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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.
Jim Tiffin Jr

Bloom's Taxonomy of Apps - 3 views

issuu.com/...7

iPad Bloom's Taxonomy apps cognitive domain issuu instructional technology technology instruction FromDiigo

shared by Jim Tiffin Jr on 04 Jun 12 - No Cached
  • Jim Tiffin Jr on 04 Jun 12
     
    iPad apps separated by Bloom's Taxonomy. Created by Kelly Tankelly from http://learntechnology.com. Found in iPad for Education Diigo Group
Jessica DAgostino

A convenient untruth | Learning with 'e's - 10 views

steve-wheeler.blogspot.com/...convenient-untruth.html

shared by Jessica DAgostino on 02 Jun 12 - No Cached
  • Would it not be better to simply acknowledge that all learners are different, and that all can benefit from a range of varied experiences that ultimately leads to enriched personal experiences?
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      This goes hand in hand with the other article that talks about how learners learn by the best means for that particular lesson. That idea can provide the varied expericences that can benefit all students.
    • Meghan Hynes
      Meghan Hynes on 04 Jun 12
       
      It makes sense...all students benefit from seeing a lesson presented in many different ways. Just because a student is a visual learner, does not mean that they won't benefit from a hands on or listening activity.
    • Jessica DAgostino
      Jessica DAgostino on 04 Jun 12
       
      I completely agree with both of you! I also think this goes well with the fact that the statistics are not there to support either side really so making this general assumption supports both sides.
  • They then actively seek to maximise their 'learning style' by engaging in reflective activities, or visually rich media.
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      I am not sure this is true. I don't think people actively seek out their "own" way of learning. I don't think people have that much control over it. Students learn in the way it is presented to them.
    • Meghan Hynes
      Meghan Hynes on 04 Jun 12
       
      I agree! Especially at a younger age, students don't know which way they learn best. They only know what is presented to them, and as sad as it is, sometimes that material is only ever presented in one way.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I agree as well. Even if a questionnaire did tell you how you learned best, how do you know the questionnaire was an accurate test? I had to take one of these tests in 7th grade and honestly, it did not change the way I did things at all.
  • Such categorisation of students is an absolute nonsense and the practice of doing so should be challenged strongly
    • Rita Gupta
      Rita Gupta on 02 Jun 12
       
      This is pretty strong language! But essentially it agrees with the previous article.
    • Michelle Ginett
      Michelle Ginett on 04 Jun 12
       
      I was thinking the same thing, Rita. This definitely supports what the other article was trying to accomplish. They both seem to be challenging the theory of teaching to different modalities.
  • ...5 more annotations...
  • One of the biggest myths known to teacherdom is learning styles.
    • Meghan Hynes
      Meghan Hynes on 04 Jun 12
       
      I'm sure i'm not the only one who spend a fair amount of time about students learning styles and how to teach to those learning styles...It always made sense to me that kids learn in different ways (visually, kinestically, etc.) It's somewhat frustrating that we learned "this is the way to do things" but it's not actually true.
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      I agree it is definitely frustrating, but can't students all benefit from doing different learning styles despite their strengths? Even improving on their weaknesses,
  • "....it remains a fact that every human being has a learning style which can consist of contradictory components, often leading to inner confusion and uneasiness. Style mismatches between teaching and learning, physical learning environments not conducive to information intake and unmet physical needs during the learning process can lead to frustration, stress, learning problems, underachievement, low self esteem, discipline problems among younger students, and dropoutism in high schools."
  • Such categorisation of students is an absolute nonsense and the practice of doing so should
    • Jonathan Cotugno
      Jonathan Cotugno on 04 Jun 12
       
      Students learn with a variety of methods, but to make separate lessons for each student's modality group seems like a waste of time. Tailoring the lesson to have a variety of groups involved seems much more practical to me.
  • be challenged strongly. It is lazy pedagogy, and the only reason I see that such beliefs persist, is that it is a convenient untruth which allows some teachers to stay within their comfort zones.
  • Result - the learner fails to gain a holistic learning experience, and misses out on the many rich opportunities to expand and develop their other sensory or cognitive skills.
    • Jessica DAgostino
      Jessica DAgostino on 04 Jun 12
       
      I really like this statement. I feel like it goes well with both articles and tells us that if we are only focusing on one skill students are missing out. They need to see all sides of a lesson not just solely visual or audio.
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?
angelaandrese

How to inject creativity into your maths lessons | Teacher Network | Guardian Professional - 6 views

www.theguardian.com/...creativity-maths-lessons

creativity in math lessons

shared by angelaandrese on 16 Jun 14 - No Cached
  • Ah, Aha and Haha
    • laurenkmetz
      laurenkmetz on 17 Jun 14
       
      Summary of creativity- These three words!
  • angelaandrese on 16 Jun 14
     
    After reading chapter 7, I wanted to see how exactly to include creativity in a math class. This article shows that the beginning of having creativity in a classroom is for students to know that making mistakes and being wrong is ok! This article gives details on how to begin to set creativity as a learn target in math.
  • ...3 more comments...
  • laurenkmetz on 17 Jun 14
     
    I definitely like this article- I just wish it was more in depth! It leaves me wanting to know more. When I clicked on the link at the bottom, I would have to register for something in order to get the document!
  • Carolyn Barone on 17 Jun 14
     
    "We need to stimulate children's curiosity. Experimenting, finding that sometimes things go wrong, hitting dead ends, and asking "why?". These, surely, are the secrets to making math a more exciting and creative subject at school. If math is to be a creative subject then we have to regard it as a subject where it is OK to get things WRONG." I thought it was interesting that these ideas from the article to help foster creativity are the same ideas that we have been talking about for creating more engaging student-centered classrooms. Great article!
  • Rob Phelan on 18 Jun 14
     
    Interesting connection between creativity and being allowed to get things wrong. I feel in a lot of different ways we are having our creative sides hindered by the constant need to do things the "right way". By always looking for this one way of doing things we never get this aha moment or that "oh, I didnt think of it that way". Math should be about exploring ideas, making connections, using logic and then asking the question "what if i did this instead?" Nice read!
  • Jessica Newby on 18 Jun 14
     
    "It seems to me that very few children are being taught to love maths or to get excited about it. There's a widespread perception that maths is simply a set of methods that must be learned in order to be able to cope with life after school." I see this a lot in my resource room, my students hate math because most of their material is taught as a process or procedure to get a solution instead of relating it to situations they will be faced with. I think this is where the creativity piece must come in; generating the "ah, aha and haha", and even the "oh", words in the classroom through challenging activities means students are truly starting to understand the mathematics. Students don't want to take risks because they are afraid of getting the answer wrong, but this is the part of learning in math that many students need the most -- they learn best from their mistakes.
  • megevona on 18 Jun 14
     
    My favorite line in this article is, "If maths is to be a creative subject then we have to regard it as a subject where it is OK to get things WRONG." Many times I have heard students say that in math you are either wrong or right and there is no in between. Some students say this is why they like math others say this is why they hate it. Those that like this process are usually good at math or following formulas and directions. What I think both of these groups of students need to realize is math is what is happening between the wrong and the right answer. The teacher should provide them with opportunities to discover math processes using their creativity and building upon their mistakes.
emk08140

Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe O... - 0 views

www.glencoe.com/...di_meeting.phtml

shared by emk08140 on 23 Jun 14 - Cached
  • emk08140 on 23 Jun 14
     
    Differentiating Instruction: Meeting Students Where They Are No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group. Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills.
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