SMILE - Social Media in Learning & Education - A short update on my involvement in this project from European Schoolnet supported by a Digital Citizenship Research Grant from Facebook.
The Higher Learning Commission (HLC) is an independent corporation and one of two commission members of the North Central Association of Colleges and Schools (NCA), which is one of six regional institutional accreditors in the United States. The Higher Learning Commission accredits degree-granting post-secondary educational institutions in the North Central region.
Sometimes it is worth stating the obvious, giving time and thought to what we easily take for granted. In doing so we name the things we value most and give them the value they deserve. The value of teams is one such ideal, we know that teams have value, we probably even know what it feels like to be a part of a great team but too often we take this feeling as understood and don't stop to consider what makes it worth chasing.
The general population is an eclectic mix of individuals. No two people are the same, and the challenges of one person will ultimately be outweighed by the challenges of another person. For those who fall outside the 'norms' of society, the challenges of everyday life are even more profound, unable to access the daily privileges that most people take for granted...
After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure.
Teaching is by nature a high energy profession that demands a lot and while their is much to celebrate there is arena danger of burnout. Taking some time to relax and de-stress is important as is noticing the signs that you are reaching your limit. For all teachers understanding that a break and a change of schedule benefits not just you but your students too can be the catalyst for granting yourself permission for a genuine break.
One of my foundational rules of classroom engagement is simply this: never be the first one to open your mouth and start talking about any topic. Twenty years in the classroom taught me that one. Never assume. Never take prior knowledge for granted. Listen first, then act. Never presume to know what the students in front of you are capable of. They'll show you if you are bold enough to listen.
Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told
me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my
work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many
people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such
advice.
Decades of education research support the idea that by teaching less and providing more feedback, we can
produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful
tool—part
of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
I recommend that all teachers videotape their own classes at least once
a month. It was a transformative experience for me when I did it as a beginning teacher.
research shows that less teaching plus more
feedback is the key to achieving greater learning.
Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and
trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more
consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
Score student work in the fall and winter against spring standards, use more pre-and post-assessments to
measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
Effective supervisors and coaches
work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What
would you like me to look for and perhaps count?"
. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
how we are doing in our efforts to reach a goal.
get another opportunity to receive and learn from the feedback.
computer games
quickly adapt
ack, do you have some ideas about how to improve?" This approach will
build greater autono
ck, do you have some ideas about how to improve?" This approach will
build greater autono
Wiggins
Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning?
Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
Samsung in known throughout educational institutions across the county as having the highest quality images due to its precision optics combined with digital technology.
Any organization is eligible to apply... schools, non-profits, governmental agencies and others. The only criterion is that we can only provide funds to an organization not to an individual. If you are self-employed, you need to find a sponsoring organization.