Interesting. I agree. I wish that we didn't have to grade student writing and could just give written or oral feedback. I love the "facade of coherence" comment.
Done right, she said, eliminating grades promotes rigor.
the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
Absolutely. My own institution, Dickinson College, sends ~70% of its students abroad for at least a semester, and most often a year. I have experience in education in different national contexts, and grading conventions simply do not translate.
ending grades can mean much more work for both students and faculty members.
Aye, there's the rub. Those of us who are serious about learning - students and faculty - have to recognize that better learning is more work. On the other hand, it's more fun, too.
When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
Lure of the Labyrinth is a digital game for middle-school pre-algebra students. It includes a wealth of intriguing math-based puzzles wrapped into an exciting narrative game in which students work to find their lost pet - and save the world from monsters! Linked to both national and state mathematics standards, the game gives students a chance to actually think like mathematicians.
The framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning plans, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.
found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
I think that learning is all about retrieving, all about reconstructing our knowledge,
When they are later asked what they have learned, she went on, they can more easily “retrieve it and organize the knowledge that they have in a way that makes sense to them.”
In the narrative recall version of the test the subjects were made to reread the article numerous times. In the concept mapping version they were directed to read the article once. The different outcomes could just be related to the power of re-reading something. Also, narrative recall isn't what most tests look like. That label is clearly a misnomer.
five major factors that account for most of the variance in texts across grade
levels and text categories: word concreteness, syntactic simplicity, referential
cohesion, causal cohesion, and narrativity
Computer analyses of text characteristics are often used by reading teachers, researchers, and policy makers when selecting texts for students. The authors of this article identify components of language, discourse, and cognition that underlie traditional automated metrics of text difficulty and their new Coh-Metrix system. Coh-Metrix analyzes texts on multiple measures of language and discourse that are aligned with multilevel theoretical frameworks of comprehension. The authors discuss five major factors that account for most of the variance in texts across grade levels and text categories: word concreteness, syntactic simplicity, referential cohesion, causal cohesion, and narrativity. They consider the importance of both quantitative and qualitative characteristics of texts for assigning the right text to the right student at the right time.
Build, Play and Share Games Anytime Anywhere\nBest for mobile web or unlimited text plans. CHECK game location to prevent international charges...Beware of adult restricted content. Very new site so not much there. The fun is creating clever games with a good narrative.
"Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
A 3D role-playing game designer that encourages learners to create stories narratives by playing the game. Designing games is fun and it is easy to share with your class mates.
http://ictmagic.wikispaces.com/English
The site is organised into 24 different 'sheds", each providing a selection of quality visual texts (mainly 3D animations) accompanied by very useful teaching notes (Note to Grammar Gurus/Spelling "Nazis" - ignore the occasional typo in the notes) outlining how you can use the clips in exploring themes, characterisation, narrative, plot, mood, use of audio, body language, inferences,deductions, predictions - the notes cover just about everything. It's equally useful for reading comprehension and writing development. The use of the resources also go beyond just Literacy. Many of the resources are also useful for Humanities subjects as well and Smith points these links out in detail. What I especially enjoy is the number of foreign animations that expose students particularly in USA and Australia, my home, to different cultural and creative perspectives beyond Hollywood story telling.
"In a world where political divisions seem more entrenched than ever, and a school system which has yet to crack the problem of bullying, an opportunity to engage young people with different voices, narratives and ideas seems urgently necessary. I would suggest that the strategy of "writing in-role" holds the potential to do just this. "
"From the outset, I want to be clear - Leonardo da Vinci, not Leonardo DiCaprio. But don't despair, there is a still a lot Mr da Vinci has to offer in our modern world, with many of seven key concepts that drove his inventive thinking still helping to influence our creative thinking.
Ray Speakman and Ian Warwick, in their book, look closely at the seven key concepts that influenced da Vinci's life, and how they can make our own learning more original and thoughtful. The seven key concepts are no big secret, but the authors frame them into a modern narrative that makes understanding ourselves, nature and reality possible. Throughout, much is made of Leonardo's notebooks - the sanctuary where he noted his observations, thoughts and discoveries - where he was constantly pushing his understanding to the edges of what was possible during the period he lived. A lot can be learned from such an approach, as jotting down our thoughts, discoveries and inspirations can help us organise our minds - and could be beneficial for many young learners."
The evidence is mounting and the narrative around education is shifting towards a story centred on long-life skills, creativity, collaboration, critical thinking and communication. Success in the future seems to be connected closely to one's capacity to innovate, to problem find and to make strategic decisions when confronted by unique situations for which we have not been specifically prepared.
"In his new book, Professor Keith Taber reassures practicing and training science teachers, as he explores a range of issues faced by secondary school educators and discusses strategies for teaching the nature of scientific knowledge, making practical work effective and challenging young scientists.
Throughout the academic prose, Professor Taber reflects on the nature of scientific knowledge in science education encouraging creating narratives, challenging misconceptions, and exploring principles of constructive teaching. The book continues with exploring specific challenges, such as teaching electrical circuits to lower secondary school students, along with a chapter dedicated to supporting gifted students who excel at the subjects."
This paper focuses on storytelling as a research tool for social sciences, especially for cultural anthropology. After a short review of the main methodological tools traditionally used in ethnography, with particular regard to observation and interview, we focus on collecting and crafting stories (ethnotelling) as suitable tools for conveying the relational nature of fieldwork. Drawing on the works of Orr, Chipchase, Marradi and Adwan/Bar-on, we show how stories â collected, mediated or made up â are valuable tools for representing experiences and identities. As a result, we suggest a different approach to user-experience design, based on the creation of "thick" environments enabling a whole range of possibilities, where users can imagine or live their own user-generated experiences.