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Ruth Howard

I'm sure I'm doing it wrong | Ideas and Thoughts from an EdTech - 8 views

  • According to many definitions of good teaching, I don’t qualify: I don’t clearly state objectives If I do state them, they are as fuzzy as all get out I have a hard time measuring student progress My course syllabus changes almost daily I never use tests I constantly stray off topic
  • I do constantly question whether or not I need to be more structured.  Do I need to be able to define my outcomes more succinctly than this? Students will learn that: Learning is social and connected Learning is personal and self-directed Learning is shared and transparent Learning is rich in content and diversity
  • I do provide rubrics, build criteria together, emphasis and utilize descriptive feedback.  Providing supports and the odd insight best describes my role.  I’m of total confidence they are learning. Just read their blogs.
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  •   I’ve read, listen and thought  more about assessment than most and yet it still baffles me. Mostly because the kind of assessment that makes most sense (immediate and descriptive feedback) isn’t really valued in schools.
Vicki Davis

Multiple Intelligences - Implications - 13 views

  • Have the person analyze how different people speak - what inflections they use, how they vary the pitch of their voice, e
  • role play
  • Have the person develop a mind-map
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  • a detailed outline on a subject they are studying
  • a logical argument for some process or idea
  • outlining
  • graphic organizers
  • make a speech on a (to them) relevant topic
  • Have the person keep a log or journal about his/her daily experiences.
  •  
    Excellent information on multiple intelligences. I was highlighting this to work on using all intelligences to teach debate.
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