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Alicia Koster

ASCD Express 9.12 - Assessing Our Way to Creative Thinking - 1 views

www.ascd.org/...912-starko.aspx

shu17 ascd way thinking

shared by Alicia Koster on 13 Mar 14 - No Cached
  • Gina Cinotti on 13 Mar 14
     
    Excellent article....
Lois Whipple

ASCD and CDC Announce Whole School, Whole Community, Whole Child Model - 2 views

www.ascd.org/...nnounce-whole-child-model.aspx

shared by Lois Whipple on 21 Mar 14 - No Cached
    • Lois Whipple
      Lois Whipple on 21 Mar 14
       
      Will a big picture model require BIG funding?
  • The school in blue and green, surrounding the child, acting as the hub that provides the full range of learning and health support systems to each child, in each school, in each community The community, represented in orange, demonstrating that while the school may be a hub, it remains a focal reflection of its community and requires community input, resources, and collaboration in order to support its students The child in the center, at the focal point and surrounded by the whole child tenets: healthy, safe, engaged, supported, and challenged
    • Lois Whipple
      Lois Whipple on 21 Mar 14
       
      Visuals speak a thousand words.
  • Adriana Coppola on 21 Mar 14
     
    ASCD and CDC Announce Whole School, Whole Community, Whole Child Model
Gina Cinotti

Types of Feedback - 1 views

www.ascd.org/...edback-and-Their-Purposes.aspx

feedback assessment teaching

shared by Gina Cinotti on 09 Mar 14 - Cached
  • Figure 2.1. Feedback Timing
  • Purpose: For students to get feedback while they are still mindful of the learning target For students to get feedback while there is still time for them to act on it
  • Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback
  • ...12 more annotations...
  • Figure 2.2. Amount of Feedback Purpose: For students to get enough feedback so that they understand what to do but not so much that the work has been done for them (differs case by case) For students to get feedback on "teachable moment" points but not an overwhelming number
  • Examples of Good Amounts of Feedback Examples of Bad Amounts of Feedback
  • Figure 2.4. Feedback Mode
  • Figure 2.5. Feedback Audience Purpose: To reach the appropriate students with specific feedback To communicate, through feedback, that student learning is valued
  • Examples of Good Feedback Focus Examples of Bad Feedback Focus
  • Making comments that bypass the student (e.g., "This is hard" instead of "You did a good job because …") Making criticisms without offering any insights into how to improve Making personal compliments or digs (e.g., "How could you do that?" or "You idiot!")
  • Making comments about the strengths and weaknesses of a performance Making comments about the work process you observed or recommendations about a work process or study strategy that would help improve the work Making comments that position the student as the one who chooses to do the work Avoiding personal comments
  • Figure 2.7. Kinds of Comparisons Used in Feedback
  • Purpose: Usually, to compare student work with established criteria Sometimes, to compare a student's work with his or her own past performance Rarely, to compare a student's work with the work of other students
  • Examples of Good Kinds of Comparisons Examples of Bad Kinds of Comparisons
  • Purpose (for Formative Assessment): To describe student work To avoid evaluating or "judging" student work in a way that would stop students from trying to improve
  • Examples of Good Feedback Function Examples of Bad Feedback Function
  • Gina Cinotti on 09 Mar 14
     
    ASCD article. Provides charts to define types and give examples. I might print this and give to principals to share with teachers
debra joseph-charles

New Leaders for New Schools: Data-Driven Instruction - ASCD Express 5.08 - 0 views

www.ascd.org/...508-fenton.aspx

shu17 Data oasa njpsa assessment research learning

shared by debra joseph-charles on 10 Mar 14 - No Cached
  • debra joseph-charles on 10 Mar 14
     
    New Leaders for New Schools Data-Driven Instruction
  • Julia Leong on 12 Mar 14
     
    The more explicit tags you used on this bookmark are more helpful than your initial tags that were very general "Learning" I hope the tags will be helpful for you to search for bookmarks in the future for you and your faculty. Great start. Looking forward to learning from you and your shared resources next week.
Adriana Coppola

ASCD - 0 views

www.ascd.org/...EL-Study-Guide.aspx

shared by Adriana Coppola on 08 Mar 14 - No Cached
  • Adriana Coppola on 08 Mar 14
     
    Interesting...
Adriana Coppola

Meet Student Needs with Backchanneling | ASCD Inservice - 0 views

inservice.ascd.org/...dent-needs-with-backchanneling

shu17 education technology feedback teaching assessment learning

shared by Adriana Coppola on 25 Mar 14 - No Cached
  • Adriana Coppola on 25 Mar 14
     
    Meet Student Needs with Backchanneling
Gina Cinotti

ASCD Book: Personalizing the High School Experience for Each Student - 0 views

www.ascd.org/...perience-for-Each-Student.aspx

shu17 education learning resources

shared by Gina Cinotti on 24 Mar 14 - No Cached
  • Gina Cinotti on 24 Mar 14
     
    Seen this a few times.....sit and read it....worth it.
Adriana Coppola

Educational Leadership:Using Assessments Thoughtfully:The Right Questions, The Right Way - 0 views

www.ascd.org/...-Questions,-The-Right-Way.aspx

shu17 education feedback teaching setonhall resources

shared by Adriana Coppola on 19 Mar 14 - No Cached
  • Adriana Coppola on 19 Mar 14
     
    The Right Questions, The Right Way
debra joseph-charles

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 0 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

SHU17 feedback education teaching learning

shared by debra joseph-charles on 15 Mar 14 - No Cached
  • debra joseph-charles on 15 Mar 14
     
    Seven Keys to Effective Feedback
mccahillk

Educational Leadership:Strengthening Student Engagement:Engaging Students: What I Learn... - 0 views

www.ascd.org/...t-I-Learned-Along-the-Way.aspx

shu17 education student teaching

shared by mccahillk on 14 Mar 14 - No Cached
  • mccahillk on 14 Mar 14
     
    Low grades on tests do not necessarily mean that students haven't studied. Some students may have been confused when the material was covered in class. Incomplete homework isn't always a sign that students don't care.
mccahillk

Educational Leadership:What Students Need to Learn:High-Stakes Testing Narrows the Curr... - 0 views

www.ascd.org/...ng_Narrows_the_Curriculum.aspx

testing high-stakes curriculum shu17 learning

shared by mccahillk on 13 Mar 14 - No Cached
  • mccahillk on 13 Mar 14
     
    "Are science, social studies, the arts, and physical education really disappearing from elementary schools? Are critical thinking and deep reading of literature fading from the high school curriculum?"
mccahillk

Educational Leadership:Writing: A Core Skill:Making the Most of Mentor Texts - 0 views

www.ascd.org/...-the-Most-of-Mentor-Texts.aspx

assessment shu17 education technology resources setonhall

shared by mccahillk on 10 Apr 14 - No Cached
  • mccahillk on 10 Apr 14
     
    Mentor texts are most powerful when students frequently revisit them throughout the writing process-and when teachers help them take lessons from writing exemplars.
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