Group items tagged

Article on the College and Work Readiness Assessment which measures problem solving and analytical skills.

Quite an interesting interview. Basically, DreamBox seeks to 'learn the learner as the learner learns'. In this manner, the adaptive software is able to formulate instruction so as to cater specifically to the individual student. Quite interesting indeed.

This article by John F. Bauer and Rebecca S. Anderson helps explain valuable criteria and sample rubrics for evaluating online classroom formal and informal discussions, explaining the rationale for different rubrics for each and providing sample of each.

An intriguing article delineating several useful methods to bring online classrooms to life. While text and self-teaching methods were the way of the past, we now have a multitude of means to engage the student both visually and audibly via an incredible assortment of tools and resources just brimming with creative potential.

Using online math course as the example, this article provides teachers and students with a lot of technology tools to create a rich online learning and problem-solving environment. With these digital tools, students get more engaged in learning and become more creative thinking. It's a good reference for subject teachers.

This article asks how we teach students the tools to learn how to talk, read, write, and think online. It mentions many of the media literacy tools presented in one of our readings.

Sara Ring's poll provokes thinking about how assessment methods might be evolving to include information literacy. Interesting posts follow the poll results, which at the time I retrieved this URL showed Yes ahead of No. The most votes went to Maybe.

I think the choices in the poll are interesting--Yes, No or Maybe. I thought the distribution of answers would be a little different. About 50% maybe seemed to be a lot. This article made me think a lot about what I would do.

This article discusses the importance of differentiation and especially the need for students to "redo" their assignments until they get them correct. By allowing students to "redo" they are improving their higher level thinking skills. Good and short article with practical reminders.

I love this article! Great reminders for all of us as educators to simply differentiate learning for our students. -vary the length or quantity of the assignment. -extend or curtail the duration of the assignment. -change the language of the assignment. -scaffold the learning activity from hard to medium to easy. -compact the activity and teach only what they don't know. -give them learning activities that let them perform the same learning objective with multiple mediums like summarizing a story they have read through narrative, drama, song, poetry, art, or design They also discussed the ability to redo assessments and I agree with this but somewhere in my teaching experience this has been engrained in my head only once. But I realize the feeling of success this allows a student.

In this blog, Ben Johnson reiterates the misconceptions in education about all students getting concepts in education at the same time. He goes on to discuss the importance of true differentiation in the classroom and that it is not creating an imbalance among students but a way for all students to succeed. He emphasizes the things teachers already do in the classroom to help students succeed and ends with a suggestion to allow students to redo their work in all areas (not just English and history).

Donald Clark, Blogger, has quite the following of online community which he is respected and supported. I can agree with some on his comments yet wonder where he stands on how connectivist, constructivist theories and what role making meaning from the information one is learning and making connections to current knowledge base plays when using these tips. Donald Clark reviews Salman Khan's work with Flipped classrooms. "He understands the difference between learning and teaching, between classrooms and self-paced environments between formative and summative assessment, between scalable and non-scalable components in education. Most of all he is not encumbered with traditional methods and thoughts about what education needs to be."

apps for special needs/ classroom use sorted by type. A great resource!

A scientific study of the educational practicality of online education versus conventional face-to-face, brick and mortar environments. Issues of retention as well as escalated drop-out rates for online education are evaluated.

The pedagogical value and the challenges of integrating student blogging into your teaching is a recurring topic on ProfHacker. Some of our earliest posts dealt with student blogging, and we have revisited the issue frequently. Most recently, Jeff and Julie wrote about that age-old question-How are you going to grade this?-when it comes to evaluating classroom blogs.

Exactly as the title suggests- A rubric for evaluating Student bolgs