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Sheri Edwards

For the Love of Teaching: Have You Tried Anchor Charts? - 0 views

www.fortheloveofteaching.net/...e-you-tried-anchor-charts.html

anchors teaching

shared by Sheri Edwards on 02 Apr 11 - No Cached
  • Sheri Edwards on 02 Apr 11
     
    anchor charts created by students
Sheri Edwards

Beware of the Standards, Not just the Tests - 0 views

www.alfiekohn.org/...botsnjtt.htm

standardized tests standards assessments reform national standards

shared by Sheri Edwards on 21 Jun 09 - Cached
  • They may fundamentally distrust educators: Much of the current standards movement is just the latest episode in a long, sorry history of trying to create a teacher-proof curriculum.
  • when Harold Howe II, the U.S. commissioner of education under President Johnson, was asked what a set of national standards should be like (if we had to adopt them), he summarized a lifetime of wisdom in four words: they should be "as vague as possible."
  • hinking is messy, and deep thinking is very messy
  • ...28 more annotations...
  • standards documents are nothing if not orderly. Keep that contrast in mind and you will not be surprised to see how much damage those documents can do in real classrooms.
  • making sure students are actively involved in designing their own learning, invited to play a role in formulating questions, creating projects, and so on. But the more comprehensive and detailed a list of standards, the more students (and even teachers) are excluded from this process, the more alienated they tend to become, and the more teaching becomes a race to cover a huge amount of material.
  • Howard Gardner
  • "The greatest enemy of understanding is 'coverage.'"
  • If the goal is to cover material (rather than, say, to discover ideas), that unavoidably informs the methods that will be used. Techniques such as repetitive drill-and-practice are privileged by curriculum frameworks based on a "bunch o' facts" approach to education. Of course, that kind of teaching is also driven by an imperative to prepare students for tests, but no less by an imperative to conform to specific standards.
  • Some people sincerely believe that to teach well is to work one's way through a list of what someone decided every nth grader ought to know.
  • hosen according to whether they lend themselves to easy measurement.
  • "specific, measurable standards" suggests a commitment not to excellence but to behaviorism.
  • Concepts like intrinsic motivation and intellectual exploration are difficult for some minds to grasp, whereas test scores, like sales figures or votes, can be calculated and charted and used to define success and failure.
  • meaningful learning does not always proceed along a single dimension, such that we can nail down the extent of improvement.
  • Linda McNeil
  • "Measurable outcomes may be the least significant results of learning."
  • Sandra Stotsky,
  • "Explore isn't a word that can be put into a standard because it can't be assessed." This assertion is obviously false because there are plenty of ways to assess the quality of students' exploration -- unless, of course, "assessment" is equated with standardized testing.
  • it is much easier to quantify the number of times a semicolon has been used correctly in an essay than it is to quantify how well the student has explored ideas in that essay.
  • he more emphasis that is placed on picking standards that are measurable, the less ambitious the teaching will become
  • one-size-fits-all model of education.
  • his rigidity about both the timing of the instruction and its content creates failures unnecessarily by trying to force all children to learn at the same pace.
  • Bullying reaches its apotheosis with high-stakes testing, the use of crude rewards and punishments to make people ratchet up the scores.
  • "The beatings will continue until morale improves."
  • to do things to educators and students rather than to work with them.
  • Orwellian word now in widespread use is "alignment"
  • "Alignment" isn't about improvement; it's about conformity.
  • Standards-as-mandates also imply a rather insulting view of educators—namely, that they need to be told what (and, by extension, how) to teach by someone in authority because otherwise they wouldn't know.
  • the use of control leads to poor implementation of the standards (which, come to think of it, may not be such a bad thing). Others, including some of our best educators, will throw up their hands in disgust and find another career.
  • Pro-standards groups such as Achieve Inc. (a group of corporate officials and politicians) tend to give poor ratings to states whose standards aren't sufficiently specific, measurable, uniform, or compulsory.
  • The tests arguably constitute the most serious and immediate threat to good teaching, such that freeing educators and students from their yoke should be our top priority.
  • What troubles me is the rarity of such discussion, the absence of questioning, the tendency to offer instruction about how to teach to the standards before we have even asked whether doing so is a sound idea.   Copyright © 2001 by Alfie Kohn.
  • Sheri Edwards on 21 Jun 09
     
    reform standards harm
Sheri Edwards

Supporting Student Thinking Skills | Quisitivity.org - 0 views

www.quisitivity.org/...orting-student-thinking-skills

thinkingskills strategies students reflection

shared by Sheri Edwards on 16 Jun 09 - Cached
  • Focus on the process before they start Monitor their reasoning as they are working Reflect back and explain to someone else what they were thinking
  • Think-Alouds Leveled problems Graphic organizers (e.g. T-chart) Using “magic words” that students can use which require explanation of reasoning Asking prompt questions (such as those in yesterday’s post) Give part of the solution, then have students complete it Give the answer, students write the solution Give the explanation, students write the solution Give the solution, students write the explanation Checklists or mnemonics to aid recall of processes Journals to practice informal writing about problem solving Vocabulary games to build language skills and improve communication about reasoning Allow students to rewrite weak explanations to improve them Show sample student papers that demonstrate good skills Teach students to score responses using a rubric Have students score their own work or a partner’s work Trade papers with another class and have students score
  • Sheri Edwards on 16 Jun 09
     
    thinking skill strategies for reflection
Sheri Edwards

For the Love of Teaching: It's Good Reader Boy! 3:30 Weekdays... - 0 views

www.fortheloveofteaching.net/...d-reader-boy-330-weekdays.html

teaching reader

shared by Sheri Edwards on 02 Apr 11 - No Cached
  • Sheri Edwards on 02 Apr 11
     
    good reader brain-based chart
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