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john bennett

Why Formative Assessments Matter | Edutopia - 0 views

www.edutopia.org/...ts-importance-of-rebecca-alber

pedagogy

shared by john bennett on 23 Feb 11 - No Cached
  • john bennett on 23 Feb 11
     
    "Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They?"
john bennett

Authentic assessment - 0 views

community.learningobjects.com/...thentic_Assessment_and_Post-It

21stCenturySchool Assessment pedagogy

shared by john bennett on 19 Feb 11 - No Cached
  • john bennett on 19 Feb 11
     
    Authentic assessment videos
john bennett

Learning Analytics: The New Black (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...learning-analytics-new-black

pedagogy

shared by john bennett on 31 Oct 12 - No Cached
  • john bennett on 31 Oct 12
     
    "Learning analytics is the "measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs," according to the 1st International Conference on Learning Analytics and Knowledge.1 The NMC Horizon Report: 2012 Higher Education Edition notes that this promising set of practices and tools aims to "harness the power of advances in data mining, interpretation, and modeling to improve understandings of teaching and learning, and to tailor education to individual students more effectively."2 Finally, George Siemens and Phil Long have even proposed that learning analytics should ultimately be focused on disruption and transformation in education, changing the very nature of teaching, learning, and assessment as we know it.3"
john bennett

Inquiry based learning and assessment - 0 views

calgaryscienceschool.blogspot.com/...essment-and-technology-in.html

pedagogy

shared by john bennett on 30 Aug 10 - Cached
  • john bennett on 30 Aug 10
     
    Tammy is delivering a one-hour session on her grade 4-6 football unit, in which she strives to incorporate both inquiry-based learning and technology.
john bennett

Teaching Strategies: Online Teaching - 0 views

www.crlt.umich.edu/...tsot.php

AMPeL virtualSchool

shared by john bennett on 06 Jun 11 - Cached
  • john bennett on 06 Jun 11
     
    Teaching Strategies: Online TeachingOnline teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education.
john bennett

So what if schools don't prepare kids for the 21st century? (Techlearning blog) - 0 views

www.techlearning.com/...hat_if_schools_dont_prepar.php

shared by john bennett on 21 May 08 - Cached
  • What’s your plan? We mean a real plan. Not just “kids learning independently on matters of personal interest, taking advantage of the power of digital technology to help them do so.” What will the structures look like? Policies? Laws? Funding streams? How will we know if kids have learned anything important? How will we handle parents’ very real needs for someone to take their kids while they go to work?
    • john bennett
      john bennett on 21 May 08
       
      This is an important statement. Schools evolve in a manner based on a perception - Teacher roles, student roles and societal roles. There is no revolution brought about by the collective. For structures - funding, management, assessment/benchmarks etc. - time is required for the evolution. Fashion has its purpose as it allows innovators to display, group and promote. Fashion is also recyclable - 'yes been through that 20 years ago'. The bulk of teachers and students are not innovators. They will choose the status quo and remain faithful to the functions prescribed by their perceptions. From this basis change is a series of small steps (incremental). To a certain extent this bulk of consciousness self protects and provide certainty of place. Change has to occur within the scope of recognition and purpose. It is important that teachers and students have clarity of purpose. However teachers cannot be recalcitrant - they must be progressive. The bulk of teachers will be progressive when support structures are explicit and clear in purpose. Innovation requires support. Innovation without support remains bound within a quagmire of fashion cycles. National and State visions of education reflect the quagmire of cycles and almost static based change occurring in most schools.
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