Group items tagged

*...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.

http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.

7.15.09 *We work best/learn best when it matters to us. 15 *Tools do't teach but they can change the way we teach. 22 *The schools we need [are] understanding driven. 40

7.15.09 *We work best/learn best when it matters to us. 15 *Tools don't teach, but they can change the way we teach. 22 *The schools we need [are] understanding driven. 40

What we've decided is that we will no longer use the web filter as a classroom management tool.

The tools are there, what we need now is more design education, more understanding about how to present information, and how to tell compelling, relevant stories that matter.

Not sure the purpose of this tool, but I like the images it pulls from flickr. Great way to grab cool pics and they are somehow tied to your tweets (not sure I get that part, but I like the idea). 

Google Moderator Demonstration: Nine Beliefs about Learning Drawn from Stephanie Pace Marshall's The Power to Transform