Group items tagged

A project of LaGuardia Community College's Center for Teaching and Learning. Project Quantum Leap (PQL) seeks to develop new lessons and courses that focus on problem-solving and to integrate these into the developmental math curriculum. See lagcc tag for related bookmarks.

Mentioned in the Contextualization thread, as an example of a program that allows students to learn within the context of "real world" projects like the environment and climate change.

on the Testing Center, York College - The City University of New York. Five scoring categories: 1. "Critical Response to the Writing Task and Text" 2."Development of Writer's Ideas": 3. Structure of the Response" 4. "Language Use: Sentences and Word Choice" 5. "Language Use: Grammar, Usage, Mechanics"

Mentioned in Introduction to Formative Assessment as an assessment rubric used.

A nice chart of questions to help teachers consider if they're helping students develop a "growth mindset."

By Anthony S. Bryk in Phi Delta Kappan April 2009, vol 90 (8), pp. 597-600. Bryk, president of the Carnegie Foundation, argues for a "Design, Educational Engineering, and Development infrastructure...." Abstract available on this page. Full text by subscription. Check with your local library; they might be able to obtain it for you through interlibrary loan.

Transcript from video Discounted Dreams

Mentioned by L.H. in Developing a Pedagogy Matters Manifesto. She includes this quote by Kay McClenney: "If we can't find ways to more effectively educate beyond the high school level, larger numbers of our population, including especially those that have traditionally been underserved, we as a country are going to sink like a rock. This is not the right time in our history to be saying, oh, we were only kidding about educational opportunity to low-income people, students of color, first generation college students. They're the future. They are the growing majority of the American population and we can't choose to close that door."

Carrie Glaser; Shae Issaacs; Jon Merrow; Public Broadcasting Service (U.S.); Learning Matters, etc. New York, NY; Learning Matters, Inc; Alexandria, VA: Distributed by PBS Home Video (2007). Documentary explores the paradoxes of the nation's 1200 community colleges.

Mentioned by L.H. in Developing a Pedagogy Matters Manifesto.

By Mike Rose. New York: Free Press; London: Collier Macmillan (1989) Book Description:"Remedial, illiterate, intellectually deficient--these are the stigmas that define the educational underclass to which Mike Rose once belonged. Here, he tells of his personal journey from a Los Angeles ghetto to a major research university, bringing a vital challenge to those who must shape America's educational agenda.

Mentioned by L.H. in Developing a Pedagogy Matters Manifesto.

Public Agenda provides research that bridges the gap between American leaders and what the public really thinks about issues ranging from education to foreign policy to immigration to religion and civility in American life.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

The Public Conversations Project facilitates dialogues on a wide range of often controversial issues.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

A national network of scholars, campus leaders, and civic leaders committed to strengthening democracy in and through higher education.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

A national leader in the field of civic participation and community change, Everyday Democracy helps people of different backgrounds and views talk and work together to solve problems and create communities that work for everyone.

Mentioned by Jammer in Developing a Pedagogy Matters Manifesto as a potential collaborator to promote public dialogue.

Banta, T.W., Griffin, M., Flateby, T.L. & Kahn, S. (2009, December) Occassional Paper No. 2 by National Institute for Learning Outcomes Assessment (NILOA)

Of the various ways to assess student learning outcomes, many faculty members prefer what are called "authentic" approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy.