SRTrainingSummer09 / Chapter 6- Group 1 - 0 views
-
But what are the right fenceposts for your subject, your course?
-
Lyndsey Timoney on 07 Aug 09good question
-
-
So you have to prioritize; you have to decide to teach a few things well and fully- let some other stuff slide.
-
-
to remember ideas, learners must act upon them. Period. You can have students move their noses above any number of pages, left to right, top to bottom, but that is neither teaching nor learning.
-
- ...8 more annotations...
-
only a fraction (17% in mathematics for example) understand a field well enough to do higher-level operations or performances. (2000).
-
-
NAEP tells us
-
-
the content of any subject field has different levels of importance. There are some anchor ideas we ant students to understand in a deep and enduring way, others that are important to know about, and finally, some aspects where a passing familiarity is sufficient.
-
-
1.Does the idea, topic, or process represent a big idea having enduring value beyond the classroom? 2.Does the big idea, topic, or process reside at the heart of the discipline? 3.To what extent does the idea, topic or process require uncoverage? 4.To what extent does the idea, topic, or process have the potential for engaging students?
-
-
more are using constructed responses, items that present some data (a chart, article, or problem) and then ask students to work with it. This newer kind of test tries to determine not just whether students retain factual information, but whether, given an authentic problem, they can reason effectively.
-
-
focus on making sure your kids can think like a scientist, a mathematician, a historian, or a writer.
-
-
Have empathy.
-
The material may seem easy to you, but it may really be Greek to the kids.
-
