Group items matching

in title, tags, annotations or url

Adaptive technology can follow a student’s progress as they work and recognize which concepts they’ve mastered and in which areas they need further instruction.

If one student’s acing everything they do, the teacher know don’t need any intervention.

Furthermore, the study also found that the OLI students took 50% less time to learn all of the content and perform the same or better relative to the traditional students

"Let's say you want to teach engineers how to build a bridge," he said. "Do you want them to read something, watch something and then answer a multiple choice quiz, or do you want them to build a bridge with a simulator that gives them specific feedback and specific activity based on that?"

A big part of what appeals to students about the possibility of online learning is being able to approach the material on their own time, at their own pace.

Important to note, of course, is that in-person instruction does not fall out of the picture in most cases; in fact, it many strengthen instruction as faculty take on a more supporting, coaching role, with less time devoted to delivery of content, which students may or may not already have mastered, and more time focused on one-to-one student engagement and self-paced guidance through a curriculum.

adaptive learning models as one approach along a spectrum that enables personalization."

The CogBooks platform also supports an adaptive approach that takes the student on a pre-programmed path in response to his or her input or pre-test results. The system also incorporates consideration of the best learning sequences, based on a student's responses, knowledge profile, learning-style preferences and even context

The root of the problem is not the adaptive technology itself so much as the belief that a “good” education is entirely quantifiable and therefore manageable by computer.

Students can also get a clearer idea of when they’re ready to move on. If they’re rushing to complete their work, it can be easy for students to assume they’ve understood what’s in a chapter and jump ahead ­– unless they have to take a quick quiz that shows what information they’ve retained

"I'm a big believer that we should not take the teacher away from the teaching process," he says. "We should build the technology around the teachers to empower them and put them at the center of the story. We want them to be able to leverage the technology, rather than being replaced by it."

Adaptive learning technology tracks what and how each student is doing so that teachers can keep up with each student’s progress.

There is a cultural temptation, fed somewhat by eager vendors and a press that tends toward an excess of techno-optimism, to believe that adaptive learning platforms are the future of education and can be full replacements for teacher-facilitated classes.

"The technology is now cheap enough and powerful enough for this kind of approach to be applied effectively and widely," Martin said.

"One of the benefits of adaptive learning is that it frees up faculty members to spend more time with students, to work with them in small groups and individually, essentially flipping the classroom," Johnson said. "We see this [approach] as part of a much bigger pedagogical picture. The technology is a tool that gets us to our goal of rehumanizing our large classes."

Marcon tracked children from preschool through the third and fourth grades and found that those with “overly academic” preschool experiences struggled in their later elementary years when they were expected to “think more independently and take on greater responsibility for their own learning process.

In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.

Read students' files. In an ideal world, someone would tell you any important details from a child's school record before she arrives in your class. But in reality, you may need to do the research yourself.

inventory assessment of existing resources and from a repository of tools and apps that support learners in your classroom.

Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.”

“Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”

Practice procedures for independent and collaborative work. Forest Lake's rule of thumb is that each procedure needs to be practiced 28 times to stick. When you introduce a new activity, such as independently listening to an audio book, give students enough practice to become adept at it. Then add another. Eventually, you'll be able to work with a small group while the other children learn without your constant supervision.

Arrange desks into collaborative clusters or stations. The key is to give your classroom flexibility and enable varied work to go on at once. Include options for sitting on the floor, which is better for kids who don't learn as well while sitting still in a chair.

continually resist the temptation to lead her students through lessons

If we don't give kids a chance to experiment, they may not know they're good at something or like it

s Thinking Maps,

if there’s no place for play in the classroom, “then there’s no place for children in the classroom

With young children, you can have them draw a smiley or sad face in response to questions like, "Do you like drawing pictures?" Then you'll be better armed to play to their passions and strengths.

You can check instantly using a simple thumbs-up/thumbs-down question-and-answer or, if you have them, electronic remote clickers. Forest Lake curriculum coordinator Marian Scullion suggests using an exit slip; after a lesson, have students write their answers to a quick question about what they've learned. Then, use that feedback to plan for the next day.

Share planning duties with a fellow teacher. Find someone at your school who shares your passion for differentiated instruction and join forces. Divide up the work; each of you can devise different versions of a lesson for different learning styles and abilities. Plus, once you get a few people excited about this effort, it can be contagious.

If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.

function CheckKaLogin() { if (getQuerystring('kalogin') != "") { window.location.href = window.location.href.replace('?kalogin=1', ''); } } function getQuerystring(key, default_) { if (default_==null) default_=""; key = key.replace(/[\[]/,"\\\[").replace(/[\]]/,"\\\]"); var regex = new RegExp("[\\?&]"+key+"=([^&#]*)"); var qs = regex.exec(window.location.href); if(qs == null) return default_; else return qs[1]; } window.onload = function() { if (getQuerystring('kalogin') != "" ) { // window.location.href = window.location.href.replace('?kalogin=1', ''); //alert('kalogin'); } } .smallf { font-size:9px; } MEMBER SIGN IN Username / Customer ID / E-mail Password Forgot your Username or Password? JOIN ASCD &nbsp;|&nbsp;MEMBER BENEFITS Register for ASCD EDge &nbsp; var userNameField='dnn_ctr898_ViewLoginModule_txtUserName';var passwordField='dnn_ctr898_ViewLoginModule_txtPassword';var loginField='dnn_ctr898_ViewLoginModule_btnSignIn'; function printPage() { window.print(); } //function sendData() //{ // window.open('/dnn/desktopmodules/VCMPrintSendArticleModule/sendfriend.htm'); //} function sendData(data) { // Initialize packed or we get the word 'undefined' var packed = ""; for (i = 0; (i < data.length); i++) { if (i > 0) { packed += ","; } packed += escape(data[i]); } window.location = "/dnn/desktopmodules/VCMPrintSendArticleModule/SendFriend.htm?" + packed; } function openWindow(url) { window.open(url, 'mywindow', 'width=350,height=370,directories=no,location=no,menubar=no,scrollbars=no,status=no,toolbar=no,resizable=yes'); } Print This ArticleSend to a Friend OAS_AD('Right'); Online Store ASCD's Top 5 Books Classroom Instruction That Works Enhancing Professional Practice, 2nd Edition The Art and Science of Teaching http://shop.ascd.org/productdisplay

students

Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.

build balanced systems, with assessment-literate users

Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.

In the case of summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.

inform instructional improvement and identify struggling students and the areas in which they struggle

Teachers should design the assessment so students can use the results to self-assess and set goals.

Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.

Feedback to students can use the language of the rubric:

Although it may seem as though having more assessments will mean we are more accurately estimating student achievement

The assessor

Given the rise in testing, especially in light of a heightened focus on using multiple measures, it's increasingly important to address two essential components of reliable assessments: quality and balance.