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Kristina (Kris) Peachey (AAS/NZAS)

Intelligent vs. thoughtless use of rubrics and models (Part 1) « Granted, but… - 1 views

  • Without the models I cannot be sure what, precisely and specifically, each of the key criteria – well-developed, strong ideas, clearly-evident organizational plan, engages the reader, etc. – really mean.  I may now know the criteria, but without the models I don’t really know the performance standard; I don’t know how “strong” is strong enough, nor do I know if my ideas are “inappropriate.: There is no way I can know without examples of strong vs. not strong  and appropriate vs. inappropriate (with similar contrasts needed for each key criterion.)
  • This is why the most effective teachers not only purvey models but ask students to study and contrast them so as to better understand the performance standards and criteria in the concrete. In effect, by studying the models, the student simulates the original anchoring process and stands a far better chance of internalizing and thus independently meeting the standard.
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    Discussion of the use of rubrics and the role of models. Wiggins argues these must be used hand in hand.
Kristina (Kris) Peachey (AAS/NZAS)

A nagging doubt about national standards « Granted, but… - 1 views

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    This is the blog of the Understanding by Design guy, Grant Wiggins.
Kristina (Kris) Peachey (AAS/NZAS)

Delivering Effective Feedback ... to Everyone - Finding Common Ground - Education Week - 0 views

  • David Ausubel once said, "If I had to reduce all of the educational psychology to just one principle, I would say this: 'The most important single factor influencing learning is what the learner already knows. Ascertain this and teach them accordingly.' (1968). Students may be given the same task but may have to go about solving it differently.
  • Grant Wiggins said, "The most common mistake is when educators fail to link the feedback to a specific agreed upon goal."
  • Wiggins provided the following essentials to effective feedback to students, teachers and school leaders. It needs to be:  Goal-Referenced Tangible and Transparent Actionable User-Friendly Timely Ongoing Consistent
Kristina (Kris) Peachey (AAS/NZAS)

On close reading, part 2 | Granted, and... - 0 views

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    This blog has some important ideas about close reading of a text.
Kristina (Kris) Peachey (AAS/NZAS)

"I didn't know they could think!" | Granted, and... - 3 views

  • We talk about inferences. We make inferences all the time. We tell kids to make inferences. When pushed, we can even define inferences… [Yet] the problem with comprehension, it appeared was that kids could not make inferences…
  • They would not connect an ethics reading to their own lives; they could not follow the argument the author was making; they had great difficulty seeing that two authors were addressing the same issue from different points of view. Like young Beers, I had naively assumed that if the students engaged with the text that they would make the inferences needed to grapple with the ideas in the text.
  • They often wrongly assume their students know how to think about what they are learning
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  • What does it mean to read? What does it mean to think? What does it mean to solve problems? What should you be doing in your head when you translate the Spanish? In sum, what is meant to be going on inside that black box called the mind and what is actually going on in their minds?
  • That is also why the literature on student misconception is so important for all teachers to study, since it reveals that mere teaching, no matter how precise, is insufficient to overcome widespread naïve and erroneous thinking about key ideas.
  • So, as school winds down (or has just ended), you might do some thinking. You might consider a summer research project to think through how you are going to better find out next year what actually goes on in students’ heads when they try to learn vs. what you want them to be doing in their heads as they try to learn. You will no doubt find that it gets you, too, really thinking.
Kristina (Kris) Peachey (AAS/NZAS)

The challenge of responding to off-the-mark comments | Granted, and... - 1 views

  • It’s a crucial moment in teaching: how do you respond to an unhelpful remark in a way that 1) dignifies the attempt while 2) making sure that no one leaves thinking that the remark is true or useful?
  • Here is a famous Saturday Night Live skit, with Jerry Seinfeld as a HS history teacher, that painfully demonstrates the challenge and a less than exemplary response.
  • I immediately made a mental note: always, always dignify the question – even if it means slyly evading the particulars; return the conversation to a certain plane without making a questioner or commenter feel dumb; control your facial expressions to always look appreciative of the contribution.
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  • one can put the challenge back to the questioner: Well, a minute ago we said EQs are open-ended and thought-provoking. Do you think your example meets those criteria?
  • As I used to say to my English students: no answer is certain or true, but some answers are better than others – and our job this year is to figure out how that is so.
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    This post adds to my thinking about how we can facilitate classroom discussions appropriately.
Kristina (Kris) Peachey (AAS/NZAS)

Better seeing what we don't see as we teach | Granted, and... - 0 views

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    Some practical ideas about finding our 'blind spots' in the classroom. The comment section at the bottom is interesting too, especially the discussion of teacher/student responsibility...
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