Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views
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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.
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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).
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Feedback Essentials
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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.
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Effective Feedback - Grant Wiggins
Home - 4 views
Education Quality - Success for Every Student - 5 views
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This work was developed over a two-year period by the Vermont Superintendents Association to define a quality education - see the attachment at the bottom of the page. The work is a synthesis of Vermont progressive education thinking mapped to a contemporary design blueprint. It is intended to inform educational leaders and other interested parties in how to move forward in the post NCLBA era.
Budd:e Cybersecurity Education - 100 views
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A superb e-safety resource with separate sections for primary and secondary students to work through. Choose to sign in to save progress or use without signing in. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Top 10 Technology Blogs for Education - 5 views
Technology Tailgate: Scootpad: Great Common Core Practice Site - 98 views
Teens Get Math/Science Help at Alleyoop - 94 views
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An excellent adaptive learning site that provides online tutoring, interactive tools, and challenges in a fun and engaging way. Students need to use "yoops" (a virtual currency) to progress through activities. This does eventually require students to pay their way through the course as free yoops become increasingly difficult to acquire.. which is the largest drawback.
Kari Thierer, New Organizational Director for SRI « School Reform Initiative - 0 views
Educational Technology and Mobile Learning: The 13 MUST Know Professional Development W... - 51 views
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Professional Development is a life-long learning process that involves different activities including individual progress, continuing education, inservice education, peer collaboration, study groups, and peer coaching or mentoring. The importance of professional development lays in the fact that it is closely related to the overall quality of education and students achievements. Teachers who stop learning and suffice themselves with the curriculum content soon turn into hard working students only a step above their actual students.
What difference could one hour of learning make? « Quantum Progress - 67 views
Language Perfect - World Championships! - 60 views
BUILDING THE FOUNDATION - A Suggested Progression of Sub-skills to Achieve the Reading ... - 83 views
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This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K-5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.
In Brooklyn, Hard-Working Teachers, Sabotaged When Student Test Scores Slip - NYTimes.com - 2 views
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If city officials were trying to demoralize and humiliate the workforce, they’ve done a terrific job. News organizations get an assist for publishing the scores,
Bill Gates and the Cult of Measurement | Diane Ravitch's blog - 44 views
Overview | Pew Internet & American Life Project - 29 views
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Interesting discussion of survey results regarding the impact of digital tools on writing. The question for me is: what is making the greater impact the digital tool or our progress in adapting our writing curriculum to match the current state of how language is presented to and consumed by our students?
It's time to stop hating Google Glass - 26 views
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"In the nearly two years since Google began testing its augmented-reality eyewear, public reaction has progressed from "that's amazing" to "those look stupid" to "if you wear them, you deserve to be physically assaulted." Google always said people would need some time to adjust to the concept of smart glasses, but this probably isn't the evolution the company had in mind. "
Taking Yourself Seriously: Processes of Research and Engagement - 9 views
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Taking Yourself Seriously: Processes of Research and Engagement is the working title of a book by Peter Taylor and Jeremy Szteiter that assembles the tools and processes from research and writing courses taught in the Graduate Program in Critical and Creative Thinking. The most up to date version of the book can be viewed at http://cct.wikispaces.umb.edu/TYS (and associated links, including a link to a full pdf of the book). "For your research and writing to progress well, your questions and ideas need to be in alignment with your aspirations, your ability to take or influence action, and your relationships with other people. Shorten these items to head, heart, hands, and human connections. Your efforts to bring these 4H's into alignment is what we mean when we invite you to take yourself seriously." Some comments from former students looking back on the influence of the research courses out of which this book has arisen: Jane, a healthcare professional and story-teller: I learned is to 'hold my ideas loosely', which means accepting my own idea as a valid one but always leaving the space open to take in the counterarguments. I learned to give myself permission to be circular and come back to previous steps or thoughts, and I actually became more comfortable doing so. I was able to get engaged in a project that I was able to actually use in work, which was extremely satisfying. The whole process encouraged me, and I felt very empowered as a change agent, which could be an exhilarating feeling.
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