Applying Learning in Multiple Contexts | Edutopia - 0 views
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New learning is fragile until something is done with it.
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Providing students with directed opportunities to employ multifaceted manipulation of information promotes strong, transferrable memory creation.
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This engages multiple regions in the brain in the processing of new learning, generating a more expansive, interconnected network of communication among stored memories. This cross-referencing strengthens memory creation in several ways.
Six Ways to Move Beyond the Classwork/Homework Divide (and Never Look Back) - 0 views
Opinion | Why Girls Beat Boys at School and Lose to Them at the Office - The New York T... - 0 views
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We need to ask: What if school is a confidence factory for our sons, but only a competence factory for our daughters?
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First, parents and teachers can stop praising inefficient overwork, even if it results in good grades.
30 Traits Of Outstanding Design Thinkers - 0 views
NAIS - A Standards-Based Assessment Model Can Help Build More Diverse and Equitable Com... - 0 views
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For students to take critical feedback constructively, they have to believe that it is possible for them to improve.
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school’s assessment and feedback philosophy can encourage a sense of belonging as well as promote a culture that embraces all students as capable of growing and improving as thinkers, learners, and doers. To build on the authentic social justice work being done in our schools and to make real progress in our efforts to create inclusive and equitable communities, we must adopt and employ assessment practices that support this work.
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The Intersection of SBA and Cultural Responsiveness
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How to Design for Learning: Four Approaches to Nonlinear Curriculum | GOA - 0 views
Do historians miss the ideals of assessment, as some have suggested? - 1 views
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Grading Smarter, Not Harder
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Their recent finding that many students don’t learn critical thinking in undergraduate history courses -- a challenge to history’s sales pitch that its graduates are finely tuned critical thinkers.
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A panel of professors here urged a sizable crowd of colleagues to embrace not just grades but formative, ongoing assessment to gauge student learning or lack thereof in real(er) time.
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Emergent Curriculum Design: Beginning with Shared Vision - 0 views
Learning's Not a River - Dan Cristiani - Medium - 0 views
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the word ‘course’ is related to the running of a river
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Its hallmarks include rapidity, unidirectionality, linearity, and dependency.
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when a student takes a course, she is being led at pace down a narrow path in one direction.
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