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Sara Wilkie

Diving Into Project-based Learning: Designing the Rubric |Philip Cummings - 0 views

www.philipcummings.com/-project-based-learning-rubric

PBL learning rubric student_owned_learning

shared by Sara Wilkie on 04 Jun 13 - No Cached
  • Sara Wilkie on 04 Jun 13
     
    "Perhaps the most difficult aspect of project-based learning for me was figuring out how I was going to assess it. I'm sure some teachers love assessing and marking student work, but honestly, I'm uncomfortable with most grading and scoring. I appreciate feedback and I don't mind giving feedback, but I hate reducing it to a letter, number, or score. To me, it undervalues the learning."
Sara Wilkie

Austin's Butterfly: Building Excellence in Student Work - Models, Critique, and Descrip... - 0 views

vimeo.com/38247060

feedback critique constructivism constructionist

shared by Sara Wilkie on 17 Jul 13 - No Cached
  • Sara Wilkie on 17 Jul 13
     
    "Ron Berger from Expeditionary Learning demostrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin's Butterfly. 1st grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product."
Jason Friedman

"She Didn't Teach. We Had to Learn it Ourselves." | Faculty Focus - 4 views

www.facultyfocus.com/...didnt-teach-learn

shared by Jason Friedman on 10 Sep 14 - No Cached
    • Chris English
      Chris English on 10 Sep 14
       
      I highlighted a few key phrases
  • If teachers are going to refuse to do something students expect, especially if students think it’s something they believe makes the learning easier, how teachers refuse to help is important. “I will help, but not until you’ve got some answers, part of the solution, a few examples.” “I am not going to give you the answers, but I will give you feedback on your answers. By the end of class, we’ll have a set of good answers.”
    • Jason Friedman
      Jason Friedman on 11 Sep 14
       
      I really like this part.  Having a strong method is good but communicating that to ones students is paramount.  Some might be perceptive and pick up what's going on but it is short sighted to expect all students to make that connection on their own.
    • Matt Duncan
      Matt Duncan on 30 Oct 14
       
      What Jason said. Vital piece of this whole thing. Definitely.
Jason Friedman

Is the Lecture Dead? - Richard Gunderman - The Atlantic - 2 views

www.theatlantic.com/...272578

learning education pedagogy lecture

shared by Jason Friedman on 22 Nov 13 - No Cached
  • e lecture as the prototypically old school, obsolete learning technology,
    • Chris English
      Chris English on 22 Nov 13
       
      Is it difficult to view the lecture as a technology? What physical objects support the lecture? 
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      Isn't technology just the delivery of information?
  • placed one of Texas's medical schools on probation, in part because its curriculum relied too heavily on "passive" approaches to learning -- foremost among them, lectures. In medical education circles, "lecture" is fast becoming a term of derision.
    • Chris English
      Chris English on 22 Nov 13
       
      LCME accreditation is serious business.  Check out the standards here :  http://www.lcme.org/publications.htm#standards-section
  • And yet
    • Chris English
      Chris English on 22 Nov 13
       
      What is the rhetorical effect here?  What signal is the author giving the reader with these two words?
  • ...13 more annotations...
  • e should attempt to understand better the features that distinguish effective, engaging lectures from those that leave learners limp.
    • Chris English
      Chris English on 22 Nov 13
       
      Good idea.  I'm on board with understanding the difference between a good lecture and a bad one.
    • Chris English
      Chris English on 22 Nov 13
       
      Let's highlight these with pink.
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      I agree.
  • we lecturers
    • Chris English
      Chris English on 22 Nov 13
       
      What revelation do we have here about the author's persona and the intended audience for this article?
  • What will I be able to get across to learners through a lecture that they could not get just as well and with less inconvenience by reading a book or working through an online learning module?
    • Chris English
      Chris English on 22 Nov 13
       
      Golden question.  Essential to good practice and pedagogy
  • The real purpose of a lecture is to show the mind and heart of the lecturer at work, and to engage the minds and hearts of learners.
    • Chris English
      Chris English on 22 Nov 13
       
      Primary assertion of the text.  Is this an appeal to ethos, logos, or pathos?
  • pens learners' eyes to new questions, connections, and perspectives
  • Great lecturers not only inform learners, they also engage their imaginations and inspire them.
  • A great lecturer tells a story
  • Great lecturers often share responsibility for solving these problems with learners, working with them in real time to find a solution
  • Learners are not merely sitting and passively listening
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      I always say learning shouldn't be a spectator sport.
  • actively thinking and imagining right along with the lecturer as both struggle toward new insights
    • Chris English
      Chris English on 22 Nov 13
       
      Sharing responsibility, collaborating in real time, solving problems, active thinking and imagining - these are all valued in the classroom.  What does that look like during a lecture?  What should I be seeing?  How do I gauge whether or not a students is engaged?
  • Pausch and Jobs could have confined their presentations to small groups, relying on much more direct interaction with a few audience members. They could have embedded their messages in interactive computer software programs that asked learners numerous questions and provided constructive feedback on their responses. They could have phoned their lectures in, using the latest distance-learning technology. Fortunately, however, they did not, and our world and the world of today's health professions students is the richer for their choice to lecture.
    • Chris English
      Chris English on 22 Nov 13
       
      These are good examples of great speeches, but I hesitate to buy the idea that they are reflective of classroom lectures.  Neither example is comes form a classroom setting where students are meeting on a regular basis to learn.
  • Nor can efforts to cut down on the amount of lecturing be justified on the grounds that the lecture is dead or even moribund.
    • Chris English
      Chris English on 22 Nov 13
       
      I'm willing to accept the argument that the lecture has a place in education.  Lectures can be an effective and inspirational teaching tool.  I don't think the argument leads to the second part of the conclusion - that we shouldn't reduce the number of lectures.  Lecturing is one tool.  As educators, we should have more than one tool.
  • I believe that we should revisit this venerable educational method before we sign its death certificate.
    • Jason Friedman
      Jason Friedman on 22 Nov 13
       
      I think this is important.  The lecture need not die but it can be improved.  Any technology if not used effectively is a disservice to the classroom.
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