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Barbara Powers

Structures for Student Self-Assessment - 1 views

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    Structures for Student Self-Assessment
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    So often we say "critical thinking" but we don't know what that "looks" like. This article is a good reference for teachers. Principals & administrators please share the points.....
mccahillk

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

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    "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?"
Daniel Breiman

Project Look Sharp :: K-12 & Higher Ed. Media Literacy Lesson Plans :: Ithaca College - 0 views

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    Project Look Sharp is a media literacy initiative of Ithaca College that develops and provides lesson plans, media materials, training, and support for the effective integration of media literacy with critical thinking into classroom curricula at all education levels, including integration with the new common core standards.
Gina Cinotti

Types of Feedback - 1 views

  • 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
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  • 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
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    ASCD article. Provides charts to define types and give examples. I might print this and give to principals to share with teachers
Julia Leong

WHOIS Search provides domain registration information from Network Solutions - 0 views

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    how to validate a source
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