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Jeff Andersen

Tips on Writing Learning Outcomes - Staff Website - U of I Library - 19 views

www.library.illinois.edu/...learningoutcomes

writing learning outcomes tip

shared by Jeff Andersen on 23 Feb 20 - No Cached
  • Jeff Andersen on 23 Feb 20
     
    What is a learning outcome? Learning outcomes are statements of what students will learn in a class or in a class session. The statements are focused on student learning (What will students learn today?) rather than instructor teaching (What am I going to teach today?). These statements should include a verb phrase and an impact ("in order to") phrase - what students will do/be able to do and how they will apply that skill or knowledge.
Donal O' Mahony

Mission Statement & Online Activity… | eLearning Island - 52 views

donalomahony.edublogs.org/...sion-statement-online-activity

online activity elearning twitter literacy

shared by Donal O' Mahony on 09 Jan 12 - No Cached
  • Donal O' Mahony on 09 Jan 12
     
    Some thoughts on the interface between a schools mission statement and encouragment of online teaching and learning.
Cüneyt Birkök

International Journal of Human Sciences - 18 views

insanbilimleri.com/en

scientific journal international review

shared by Cüneyt Birkök on 19 Jan 11 - Cached
  • ©2002 Uluslararası İnsan Bilimleri Dergisi / International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles.
  • Cüneyt Birkök on 19 Jan 11
     
    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
  • Cüneyt Birkök on 19 Jan 11
     
    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
  • Cüneyt Birkök on 19 Jan 11
     
    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
aaxtell

CCSS "I Can" statements for K-8 - 64 views

www.thecurriculumcorner.com/...hing-ccss-i-can-for-k-6-grades

CCSS Common Core education standards standards-based teaching learning standards

shared by aaxtell on 21 Dec 15 - No Cached
  • aaxtell on 21 Dec 15
     
    Kids learn best when they know what they're supposed to be learning. Make learning outcomes explicit with kid-friendly "I Can" statements tied to each Common Core standard.
  • aaxtell on 21 Dec 15
     
    Kids learn best when they know what they're supposed to be learning. Make learning outcomes explicit with kid-friendly "I Can" statements tied to each Common Core standard.
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
Don Doehla

Languages as a Core Component of Education for All Students | American Council on The Teaching of Foreign Languages - 16 views

www.actfl.org/...mponent-education-all-students

languages core component education teaching actfl news

shared by Don Doehla on 04 Jun 13 - No Cached
  • Don Doehla on 04 Jun 13
     
    A key new position statement from ACTFL
H DeWaard

Thinking in a White Room: My If/Then Statement about Infographics - 77 views

thinkinginawhiteroom.blogspot.ca/...tement-about-infographics.html

thinking statement infographics questions self-direction

shared by H DeWaard on 26 Feb 16 - No Cached
  • H DeWaard on 26 Feb 16
     
    Two classroom inforgraphic posters to help students answer their own questions.
Megan N-B

Sugars, Added Sugars and Sweeteners - 8 views

www.heart.org/...eteners_UCM_303296_Article.jsp

nutrition sugar AHA

shared by Megan N-B on 21 Sep 16 - No Cached
  • Megan N-B on 21 Sep 16
     
    New position statements on sugar consumption!
  • Megan N-B on 21 Sep 16
     
    New position statements on sugar consumption!
C CC

Formative - 150 views

ukedchat.com/...formative

feedback assessment quiz test quizzes

shared by C CC on 19 Feb 15 - No Cached
  • Martin Burrett on 19 Feb 15
     
    A superb assessment resource which allows you to gain real-time feed back through tests, quizzes and even allowing students to annotate a document that you upload. Set up your quiz/test using true/false statements, longer text answers or students can draw the answer. You can setup a marking key meaning that the site will mark the answers for you and give instant data on who is correct. Your student can either have there own free account or they can access the material using a link. The site works across a wide range of devices.
  • C CC on 20 Feb 15
     
    A superb assessment resource which allows you to gain real-time feed back through tests, quizzes and even allowing students to annotate a document that you upload. Set up your quiz/test using true/false statements, longer text answers or students can draw the answer. You can setup a marking key meaning that the site will mark the answers for you and give instant data on who is correct. Your student can either have there own free account or they can access the material using a link. The site works across a wide range of devices.
D. S. Koelling

Defining and Avoiding Plagiarism: The WPA Statement on Best Practices | Council of Writing Program Administrators - 66 views

wpacouncil.org/9

plagiarism writing teaching

shared by D. S. Koelling on 08 Oct 10 - Cached
  • D. S. Koelling on 08 Oct 10
     
    The 2003 statement
Sirkku Nikamaa-Linder

CBI: Change is possible - but we must be clearer about what we ask schools to develop in students and for what purpose - 1 views

www.cbi.org.uk/...change-is-possible

CBI Education campaigns

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Question: What are the goals set out on the political level? What does Gove want to achieve?
  • lacks
  • guardrails
  • ...46 more annotations...
  • which makes transformational change
  • ifficult
  • In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
  • nowhere in the UK do they really drive the terms under which schools are assessed.
  • In England, the government has defined its approach as being based on curriculum rigour.
  • This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
  • best schools
  • areas of high disadvantage
  • define the outcome they need
  • in the face of the complex and inconsistent demands the system places on them.
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
  • One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
  • Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
  • It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
  • shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
  • Focus on raising the ambition and attainment for every child as far as their abilities permit
  • guide young people effectively on their choice of enabling subjects…
  • thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
  • Have a school accountability and assessment framework that supports these goals rather than defining them.
  • social literacy
  • a range of core subjects
  • ncluding critically maths, English, the sciences
  • effective use and understanding of computer science.
  • ‘enabling subjects’
  • humanities, languages, arts, technical and practically-based subjects
  • equip a young person to move on
  • o university, or to an apprenticeship or vocational qualification
  • a set of behaviours and attitudes,
  • An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
  • ‘employability skills’
  • Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
  • right context at school
  • A supportive culture, pastoral care and the right ethos are all needed to make the difference.
  • a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
  • enable all of our young citizens to reach the desired standards.
  • conflicting expectations placed on schools.
  • renewed system should be able to judge performance against the goals based on more complex metrics.
  • judgement
  • on overall culture and ethos, teaching and governance
  • group of data points, including testing but also outcomes data.
  • Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
  • beyond the merely academic, into the behaviours and attitudes schools should foster
  • basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
  • Ofsted
  • asked to steward the delivery of these outcomes
  • resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
Steve Ransom

NCTE Position Statement on Machine Scoring - 9 views

www.ncte.org/...machine_scoring

ncte writing computer scoring grading machine automated

shared by Steve Ransom on 21 Apr 13 - No Cached
  • Conclusions that computers can score as well as humans are the result of humans being trained to score like the computers (for example, being told not to make judgments on the accuracy of information). 
  • Computer scoring systems can be "gamed" because they are poor at working with human language, further weakening the validity of their assessments and separating students not on the basis of writing ability but on whether they know and can use machine-tricking strategies.
  • Steve Ransom on 21 Apr 13
     
    Important and well written
Brandie Hayes

What are questions? by Jason Fried of 37signals - 43 views

37signals.com/...3225-what-are-questions

shared by Brandie Hayes on 22 Apr 13 - No Cached
  • “Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
  • “Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
    • Eric Nentrup
      Eric Nentrup on 22 Apr 13
       
      I really like this acknowledgement of the role questions play in our cognitive process. They aren't just the knowledge equivalent of a meal ticket...they're our dinner date!
  • ...1 more annotation...
  • Questions are your mind’s receptors for answers. If you aren’t curious enough to want to know why, to want to ask questions, then you’re not making the room in your mind for answers. If you stop asking questions, your mind can’t grow.
  • Brandie Hayes on 24 Apr 13
     
    Interesting statement about the role of questionging in acquiring new infomation. Your mind has to ask the question in order for your brain to have a place to hold onto the information.....interesting perspective. 
  • deniseahlquist on 25 Apr 13
     
    I frequently say a similar thing when I talk about having students share their questions after a first reading. Their questions are such a great diagnostic of what they are ready to learn! Having students ask and answer their own questions not only gives them the info. they need now, but teaches them to be self-directed learners for a lifetime.
Jeremy Brueck

Common Core Standards in "I Can" Statements - 186 views

www.gaston.k12.nc.us/...lCurriculumandInstruction.aspx

CommonCore ccss literacy education pedagogy teaching

shared by Jeremy Brueck on 11 Apr 13 - No Cached
  • deniseahlquist on 12 Apr 13
     
    I couldn't find the student-friendly CCSS "I Can" statements. Can anyone help?
Martin Burrett

When fish come to school, kids get hooked on science - 14 views

ukedchat.com/...ool-kids-get-hooked-on-science

biology science fish study research

shared by Martin Burrett on 11 Nov 16 - No Cached
  • Martin Burrett on 11 Nov 16
     
    "A programme that brings live fish into classrooms to teach the fundamentals of biology not only helps students learn, but improves their attitudes about science, a new study finds. The study of nearly 20,000 K-12 students, who raised zebrafish from embryos over the course of a week, found that kids at all grade levels showed significant learning gains. They also responded more positively to statements such as "I know what it's like to be a scientist." The results, to be published by the journal PLOS Biology, suggest that an immersive experience with a living creature can be a particularly successful strategy to engage young people in science, technology, engineering and maths."
Kate Pok

Student-Led Discussion Manual - 8 views

spdbv.vital-it.ch/...StdLedDisc.html

shared by Kate Pok on 07 Feb 12 - Cached
  • 2) Formulate and write down four or five discussion questions based upon the assigned reading. 3) On the assumption that you will lead the day's discussion, write a brief (less than 5-minute) opening statement about the assignment. Your statement should set the stage for, and end by raising, one or more of your discussion questions.
  • Kate Pok on 07 Feb 12
     
    very useful
Thieme Hennis

About | The Open Master's Program - 21 views

www.openmasters.org/about

self-directed learning self-organization education p2p

shared by Thieme Hennis on 10 Sep 13 - No Cached
  • Thieme Hennis on 10 Sep 13
     
    "Learning- even "self-directed learning"- is an inherently social activity. The Open Master's is a global community of small groups for self-directed learners, offering each other the structure, accountability, relationships, and sense of forward direction that are often hard to find outside formal programs and institutions. These groups are using and building on an open source framework of shared practices to help us: Master the art of social, self-directed learning Be more intentional about our learning journeys Take bolder risks in our journeys of becoming Discover and share our unique gifts Ensure that our short-term learning goals feed into our longer-term vision for transformation for ourselves and the world We invite any existing community, organization, or even groups of friends or colleagues to use the Open Master's framework to make their own learning process more intentional.  You can do that simply by: Mapping out a personal plan or curriculum, including a clear statement of purpose and some intentions for your own learning journey, and sharing them on a personal website or blog Bringing the rhythm of semesters back into your life, including regular opportunities for evaluation and reflection Developing deeper relationships with study buddies, mentors, and advisers Starting an Open Master's group with a clear commitment to study together, support each other, and share your work Offering a presentation or organizing a study group on a topic that interests you Maintaining a portfolio of learning projects (including professional work) you've completed and reviewed with peers and mentors We also invite you to link up with the broader global community of Open Master's groups by joining regional or global events to spotlight members, mix with members across groups, and cross-pollinate ideas or strategies that are working in different contexts."
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