SHU17

So now let’s look at the latest PISA. It found that the most successful students are those who feel real “ownership” of their education. In all the best performing school systems, said Schleicher, “students feel they personally can make a difference in their own outcomes and that education will make a difference for their future

So now let’s look at the latest PISA. It found that the most successful students are those who feel real “ownership” of their education. In all the best performing school systems, said Schleicher, “students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.” The PISA research, said Schleicher, also shows that “students whose parents have high expectations for them tend to have more perseverance, greater intrinsic motivation to learn.” The highest performing PISA schools, he added, all have “ownership” cultures — a high degree of professional autonomy for teachers in the classrooms, where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development.

Effective teacher education practice:the impact of written assessmentfeedback for distance learners

  Abstracts of 4 th International Online Language Conference (IOLC 2011)IOLC 2011 Abstract Collection ……………………………………………………………… 53 The Impact of Teacher Feedback and Peer Feedback on the Writing Performance of EFLStudents with Different Learning Sty

A wonderful article appeared in today’s New York Times about the SAT.

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Monitoring students' thinking processes, giving them feedback and motivating them to learn are not only very important tasks of a facilitator, but they are also intimately related

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.