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laurenkmetz

Examples of Activities that Promote Higher Order Thinking | The Center for Teaching and... - 3 views

teaching.uncc.edu/...promote-higher-thinking

teaching higher order thinking examples Learning Education Assessment instruction resources

shared by laurenkmetz on 17 Jun 14 - No Cached
  • laurenkmetz on 17 Jun 14
     
    Give examples in various subjects
  • Rob Phelan on 18 Jun 14
     
    Its a good start for developing some of your own activities. Seeing how different levels of thinking can be aimed for in these examples will definitely help me later to write my own!
  • alexchambers33 on 20 Jun 14
     
    This is a great resource and can you get you jump started on ideas that be used in a classroom right away.
Jessica DAgostino

"Pineapples Don't Have Sleeves": On Assessing Absurdity | Ploughshares - 10 views

blog.pshares.org/...sleeves-on-assessing-absurdity

shared by Jessica DAgostino on 24 May 12 - No Cached
  • 1) the story is absurd, and therefore nonsensical, and so it has no business being on a test, and 2) standardized testing itself is useless because it presumes the existence of an “objective reading,” and “The Hare and the Pineapple” is simply an obvious and exaggerated example of how all stories are open to multiple interpretations
    • Rita Gupta
      Rita Gupta on 26 May 12
       
      I tend to agree with both of these camps, and I am wondering what the people who wrote the test were thinking.
    • Meghan Hynes
      Meghan Hynes on 30 May 12
       
      I believe that if a story is open to multiple interpretations it should not be tested based on multiple choice questions with correct answers. Just because a student interprets a story differently than another student does not make that student wrong. I believe questions for these types of stories should be short answer or essay, where students are able to defend their answers with facts and quotes from the text. This way, even if students have differing opinions...they both may be right.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      It looks like Meghan beat me to my response. I agree completely. If a story is open to multiple interpretations, it has no business being in a Multuple Choice exam. If anything, this story may have served as a starter for a response paper. Otherwise, it is pointless to attach such a controversial piece to a mutliple choice exam.
  • Any number of fairy tales and fables have equally implausible premises,
    • Rita Gupta
      Rita Gupta on 26 May 12
       
      I think the difference with these examples is that most people are familiar with some sort of fairy tale type story, but nobody is familiar with a pinapple story. We already know how to interpret a fairy tale, but when faced with something like a talking pineapple, we don't really know what to think.
    • Jessica DAgostino
      Jessica DAgostino on 29 May 12
       
      I completely agree with you! I also think as the students listened to or began reading this story the story was so abstract and did not follow the fairy tale that it was based off of that the students may have been confused. The moral of this story is the exact opposite of the tortus and the hare, but the story follows the same plot. This is just confusing!
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      Not to mention, the questions asked on the exam did not match what occurred in the story. By the time students finished reading the story, I'm sure the last thing on their mind was "why the animals ate the pinapple." Again, I'm not sure how they came up with these questions. The questions are more abstract and out of place than the story.
    • Jessica DAgostino
      Jessica DAgostino on 31 May 12
       
      I completely agree with you Michelle, why would the students be thinking about the pineapple being eaten. The story is based on the tortus and the hare, but no one gets eaten in that story, so where is the relivance?
  • A reader properly trained to evaluate a story by its own internal logic—even an eighth grader—would be able to puzzle this out.
    • Rita Gupta
      Rita Gupta on 26 May 12
       
      But since this is on a test, I wonder if the students were thinking that there were trick questions. If I was faced with this on a standardized test, I would think that a trick question might be a possibility.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      Same here. I would have definitely fallen for the "second-guessing" mistake like the forest creatures in the story.
  • ...9 more annotations...
  • I agree with this reaction, for the most part. But I’m also a pragmatist
    • Rita Gupta
      Rita Gupta on 26 May 12
       
      Interesting that he has two views on standardized testing, both of which are complete opposites.
  • we do not have to buy into the idea that anything not-right is “wrong”
    • Rita Gupta
      Rita Gupta on 26 May 12
       
      Could you do this with math???
    • Jessica DAgostino
      Jessica DAgostino on 29 May 12
       
      I think so, especially when you consider doing a math problem in multiple ways. The student may not do the exact method the teacher wants for the problem and may or may not get the right answer. However if they can show their logic and process, they at least deserve partial to full credit depending on the correct or incorrect answer.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      This highlighted sentence is what I was thinking while reading this article. This story cannot be subject to answers that are right or wrong. I think if the test allowed for students to answer and then explain, there would not have been so many complaints on the test. If a student who chose the crow instead of the owl for the wisest animal and could propose a descent expanation, then I think its worthy of being a "correct" answer
  • Any story with clear-cut answers regarding its “themes” or its characters’ motivations is one that probably isn’t worth reading in the first place,
    • Rita Gupta
      Rita Gupta on 26 May 12
       
      I don't know if I agree with this statement. A story that is worth reading is up to the reader. Having something clear and spelled out might be what some people enjoy.
  • “the test-makers had turned a nonsensical story into a nonsensical question for what he believed was a nonsensical test.”
    • Jessica DAgostino
      Jessica DAgostino on 29 May 12
       
      I think this is a great quote defining the mistakes made by the test makers. The story was not meant to make sense. It was meant to have many different opinions and different explinaitions from each reader. How could the test makers create questions that have single answers when the reader can form so many different opinions about the story. Does this show an example of how rediculuous standardized testing has become? How can they expect students to read this nonsensical story without biases and come up with the same answers?
    • Meghan Hynes
      Meghan Hynes on 30 May 12
       
      I completely agree! It's sad that even the author states that his stories are not meant to make sense, and yet this story was still put on a standardized test and students were graded on it.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      I find it strange that the test makers did not do their "research" on the story before putting it in a state test. Did they not know what the story maker was doing? Did they just make up answers to their multiple choice questions? This makes me believe that the test makers do not take their jobs seriously and therefore, teachers and students must suffer. This may sound a bit dramatic, but I would assume that the person making these tests would have a bit more common sense.
    • Jessica DAgostino
      Jessica DAgostino on 31 May 12
       
      Michelle, I really like what your saying. The test makers should have done their research before putting such an odd story on the test! I feel like if they are going to make the test they should put more time into ensuring the test and its questions are reliable and valid. (It is their job!)
  • And then the owl was able not only to predict the winner, but also to explain why the hare would win, succinctly: “pineapples don’t have sleeves.” The owl is the most wise; “the owl” is the most-right answer.
    • Jessica DAgostino
      Jessica DAgostino on 29 May 12
       
      I think this is a good explination for the answer to this question. It make sense that the students could have deduced this answer from the story and not from their own personal experiences with owls. This test is meant to judge how well students can pull information from a text and not how well they can relate their previous experiences. Even though I do not agree with using this story on the test, this statement gives a good explination of how students may have determined this answer.
  • you don’t have to be right all the time to be smart, you just shouldn’t be totally wrong all the time, and your line of reasoning should follow one form of logic or another.
    • Jessica DAgostino
      Jessica DAgostino on 29 May 12
       
      This statement makes a good argument on why the state tests are not a good form of assessment when it comes to questions of oppinion. Every student is different and has different experiences, which they bring to the table. With a nonsesical story each student is going to interpret it differently. However, with mulitple choice they can not express their reasoning and logic. Some of these students may not be correct in choosing the right choice, but their logic might make sense to the point where they deserve credit.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      I like what you said, Jessica, and I agree with it completely.
  • Are the two contested questions above really so opaque, or were the students simply thrown off by a story with which they were not already familiar, and which followed a logic of its own devising
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      I think Rita said this earlier but I believe that these are important questions to consider. Maybe the students were just unfamiliar with the story they were presented. As mentioned in the article, other fairy tales contain abstract ideas, but are not questioned due to their familiarity. The author makes an interesting arguement suggesting that students were simply not familiar with the story.
  • A) hungry B) excited C) annoyed D) amused
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      My question is . . .why these answers? Why is annoyed even a chosen answer? why not angry or bored or even to show loyalty to the hare? I understand how a student may use deductive reasoning to get close to the right answer, but who's to say one of these is "right?"
  • Actually, if the implicit moral is “sometimes things are exactly what they seem.,” then “hungry” seems the best answer. Who would win in a race between a pineapple and a hare? A hare, obviously. Why do animals eat things? They are hungry, obviously.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      So, I know this isn't part of the article, but I really like what this person said and I actually agree with it. In fact, I was thinking the same idea when the author stated that annoyed was the better answer.
    • Michelle Ginett
      Michelle Ginett on 30 May 12
       
      I think that part of the problem with the questions was that there was no consistency or logic. Which essentially made all the answers wrong and all the answers potentially correct.
  • Jim Tiffin Jr on 24 May 12
     
    A blog post in regards the literary question on the NYS exam. Author points out both the weaknesses and the strengths of using these types of questions on a standardized test.
  • Jim Tiffin Jr on 24 May 12
     
    This post contains links to the original exam question, as well as other useful information.
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?
jswan2k

http://d11differentiatedinstruction2012.wikispaces.com/file/view/differentiated_instruc... - 1 views

d11differentiatedinstruction2012.wikispaces.com/...differentiated_instruction.pdf

differentiated differentiated instruction Assessment Learning Education

shared by jswan2k on 18 Jun 14 - No Cached
  • jswan2k on 18 Jun 14
     
    Here is another resource I used for DI in a past class. I like the examples it shared. It got me thinking about what else I could do.
  • Jessica Newby on 18 Jun 14
     
    I really liked the answer to Question 8 - How can I provide choice in activities and assignments? It's a quick, simple list of choices students can pick from depending on how they learn best. This really helps target the multiple means of presentation principle of UDL
angelaandrese

Educational Leadership:What Students Need to Learn:Knowing Your Learning Target - 1 views

www.ascd.org/...wing-Your-Learning-Target.aspx

learning targets Education

shared by angelaandrese on 16 Jun 14 - No Cached
  • angelaandrese on 16 Jun 14
     
    This is a great follow up article to our chapter six reading. It discusses the use and importance of having learning targets in a classroom. It gives more examples and steps in order to find perfect fitting learning targets.
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.
Jim Tiffin Jr

New York State Common Core Aligned Sample Questions - 8 views

www.p12.nysed.gov/...common-core-sample-questions

new york GMST513 common core Math ELA assessment samples NYSED

shared by Jim Tiffin Jr on 14 Jun 12 - No Cached
  • The sample questions emphasize the instructional shifts demanded by the Common Core.
  • The sample questions are teaching tools for educators
  • They are designed to help illuminate the way the Common Core should drive instruction and how students will be assessed starting in the 2012-13 school year.
  • ...3 more annotations...
  • They were developed primarily for the purposes of communications and training. They are not test samplers, and are not meant to mirror full-length assessments. Additional information about the composition of the full-length assessments will be provided by NYSED during the summer.
  • some sample questions do not look exactly the same as what will be on future state assessments. For example, sample questions may offer clues or interact with one another, and some sample multiple-choice questions will ask the students to find the exception in the set of answer choices, although neither of these formats will be used in future state assessments.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 14 Jun 12
       
      What do you think of this idea? Specifically the decision to leave the "Which one does NOT belong?" questions off of the selected-response sections?
  • While educators from around the state have helped craft these sample questions, they have not undergone the same extensive review, vetting, and piloting that occurs with actual questions used on the state assessments.
  • Jim Tiffin Jr on 14 Jun 12
     
    Provided in mid-June of 2012, these are NYSED sample questions but not test samplers. The highlights and annotations help explain the difference.
  • Jim Tiffin Jr on 14 Jun 12
     
    This page is particularly relevant in light of the course conversations had in the SU2012 semester course.
Jessica Newby

Interactive Principles of UDL Wheel - 2 views

lzlomek.wordpress.com/...universal-design-for-learning

Education udl resources

shared by Jessica Newby on 18 Jun 14 - No Cached
  • Jessica Newby on 18 Jun 14
     
    Easy guide to mastering the 3 principles of UDL
  • megevona on 18 Jun 14
     
    I am a big fan of the wheel. It does a great job of providing examples and explaing the three principals in a format that is not too overwhelming. I will be using this as a reference tool.
nickik314

UDL Lesson Builder - 1 views

lessonbuilder.cast.org/explore.php

shared by nickik314 on 21 Jun 14 - Cached
  • nickik314 on 21 Jun 14
     
    This website had some examples of UDL based lessons. I found them to be interested and a good template for creating your own UDL lessons.
  • naturegirlblue on 22 Jun 14
     
    Thanks Nicki. This site has many useful lessons. I can see ways to use the butterfly lessons with the programs I conduct now.
Carolyn Barone

Making Youth Sports Accessible to All Athletes Through Coaching Based on UDL - 2 views

eds.b.ebscohost.com.pluma.sjfc.edu/...pdfviewer

shared by Carolyn Barone on 17 Jun 14 - No Cached
  • Carolyn Barone on 17 Jun 14
     
    An example of using UDL in sports
  • Carolyn Barone on 17 Jun 14
  • Rob Phelan on 18 Jun 14
     
    Not sure if this is the right link for the title but it was still an interesting read about how the use of video games and other computer based aids can be used to help differentiate instruction for students with special needs. To me having the students achieve similar scores to those without special needs just shows that the learning targets are being met and students are get a equal level of understanding from this way of learning. It doesnt need to be better.
Michaela Nelson

UDL Curriculum Self-Check: Learn About Universal Design for Learning (UDL) - 4 views

udlselfcheck.cast.org/resources.php

udl Assessment curriculum

shared by Michaela Nelson on 18 Jun 14 - Cached
  • Michaela Nelson on 18 Jun 14
     
    Includes: State Standards, Goals, Methods, Materials, Assessment, Curriculum Content Resources, English Language Arts, Mathematics, Science, Social Studies, Lesson Ideas, Suggested Software Tools, Internet Browser Software, Free TTS Software, Software and Internet Classroom Tools, Universal Design for Learning, Related Books and Articles
  • naturegirlblue on 18 Jun 14
     
    This site has a lot of concrete information, examples, and lesson ideas for practicing UDL. It's a quick, 'at-your-fingers' guide.
  • Scott Hudson on 20 Jun 14
     
    I've been using this site off and on for a while now and I've found that it's a great reference when developing material and ideas for the classroom. I'm glad you posted it because it was a nice reminder of just how useful the site really can be! The 'goal' section relates closely with this assessment course too!
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