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Contents contributed and discussions participated by Rita Gupta

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Rita Gupta

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

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

shared by Rita Gupta 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.
  • 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.
  • 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.
Rita Gupta

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

www.readingrockets.org/...12446

shared by Rita Gupta 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.
  • 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.
  • 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.
Rita Gupta

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

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

shared by Rita Gupta 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.
  • 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.
  • 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.
  • ...3 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???
  • 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.
Rita Gupta

UBD Introduction - 48 views

www.ascd.org/...Introduction.aspx

shared by Rita Gupta on 21 May 12 - Cached
  • How do we make it more likely—by our design—that more students really understand what they are asked to learn?
    • Rita Gupta
      Rita Gupta on 22 May 12
       
      If this is what we will really learn in class, I will be thrilled to be in class every week!
  • backward design
    • Rita Gupta
      Rita Gupta on 22 May 12
       
      Interesting idea. Sounds like a good way to get to where you want to be as a teacher.
  • Show how such individual units should be nested in a larger, more coherent framework of courses and programs also framed around big ideas, essential questions, and core assessment tasks.
    • Rita Gupta
      Rita Gupta on 22 May 12
       
      This part seems like it should be the way all courses are designed. A big idea should be something that everything feeds into, and I like the thought of using smaller units to build into the larger concepts.
  • ...4 more annotations...
  • Should we conclude that the students who answered “remainder 12” really understand division and its use?
    • Rita Gupta
      Rita Gupta on 22 May 12
       
      I would conclude that the students did understand division, but were not focused on the way the question was asked.
  • Of course, lesson plans should logically flow from unit plans: Lessons are typically more purposeful and connected when informed by larger unit and course designs.
    • Rita Gupta
      Rita Gupta on 23 May 12
       
      As someone who has not yet taught a class in which I have designed the units and lessons, this will be a useful thing to learn.
  • We are thus not suggesting that all teaching and assessment be geared at all times toward deep and sophisticated understanding.
    • Rita Gupta
      Rita Gupta on 23 May 12
       
      Very true! I think its important to recognize the difference.
  • Indeed, central to the design approach we propose is that we need to design lessons and assessments that anticipate, evoke, and overcome the most likely student misconceptions.
    • Rita Gupta
      Rita Gupta on 23 May 12
       
      This makes me think that the teacher would have to really think about their students while designing the lesson. The teacher would need to try and determine how their students are thinking, what they know, and what they will misunderstand. Might be difficult for a new teacher, but it would be something that a teacher could learn as they got more experience.
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