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Josh Flores

Using Groups Effectively: 10 Principles « The Window - 172 views

blog.clerestorylearning.com/oups-effectively-10-principles

shared by Josh Flores on 28 May 11 - No Cached
  • Having students work in groups reaps a bounty of benefits, including boosting students’ social skills and upping the number of “happy campers” in the classroom.
  • As with every aspect of teaching, using groups effectively requires mindful planning and attention to more than who works with whom.
  • Putting people into groups isn’t a magical dust that makes everyone more creative. It has to be the right kind of group, and the group has to match the task
  • ...6 more annotations...
    • Josh Flores
      Josh Flores on 02 Jun 11
       
      Really? This is something I'm guilty of. 
  • Do not appoint a group “leader.”
    • Josh Flores
      Josh Flores on 02 Jun 11
       
      Also guilty
  • small
  • Think threefold
    • Josh Flores
      Josh Flores on 02 Jun 11
       
      This is why I like starting with a free write
  • Roland Gesthuizen on 28 May 11
     
    "I recently attended a conference session featuring Keith .. an expert on the effectiveness of group efforts. His presentation focused on what has been and potentially can be accomplished through collaboration, but he hinted that just getting people into groups is not the answer. .. Though his focus is on creativity, I think Sawyer's insights apply to our use of groups to foster learning. Here are ten principles I've picked up:"
Casey Finnerty

The Poor Quality of an Undergraduate Education - NYTimes.com - 40 views

www.nytimes.com/...15arum.html

education

shared by Casey Finnerty on 15 May 11 - Cached
  • large numbers of the students were making their way through college with minimal exposure to rigorous coursework, only a modest investment of effort and little or no meaningful improvement in skills like writing and reasoning.
  • Simply put: academic investments are a lower priority.
  • When 18-year-olds are emboldened to see themselves in this manner, many look for ways to attain an educational credential effortlessly and comfortably. And they are catered to accordingly. The customer is always right.
  • ...2 more annotations...
  • Too many institutions, for instance, rely primarily on student course evaluations to assess teaching. This creates perverse incentives for professors to demand little and give out good grades
  • Most of all, we hope that during this commencement season, our faculty colleagues will pause to consider the state of undergraduate learning and our collective responsibility to increase academic rigor on our campuses.
Mr Gamble

About WritingFix: Our Bibliography of Mentor Texts - 0 views

writingfix.com/books.htm

6traits Writing Teaching and Learning Literacy

shared by Mr Gamble on 23 Jun 11 - Cached
    • Mr Gamble
      Mr Gamble on 23 Jun 11
       
      Scroll down for the complete list of books and lesson ideas. The book links are to amazon, the "lesson" links are what you're looking for if you've got the book.
  • This page at WritingFix--we believe--is much more thorough than just about every book in print we've found. We've spent almost ten years creating the list of books below.
Marti Pike

No Grading, More Learning - 29 views

www.insidehighered.com/...grading

shared by Marti Pike on 31 Jul 17 - No Cached
  • Each week, two students led a discussion in class on the week's readings and ideas -- and those students determined whether or not their fellow students had met the standards.
    • Marti Pike
      Marti Pike on 31 Jul 17
       
      What is the antecedent of those?
  • she believes students did more work under this system
  • writing (she read every word, even while not assigning grades) was better than the norm.
  • ...9 more annotations...
  • less jargon
  • thesaurus-itis
  • While the students are ending up with As, many of them are doing so only because they redid assignments that were judged not sufficient to the task on the first try
  • didn't complain,
  • They reworked their essays,
  • "peer pressure
  • changed the dynamic from "a single teaching-student interaction to multiple teacher-student/student-student interactions
  • equal plane."
  • I wanted to give the feedback." But reducing the feedback to a letter grade? "It's intellectually stultifying.
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