the unenhanced brain the wisest thing on the planet. Students who don't have technology's powerful new capabilities at their command at every turn are not better 21st century humans but lesser ones.
  • Katy Vance on 19 Mar 13
     
    You think of technology as a tool," one high school student told me. "We think of it as a foundation; it underlies everything we do."
Ivan Beeckmans

Oppia - Home - 2 views

www.oppia.org

coetail4 learning technology google Oppia education elearning tools interactive software

shared by Ivan Beeckmans on 17 Apr 14 - No Cached
  • Ivan Beeckmans on 17 Apr 14
     
    Google's foray into the online feedback as you go realm. Another step towards individualized learning?
Ivan Beeckmans

Let Kids Rule the School - NYTimes.com - 0 views

www.nytimes.com/...15engel.html

coetail4 education independent

shared by Ivan Beeckmans on 04 Feb 12 - No Cached
  • Their guidance counselor was their adviser, consulting with them when the group flagged in energy or encountered an obstacle. Though they sought advice from English, math and science teachers, they were responsible for monitoring one another’s work and giving one another feedback. There were no grades, but at the end of the semester, the students wrote evaluations of their classmates.
  • The students also designed their own curriculum, deciding to split their September-to-January term into two halves.
  • each of them focused on specific mathematical topics, from quadratic equations to the numbers behind poker
  • ...3 more annotations...
  • “I did well before. But I had forgotten what I actually like doing.”
  • They are remarkable because they demonstrate the kinds of learning and personal growth that are possible when teenagers feel ownership of their high school experience, when they learn things that matter to them and when they learn together.
  • But perhaps children don’t need another reform imposed on them. Instead, they need to be the authors of their own education.
  • Ivan Beeckmans on 04 Feb 12
     
    An interesting way of harnessing the natural energy of teenagers. Definitely worthy of further exploration.
Ivan Beeckmans

Blogs vs. Term Papers - NYTimes.com - 0 views

www.nytimes.com/...-the-term-paper-tradition.html

coetail1 papers blog

shared by Ivan Beeckmans on 14 Feb 12 - No Cached
  • blog writing has become a basic requirement in everything from M.B.A. to literature courses. On its face, who could disagree with the transformation? Why not replace a staid writing exercise with a medium that gives the writer the immediacy of an audience, a feeling of relevancy, instant feedback from classmates or readers, and a practical connection to contemporary communications? Pointedly, why punish with a paper when a blog is, relatively, fun?
  • Because, say defenders of rigorous writing, the brief, sometimes personally expressive blog post fails sorely to teach key aspects of thinking and writing. They argue that the old format was less about how Sherman got to the sea and more about how the writer organized the points, fashioned an argument, showed grasp of substance and proof of its origin. Its rigidity wasn’t punishment but pedagogy.
1 - 6 of 6
Showing 20▼ items per page