The idea that individuals have different learning styles, such as auditory or kinesthetic, is a pernicious myth. Boser compares it to the flat-earth myth — highly intuitive, but wrong.
Free Technology for Teachers: How to Create Image-based Quizzes and Polls on Riddle.com - 0 views
Free Technology for Teachers: 7 Tools for Creating Multimedia Quizzes Compared in One C... - 1 views
Learning Myths And Realities From Brain Science : NPR Ed : NPR - 0 views
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Almost 90 percent of respondents agreed that simply re-reading material is "highly effective" for learning. Research suggests the opposite.
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On the topic of "growth mindset," more than one-quarter of respondents believed intelligence is "fixed at birth". Neuroscience says otherwise.
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Free Technology for Teachers: Quickly Grade Quizzes With Flubaroo - 0 views
The English Blog: Toporopa: Geography Quizzes - 0 views
Free Technology for Teachers: 5 Tools for Creating Multimedia Quizzes - A Comparison Chart - 0 views
How to Make a Quiz Work Harder for You | Cult of Pedagogy - 0 views
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Assessments should give us loads of information about what our students understand, what they don’t understand, and how well we’ve taught them.
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It took me years of teaching before I realized I was using my tests and quizzes to sort out, reward and punish my students, rather than measure and inform my teaching. I needed to make my assessments work harder for me.
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I could identify specific misconceptions students had about the material and get better at addressing those the next time around. I also became a much better test maker.
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Free Technology for Teachers: Best of 2011 So Far - Flubaroo - 1 views
Updating Data-Driven Instruction and the Practice of Teaching | Larry Cuban on School R... - 0 views
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I am talking about data-driven instruction–a way of making teaching less subjective, more objective, less experience-based, more scientific.
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Data-driven instruction, advocates say, is scientific and consistent with how successful businesses have used data for decades to increase their productivity.
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Of course, teachers had always assessed learning informally before state- and district-designed tests. Teachers accumulated information (oops! data) from pop quizzes, class discussions, observing students in pairs and small groups, and individual conferences.
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