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Jim Tiffin Jr

Grading and Group Work: How do I assess individual learning when students work together... - 0 views

www.ascd.org/...Grading-and-Group-Work.aspx

grading ascd learning group students common core assessment group work

shared by Jim Tiffin Jr on 29 May 14 - No Cached
  • Jim Tiffin Jr on 29 May 14
     
    Assessment expert Susan M. Brookhart offers practical advice, strategies, and examples to help teachers understand the following
  • Jim Tiffin Jr on 29 May 14
     
    Potential book for class.
Michelle Ginett

Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic In... - 12 views

www.readingrockets.org/...12446

shared by Michelle Ginett on 01 Jun 12 - No Cached
  • And, whether or not the theory is correct, might it not also be true that all of the kindergartners would learn the most about holidays by listening to stories, looking at pictures, and handling costumes?
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      I thought that as teachers we were supposed to try and incorporate all different ways in our teaching anyway, to ensure that everyone is learning in a way that works for them.
    • Jeremy Willard
      Jeremy Willard on 04 Jun 12
       
      I agree with you Rita and also I would like to add that all of us our teaching different lessons which means some units could be more influenced by visuals verse audio
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I agree with you as well Rita. I thought that we were suppose to create individualized learning? I have always thought that teaching to the individual was a good thing.
  • This experiment indicates that subjects do store auditory information, but it only helps them remember the part of the memory that is auditory — the sound of the voice — and not the word itself, which is stored in terms of its meaning.
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      I always have trouble interpreting data like this. It always seems so subjective and I feel like a researcher cannot ever know what a person is thinking. But since the authors are experts, I will take their assessment of this data as truth.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      I agree! I think it's hard to tell by this data if people are more likely to remember information by seeing it rather than hearing it.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      I completely agree with you both, but I also think this supports a sentence in the previous paragraph. The subjects were asked to jugde wheither or not the word was on both lists, not necessarily who said it. I think this shows that because they were not asked to focus on that content the subjects did not remember. So I feel like the point they are making is following their previous statements and contradicting what they are trying to prove.
  • Teachers should focus on the content's best modality — not the student's.
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      This whole section makes a lot of sense.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      I agree! But I think it's so hard to give meaning for many concepts in Math and Science. For example, how do you give a student a personal connection to the quadratic formula?
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      Same here. How do you give students a personal connection to backside attack in chemical reactions? We can't even see it, let alone prove it. However, you can sketch it out and explain how it might work. Although that does not allow the student to create a personal connection . . .
  • ...14 more annotations...
  • You typically store memories in terms of meaning — not in terms of whether you saw, heard, or physically interacted with the information.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      It makes sense that students learn best if they have meaning for the learning...but I don't think students will have personal connections and meanings to all topics and concepts..therefore some sort of visual or kinesthetic demonstration or activity may be required.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I agree that students may learn best if they have a meaningful connection with the material. My question is for students who have have no previous experience with the material. As teachers shouldn't we provide students with opportunities to "play with" the material so that the student can establish a relationship or give meaning to the material?
  • But most of what we want children to learn is based on meaning, so their superior memory in a specific modality doesn't give them an advantage just because material is presented in their preferred modality. Whether information is presented auditorily or visually, the student must extract and store its meaning.
    • Meghan Hynes
      Meghan Hynes on 02 Jun 12
       
      I think it's hard as a teacher to give meaning to every concept for every student.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I think, as teachers, we are supposed to provide students with many opportunities and experience with the material so they can develop their own meanings. I don't think teachers give meaning to students, they help students develop their own meanings.
  • When subjects view a picture story, they do have a visual representation of what the pictures look like, in addition to the meaning-based representation. They usually don't remember the visual representation for long, however, largely because when they see the pictures, they are thinking about what they mean in order to understand the story. If, in contrast, they were asked to remember visual details of the pictures and to ignore the story they tell, they would have a better memory for the visual details and the meaning-based representation would be worse.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      I think this sentence contradicts the research they are trying to show in the highlighted portion below. The are telling us because subjects are focused on the meaning they will lose some of the visual description. However, they they say that people did not remember who said the words a man or woman and are using this to make a point about memory. But this was not the focus of the subjects?
  • It is possible that the specially prepared materials were more interesting or better organized than the "regular teaching" materials. This type of mistake calls the results into question because no one can tell if the results were caused by the change of modality or by the use of better materials.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      Isn't our goal as teachers to make our lessons as effective as possible? If we are trying to reach all children and all of their learning styles, shouldn't having more interesting materials be our goal, whether it targets different modalities or not? Maybe we should try and target these modalities and maybe lessons would be better
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      I agree. If nothing else, having a variety of more interesting teaching methods (targetting a variety of modalities) would be more effective simply because the students would be more interested. Also, having a variety of modalities targetted means there is a variety of depictions of the subject in one lesson.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I completely agree. In addition, having more modalities in one lesson allows for the students to connect to the material in many different ways using a variety of senses. You would think that this would help students understand the meaning of the material better.
  • We cannot be certain that modality theory is incorrect because it is always possible that we haven't looked for just the right sort of evidence.
    • Jessica DAgostino
      Jessica DAgostino on 03 Jun 12
       
      I deflinately agree with this statement, to factor out all other variables and just look at the effects of modality would be extremely hard in a real life classroom. Statistics can lie.
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      This quote shows the difference between what is intended in the research and what is actually necessary to this argument in education. It is not about whether the students can remember a picture better than a sound clip, but it is about whether they can extrapolate meaning better from one than the other. Presentation is important to gaining an accurate understanding of the meaning.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I completely agree. It is not important that the students remember how something sounded or exactly what it looked like, its important for students to know the meaning of something. Developing a meaning leads to greater understanding of the material.
  • Although it is technically true that the theory hasn't been (and will never be) disproved, we can say that the possible effects of matching instructional modality to a student's
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      Matching student's modality to some instructional modality specific to that student would be difficult and impractical. Would it be more effective to provide a variety of modalities to the students so it plays into multiple strengths and still builds upon their "weaknesses"?
  • Although
  • modality strength have been extensively studied and have yielded no positive evidence.
  • Modality
  • cognitive scientists have long known that we all notice and remember examples that
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      It makes sense that students would be better at one thing than another. For example, I cannot understand a math problem if someone reads it to me but if I look at it, I can understand it right away. There is also the need to understand using other modalities, despite my strengths.
  • confirm our beliefs and, without meaning to, ignore and forget evidence that does not.
  • The mind is capable of storing memories in a number of different formats, and laboratory research indicates that a single experience usually leads to more than one type of representation.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      Does this suggest that we should provide students with many different learning opportunities, not just the one that they "learn best" with? That way, students can evaluate the content using visual, auditory, kinesthetic or other techniques to help them create meaning associated with the material.
  • By combining many studies into a single statistical analysis, the researchers have greater power to detect a small effect, if one exists.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      Personally, I am always skeptical of an article that uses meta-analysis. Often, the research used to combine the statistics have quite a few methodical errors and some are not peer-reviewed. Pulling data together from all different types of methods and studies cancels out the control group because no study is completely identical.
  • Jim Tiffin Jr on 01 Jun 12
     
    How does the mind work - and how does it learn? Teachers' instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such gut knowledge often serves us well, but is there anything sturdier to rely on?
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