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Ron King

Assessment Training Institute - Tools & Resources: Rubric Evaluations - 0 views

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    n Chapter 2 of the book Creating & Recognizing Quality Rubrics, we describe a "rubric for rubrics" designed to assist educators to be thoughtful consumers and developers of rubrics for instructional use in the classroom. The various quality levels described by the Rubric for Rubrics are illustrated with many sample classroom rubrics. All classroom rubrics discussed in the book have been evaluated using the Rubric for Rubrics; these evaluations are included on a CD that accompanies the book.
Ron King

Examples of Formative Assessment (West Virginia DOE) - 0 views

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    When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.
Ron King

60 Ways to Use Twitter in the Classroom by Category | Fluency21 - Committed Sardine Blog - 0 views

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    "The staff at TeachThought have compiled an amazingly comprehensive list featuring 60 different ways to incorporate the social media power of Twitter in the classroom. To make it even easier, the links are organized into separate categories. Explore, learn, and have fun Tweeting!"
Troy Patterson

Differentiation Doesn't Work - Education Week - 0 views

  • Let's review the educational cure-alls of past decades: back to basics, the open classroom, whole language, constructivism, and E.D. Hirsch's excruciatingly detailed accounts of what every 1st or 3rd grader should know, to name a few.
  • Starting with the gifted-education community in the late 1960s, differentiation didn't get its mojo going until regular educators jumped onto the bandwagon in the 1980s.
  • Differentiation is a failure, a farce, and the ultimate educational joke played on countless educators and students.
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  • In theory, differentiation sounds great, as it takes several important factors of student learning into account: • It seeks to determine what students already know and what they still need to learn. • It allows students to demonstrate what they know through multiple methods. • It encourages students and teachers to add depth and complexity to the learning/teaching process.
  • Although fine in theory, differentiation in practice is harder to implement in a heterogeneous classroom than it is to juggle with one arm tied behind your back.
  • 'We couldn't answer the question ... because no one was actually differentiating,'
  • "In every case, differentiated instruction seemed to complicate teachers' work, requiring them to procure and assemble multiple sets of materials, … and it dumbed down instruction."
  • It seems that, when it comes to differentiation, teachers are either not doing it at all, or beating themselves up for not doing it as well as they're supposed to be doing it. Either way, the verdict is clear: Differentiation is a promise unfulfilled, a boondoggle of massive proportions.
  • The biggest reason differentiation doesn't work, and never will, is the way students are deployed in most of our nation's classrooms.
  • It seems to me that the only educators who assert that differentiation is doable are those who have never tried to implement it themselves: university professors, curriculum coordinators, and school principals.
  • Differentiation is a cheap way out for school districts to pay lip service to those who demand that each child be educated to his or her fullest potential.
  • Do we expect an oncologist to be able to treat glaucoma?
  • Do we expect a criminal prosecutor to be able to decipher patent law?
  • Do we expect a concert pianist to be able to play the clarinet equally well?
  • No, no, no.
  • However, when the education of our nation's young people is at stake, we toss together into one classroom every possible learning strength and disability and expect a single teacher to be able to work academic miracles with every kid … as long as said teacher is willing to differentiate, of course.
  • A second reason that differentiation has been a failure is that we're not exactly sure what it is we are differentiating: Is it the curriculum or the instructional methods used to deliver it? Or both?
  • The terms "differentiated instruction" and "differentiated curriculum" are used interchangeably, yet they are not synonyms.
  • Differentiation might have a chance to work if we are willing, as a nation, to return to the days when students of similar abilities were placed in classes with other students whose learning needs paralleled their own. Until that time, differentiation will continue to be what it has become: a losing proposition for both students and teachers, and yet one more panacea that did not pan out.
Ron King

Judy Willis - TEDxEnola - 0 views

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    Discussing the neuroscience and it's implications in the classroom.
Monte Tatom

Learn How To Integrate Technology into The Classroom on the Educational CyberPlayGround. - 0 views

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    Great resource for integrating technology into the classroom!
Ron King

John Hattie - Visible Learning - 0 views

shared by Ron King on 13 Mar 13 - No Cached
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    Part 1 of edited highlights of a talk given by John Hattie who has led a team at Auckland University, New Zealand which compares the effect on learning of over 100 classroom interventions. This section looks at methods with negative, or very low effect sizes. Hattie points out that most educational debate is about things which do not really work well
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