“Do use our network to connect to other students and adults who share your passions with whom you can learn.”
“Do use our network to help your teachers find experts and other teachers from around the world.”
“Do use our network to publish your best work in text and multimedia for a global audience.”
“Do use our network to explore your own creativity and passions, to ask questions and seek answers from other teachers online.”
“Do use our network to download resources that you can use to remix and republish your own learning online.”
“Do use our network to collaborate with others to change the world in meaningful, positive ways.”
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Weblogg-ed » Don't, Don't, Don't vs. Do, Do, Do - 57 views
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Do some students watch the Kanye West dissing Taylor Swift video on YouTube when they should be doing their work? Of course they do. But this experience has shown me that THIS IS THE WAY students should be learning…
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ast year, my high school Current Events students told me that the more rules the school made, the more they, the students, would look for ways around the rules.
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How Can We Make Assessments Meaningful? | Edutopia - 170 views
www.edutopia.org/...ningful-heather-wolpert-gawron
assessment rubric learning edutopia classroom teaching howto
shared by Tracy Tuten on 09 Aug 12
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Criteria for a Meaningful Classroom Assessment To address these requirements, I ask myself the following guided questions: Does the assessment involve project-based learning? Does it allow for student choice of topics? Is it inquiry based? Does it ask that students use some level of internet literacy to find their answers? Does it involve independent problem solving? Does it incorporate the 4Cs? Do the students need to communicate their knowledge via writing in some way? Does the final draft or project require other modalities in its presentation? (visual, oral, data, etc...)
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So how can high-stakes assessments be meaningful to students? For one thing, high-stakes tests shouldn't be so high-stakes. It's inauthentic. They should and still can be a mere snapshot of ability. Additionally, those occasional assessments need to take a back seat to the real learning and achievement going on in every day assessments observed by the teacher. The key here, however, is to assess everyday. Not in boring, multiple-choice daily quizzes, but in informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time. But frankly, any assessment that sounds cool can still be made meaningless. It's how the students interact with the test that makes it meaningful. Remember the 4 Cs and ask this: does the assessment allow for: Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described? Collaboration Have they spent some time working with others to formulate their thoughts, brainstorm, or seek feedback from peers? Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving? Communication Does the assessment emphasize the need to communicate the content well? Is there writing involved as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?
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Another way to ensure that an assessment is meaningful, of course, is to simply ask the students what they thought. Design a survey after each major unit or assessment. Or, better yet, if you want to encourage students to really focus on the requirements on a rubric, add a row that's only for them to fill out for you. That way, the rubric's feedback is more of a give-and-take, and you get feedback on the assessment's level of meaningfulness as soon as possible.
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Download the example (left) of a quick rubric I designed for a general writing assessment. I included a row that the participants could fill out that actually gave me quick feedback on how meaningful or helpful they believed the assessment was towards their own learning.
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4 Free Web Tools to Boost Student Engagement | Edutopia - 173 views
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When students use tool technologies to create content, their engagement is largely based on how successfully teachers craft the learning assignments, rather than on the technology itself. This is different from what happens with other types of technologies, such as tutor technologies (e.g. software for learning). Here, student engagement depends principally on technology, taking teachers almost completely out of the equation.
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Student Engagement and Closing the Opportunity Gap: An Action Plan, Part 1 - Reading By... - 62 views
readingbyexample.com/...nity-gap-an-action-plan-part-1
student engagement opportunity gap action plan
shared by Matt Renwick on 03 May 16
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Engaging Schools: Fostering High School Students' Motivation to Learn - 59 views
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When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed I really want to learn applied to them. What is it about the school environment pedagogy, curriculum, climate, organization that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents school engagement and motivation to learn including new findings on students sense of belonging and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
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Powerful Provocations for Learning: Sparking curiosity and increasing engagement - The ... - 15 views
thelearnersway.net/...sity-and-increasing-engagement
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shared by Nigel Coutts on 11 Aug 19
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Powerful learning begins with the perfect provocation. Creating, refining and skilfully presenting the perfect provocation is an essential capability for teachers hoping to engage their class in rich dialogue. Claims that the percentage of students engaged by their learning declines from 75 percent in fifth grade to 32 percent by eleventh grade suggests a need for a more provocative environment.
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7 Apps for Student Creators | Edutopia - 111 views
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"Creation-based tasks promote higher-order thinking, encourage collaboration, and connect students to real-world learning. Whether you're teaching in a project-based learning classroom, engaging students with authentic assessments, or committed to pushing students to analyze and synthesize, providing opportunities for creation is a must."
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Helping students to become problem finders - The Learner's Way - 44 views
thelearnersway.net/...ents-to-become-problem-finders
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shared by Nigel Coutts on 29 Jan 17
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For students engaging in creative personalised learning projects such as a 'Genius Hour' or 'Personal Passion project it can often be difficult for them to uncover the right project. Students have become so reliant upon their teachers to pose them problems that when they are given the option to explore one of their own design they don't know where to start. This is indeed a significant challenge as we know that our students will enter a workforce and world of learning beyond school where they must be active problem finders. How then might we provide the support they require without removing the opportunity for truly personalised exploration.
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New Jersey Middle School Students Chart Academic Paths - NYTimes.com - 42 views
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Personalized learning plans and electronic portfolios are being implemented to help students take ownership of their own education. Could this student "self-advocacy" be an essential component of teachers' attempts to differentiate instruction? Absolutely! Consistently applied, personalized learning plans would seem to be a natural means of maintaining student engagement and motivation. Opportunity and choice seem to be keywords here - as one student said, "it just shows you the opportunities you can have if one doesn't work out."
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Student voice, choice, agency, partnerships and participation - The Learner's Way - 13 views
thelearnersway.net/...partnerships-and-participation
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shared by Nigel Coutts on 15 Dec 19
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This week I joined with teachers, students, researchers and policy writers at Melbourne University to discuss student voice. This conference was hosted by Social Education Victoria and made possible by the conference partners, The University of Melbourne, Education and Training Victoria, Foundation for Young Australians and Connect. Over three days, participants engaged in rigorous dialogue about the significance of student voice and what is required to ensure its benefits are maximised for all.
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Golden Rules for Engaging Students in Learning Activities | Edutopia - 38 views
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What's the Big Idea? | Teaching Philosophy through feature film clips - 74 views
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Whether or not you realize it, you probably have philosophical discussions with your students. But if you use the term "Philosophy", it would probably be met with blank stares. This website, developed by a college philosophy professor, provides an easy to understand, engaging introduction to philosophy for middle schoolers using FILM. I think it could also be used with high school students and used as a tool for how students could engage each other in a variety of discussions across the curriculum.
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Wake Up and Smell the New Epistemology - The Chronicle Review - The Chronicle of Higher... - 32 views
chronicle.com/...4568
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shared by Steve Ransom on 28 Sep 09
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Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
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I am asking instructors to see the two questions that the new epistemology emblazons across the front of every classroom — "So what?" and "Who cares?" — and then to adjust their teaching accordingly.
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Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
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except for the occasional late bloomer, we fail miserably at creating sustained intellectual fires among the vast majority of our practical, credential-driven students.
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better and more widely achievable educational goal should therefore be to inculcate a respect for learning and the pursuit of knowledge.
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CASEL | Success in School. Skills for Life. - 15 views
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What Is Social and Emotional Learning? DSC_0624.JPG Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful. Social and emotional skills are critical to being a good student, citizen and worker; and many risky behaviors (e.g., drug use, violence, bullying and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills. This is best done through effective classroom instruction; student engagement in positive activities in and out of the classroom; and broad parent and community involvement in program planning, implementation and evaluation.
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The Myths of Technology Series - "Technology equals engagement" - 73 views
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As educators, we have to be able to differentiate between “novelty” and “engagement”; they often look the same at the beginning, but one will quickly fade.
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Compliance – Do this because I told you. Engagement – Do this because you are excited. Empowerment – Do this because you have the power to do something meaningful for yourself.
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engagement” should not be the highest bar we set for our students. If we can develop meaningful learning opportunities that empower our students to make a difference, our impact will go beyond their time they spent in our classrooms. Technology alone will never provide this. We need great educators that think differently about the opportunities we now have in our world and will take advantage of what we have in front of us, and help to create these experiences for our students to do something powerful.
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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fallacious to assume that supervisors are necessarily scholarly writers
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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community of support for each othe
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Modeling | University Writing Center - 46 views
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When you come across an example of student writing that is particularly well-written, you can share it with other students. However, avoid using negative examples, as most students will hesitate to give permission if they know you plan to use student writing to exemplify poor writing–and not telling them of your intent would be unfair. Furthermore, students will learn as much from positive as from negative analysis. No piece of writing, your own included, is so perfect that constructive criticism cannot be aimed at it. It’s best to ask all students to sign a release form at the beginning of the semester granting permission to use their work for teaching purposes. Note that if you wish to quote their work in an article on teaching, you’ll need specific permission.
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It’s not enough simply to show models. Students need to work with models and discuss them to be able to transfer their abstract understanding of the model’s features into their own writing. While you can lecture on the qualities you endorse or admire, it is far more effective to engage students actively in evaluation and analysis through class discussion and peer response groups.
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If you do decide to use a student’s paper as a model, you should have him or her sign a Student Contract.
Peer Wise - 47 views
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"Where's the Writer" TETYC March 2014 - 43 views
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.