Equally the appropriateness of using different tools is a key part of navigating the learning landscape, indeed one of the most difficult aspects is helping young learners make better decisions regarding the tools they use.
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@NFERClassroom launches free 'Assessment Hub' resource for teachers - 10 views
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"The NFER Assessment Hub, which has been designed to help school practitioners build their confidence with classroom assessment, offers a host of free support written by NFER's team of assessment researchers with teaching backgrounds. This support includes a collection of short-read articles which introduce various aspects of classroom assessment, as well as an exclusive new practitioner guide series titled 'Brushing up on assessment', due to be released weekly throughout October and November. From guidance on understanding assessment policies to tips on making the most of assessment data, the guides will offer valuable insight and advice to support practitioners in delivering an assessment approach that is right for their pupils and their school."
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Designing for Web Accessibility - Tips for Getting Started | Web Accessibility Initiati... - 1 views
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This page introduces some basic considerations to help you get started making your user interface design and visual design more accessible to people with disabilities. These tips are good practice to help you meet Web Content Accessibility Guidelines (WCAG) requirements. Follow the links to the related WCAG requirements, detailed background in the "Understanding" document, guidance from Tutorials, user stories, and more.
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Seizing SEND - 6 views
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"SEND: Supporting and enhancing the learning of children with a special educational need, or living with a disability, can be one of the most rewarding aspects of teaching. Yet, with rules, guidance and legislation also impacting on provisions that need to be met, ensuring that all students receive a good educational experience can be challenging to schools, teachers and leaders."
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Are Online Behaviours Affecting Reading Skills? | edte.ch - 95 views
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Equally the appropriateness of using different tools is a key part of navigating the learning landscape, indeed one of the most difficult aspects is helping young learners make better decisions regarding the tools they use.
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the decision to Google a word comes ahead of trying to establsish meaning from reading skills, such as reading into the context and exploring the sentence further.
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the decision to Google a word comes ahead of trying to establsish meaning from reading skills, such as reading into the context and exploring the sentence further.
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Thinking throughout the Inquiry Cycle - The Learner's Way - 9 views
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If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.
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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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Blogging With Students | Edublogs Teacher Challenges - 79 views
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shared by Brianna Crowley on 31 Jan 13
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Education Week: Interpretations Differ on Common Core's Nonfiction Rule - 0 views
www.edweek.org/...19nonfiction_ep.h32.html
Common_Core literature standards english_classroom curriculum
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Ideally, she said, teachers are working in cross-disciplinary teams to decide how to balance those shared responsibilities in a solid curriculum.
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And Ms. Highfill has not found the guidance on shared, cross-curricular responsibility to be translating into classroom reality. In her district, she said, "there still seems to be more of a focus on English teachers' using nonfiction in classrooms than the other content areas stepping up to the plate."
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such titles are meant for classes other than English, and seeing them as texts that displace works like The Catcher in the Rye takes titles out of context and ignores the messages of the standards document as a whole.
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teachers and local administrators are the ones who must decide how to share responsibility for the increased emphasis on nonfiction. "If a lot of good, close reading of high-quality, challenging texts is going on in science and history classes," she said, "then English/language arts teachers need to carry less of that responsibility."
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It is English/language arts teachers who will be held accountable for the results, which will drive what happens in their classrooms week to week, he said.
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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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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.
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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
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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.
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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.
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Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
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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.
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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.
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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?"
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. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
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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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Education Week Teacher: Five Practices for Building Positive Relationships With Students - 6 views
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In a single moment, all 26 kids in that class learned three important things: 1) No matter how foolish your answer is, you will not be ridiculed in this class; 2) All of my students are equally important to me; and 3) While I want to have a close relationship with you, it will never be at the expense of another student.
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If I notice that the dynamics are off in a particular class, I will schedule an activity that does not require much guidance from me just so that I can use the time to reconnect.
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shared by Roland Gesthuizen on 21 Nov 11
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There Are No Technology Shortcuts to Good Education « Educational Technology ... - 73 views
edutechdebate.org/...gy-shortcuts-to-good-education
technology education edutech hardware funding schools edutechdebate
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“At its best, the fascination with ICT as a solution distracts from the real issues. At its worst, ICT is suggested as substitute to solving the real problems, for example, ‘why bother about teachers, when ICT can be the teacher’. This perspective is lethal.”
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some uses of computers in education can be justified, although with the ever-applicable caution that while technology can augment good schools, it hurts poor schools.
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Though children are naturally curious, they nevertheless require ongoing guidance and encouragement to persevere in the ascent. Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day
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There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
HMH Guidance for Customers about Web Browsers - 21 views
8 Secrets to writing faster blog posts - infographic - 98 views
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