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Aaron Davis

Blogging About The Web 2.0 Connected Classroom: Why Formative Assessments Matter - 0 views

blog.web20classroom.org/...mative-assessments-matter.html

formative assessment learning Effective Teaching

shared by Aaron Davis on 11 Jun 14 - No Cached
  • Formative assessments are simply little gauges or indicators of how students are progressing towards a learning goal
  • 2) Real-Time Feedback
  • 1) Ticket out the door
  • ...2 more annotations...
  • 3) Building It In
  • Over time the students felt comfortable enough to tell me when they really didn't like the learning style I was using or that they enjoyed a particular way I presented the content. I had a better grasp on the learning my students were doing and they had a better grasp on the content. It was a definite win-win. 
  • Aaron Davis on 11 Jun 14
     
    An interesting reflection on formative assessment and some simple ideas of how to incorporate it into the classroom.
Aaron Davis

Assessing for learning...not just for grades - 1 views

www.justintarte.com/...assessing-for-learning.html

assessment summative formative

shared by Aaron Davis on 08 Dec 13 - No Cached
  • Aaron Davis on 08 Dec 13
     
    A great investigation of the differences and benefits between formative and summative assessment
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
Nicholle Russell

Studyladder, online english literacy & mathematics. Kids activity games, worksheets and... - 0 views

www.studyladder.com.au

Literacy Numeracy F 1 2 3 4 5 6 resources

shared by Nicholle Russell on 12 Sep 13 - No Cached
  • Andrea Miles on 12 Sep 13
     
    Graded according to year level. Mainly for Literacy and Numeracy but all subjects covered. Tutorials, videos, interactive activities, assessments, worksheets.
  • Nicholle Russell on 26 Nov 13
     
    Used by over 70,000 teachers & 1 million students at home and school. Studyladder is an online english literacy & mathematics learning tool. Kids activity games, worksheets and lesson plans for Primary and Junior High School students in Australia.
Monika Hackworthy

Dyslexia and reading diffulties - 0 views

www.education.vic.gov.au/...default.aspx

Dyslexia readingdifficulties

shared by Monika Hackworthy on 02 Dec 13 - No Cached
  • Monika Hackworthy on 02 Dec 13
     
    I have recently completed PD on this topic. This dept website is a great starting point for teachers that are not sure what dyslexia is, and it provides various assessments in addition to what is completed at school. Also provides teaching strategies.
Aaron Davis

How do you know if effective teaching is occurring in your school? | Educational Leader... - 0 views

jbortonrps.edublogs.org/...ng-is-occurring-in-your-school

leadership Effective Teaching Walkthroughs

shared by Aaron Davis on 11 Jun 14 - No Cached
  • Apart from just observation, which is very important, what rigorous processes can we implement to reflect upon and use to answer this question?
  • The analysis of the information collected is not intended to give individual feedback to teachers but to provide whole school information about strengths and weaknesses in the implementation of formative assessment strategies.
  • A high level of trust among staff is important to ensure the authenticity and success of the Walkthrough process. It is seen as a supportive way to ensure that we hold each other accountable for achieving our scoreboard.
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  • Raising the performance of our entire teaching team is the focus as well as each teacher taking individual responsibility for improving their implementation of quality teaching practices.
Aaron Davis

10 ways to make meetings (and lessons) meaningful… | What Ed Said - 0 views

whatedsaid.wordpress.com/...etings-and-learning-meaningful

meetings professional development reflection

shared by Aaron Davis on 20 Sep 14 - No Cached
  • Does every meeting in your school relate to or result in learning?
  • Does every lesson in your classroom contribute to meaningful learning, rather than completion of work?
  • ‘Have you ever had to sit through a whole hour when you felt like the substance of the meeting could have been handled in five minutes?’
  • ...11 more annotations...
  • 3 Have we incorporated feedback from previous meetings?
  • 1. Have we identified clear and important meeting objectives that contribute to the goal of improving learning?
  • 2. Have we established the connection between the work of this and other meetings in the series?
  • 8. Have we put time allocations to each activity on the agenda?
  • ‘Have you planned a thoughtful meeting only to have it derailed by a couple of rogues participants who have their own agendas?’
  • 5. Have we built in time to identify and commit to next steps?
  • 6. Have we built in time for assessment of what worked and what didn’t in the meeting?
  • 7. Have we gathered or developed materials that will help to focus and advance the meeting objectives?
  • 4. Have we chosen challenging activities that advance the meeting objectives and engage all participants?
  • 9. Have we ensured that we will address the primary objective early in the meeting? 
  • 10. Is it realistic that we could get through our agenda in the time allocated?
  • Aaron Davis on 20 Sep 14
     
    A great post from Edna Sackson about the possibilities and potentials associated with improving meetings (and lessons)
Aaron Davis

Peer Feedback - How Words Impact our Development Train Ugly - 0 views

trainugly.com/...peerfeedback

feedback assessment

shared by Aaron Davis on 07 May 15 - No Cached
  • Teaching feedback to help create a growth mindset within your classroom, organization, or team works. We suggest that you:
  • 1. Create a culture in your learning spaces where mistakes are celebrated.
  • 2. Ensure you maintain a culture in your learning space where peer feedback is considered the norm and is to be welcomed.
  • ...1 more annotation...
  • 3. Create feedback partners or teams within your class and provide regular collaboration opportunities.
  • Aaron Davis on 07 May 15
     
    A post looking at Carol Dweck's Mindsets and how it impacts learning. Focusing on feedback as an intervention in the classroom, the writers unpack what they found before and after, as well as some tips.
Aaron Davis

The Sky's the Limit: 16 Must-Read Quotes from Michael Fullan's Stratosphere - Vander Ar... - 0 views

blogs.edweek.org/...hael_fullans_stratosphere.html

Innovation michaelfullan Stratosphere

shared by Aaron Davis on 25 Nov 14 - No Cached
  • We should do less of spending money on assessment detached from designing learning and more of creating learning experiences that are irresistibly engaging."
  • "The integration of technology and pedagogy to maximize learning must meet four criteria. It must be irresistibly engaging; elegantly efficient (challenging but easy to use); technologically ubiquitous; and steeped in real-life problem solving."
  • "I hold out four criteria for integrating technology and pedagogy to produce exciting, innovative learning experiences for all students --something desperately needed to bring education into the 21st century. These new developments must be i) irresistibly engaging (for students and for teachers); ii) elegantly efficient and easy to use; iii) technologically ubiquitous 24/7; and iv) steeped in real-life problem solving."
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