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Contents contributed and discussions participated by Julie Townsend

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Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 1 views

projects.coe.uga.edu/...index.php
shared by Julie Townsend on 01 Jul 11 - Cached
  • Conveying an Expert Model An expert model can provide an explicit example of the task as the expert way of accomplishing the task. The techniques for accomplishing the task are clearly expressed. In an implicit demonstration, the information is outlined around the expert model.
    • Julie Townsend
      Julie Townsend on 01 Jul 11
       
      Another mention of modeling.
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ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views

moodle.aeapdonline.org/...view.php
shared by lisa rasmussen on 16 Jun 11 - No Cached
  • Sharing learning goals and criteria for success with students, support
  • nvolving students
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Involvement--getting students to talk about what matters to them...how are they going to apply the lesson...asking them what else they might want to know1
  • appreciation of differences
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Showing students you appreciate their differences is a personality trait some teachers have more of than others. Cultivating this acceptance can improve the culture and climate of the classroom, and sometimes teachers can encourage with success, this trait in other teachers.
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Building A Better Mousetrap: The Rubric Debate - 7 views

faculty.ccp.edu/...rubrics1.htm OLLIE
shared by Jennifer Riedemann on 06 Jun 11 - No Cached
  • “Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners” (qtd. in Skillings and Ferrell). When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Julie Townsend
      Julie Townsend on 19 Jun 11
       
      It is imperative to involve students in their own learning. While direct instruction has been preached in the field of special education, there is a missing piece of this practice. This missing piece is the involvement of the student to "own" their knowledge and to demonstrate how they have learned, what matters, and where they will utilize it.
  • Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels: “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • Julie Townsend
      Julie Townsend on 19 Jun 11
       
      Using rubrics does equalize the playing field for both students and teachers, thereby allowing students to see that there are no 'favorites', that their efforts and their results are what is being assessed. 
  • build your own rubric from scratch
    • Julie Townsend
      Julie Townsend on 19 Jun 11
       
      Although it takes time and feedback from students, I create my own rubrics. The rubric must measure what is required by benchmarks, but also must measure what is necessary for the student to generalize into his/her personal life.
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The Quest for Quality - Educational Leadership - 11 views

www.ascd.org/...The-Quest-for-Quality.aspx
shared by cjd203 on 05 Jun 11 - Cached
  • the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      Mastery is what we want as teachers, and using an accurate assessment done frequently should show us how far students have come in their achievement.
  • Choosing the Right Assessment
    • Julie Townsend
      Julie Townsend on 07 Jun 11
       
      I like this table--the categories and the description within.
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