Published April 30, 2008
Accountability , Achievement , Assessment , Bloom , higher level thinking , learning , Read , Reading , Student , Think
Tags: Bloom, Critical thinking, Education, Higher level, Read, Reading, School, Thinking
As teachers we can incorporate many critical thinking through reading activities into our classroom. We can have students:
Annotate the text
Explain the context of the reading
Outline or Summarize
Ask questions about the text
Compare/ contrast to other readings
Connect to other readings or other things containing the ideas found in the text
Published April 28, 2008
21st Century Skills , Academic , Achievement , Benjamin Bloom , Bloom , Curriculum , higher level thinking , learning , Student , Thinking
Tags: Bloom, Compare, consequence, Curriculum, Evaluate, high-level thinking, Think
How do we change our curriculums from memorization of facts to higher level thinking curriculums?
One way is to ask questions that require our students to compare and contrast. How is the American Revolution like the French Revolution? How is it different? How does the Spanish present tense compare to the Future tense?
Another way is to ask questions that ask our students to explain the consequences of some act. For example, Science classes can explore the implications of every American home using five compact bulbs on the energy use for the nation.
In a third technique students evaluate a situation. Which of these solutions is better and why? Math students can figure out which of three loans will be a better financial deal and explanation their reasoning.
Students will still know the basic but more important, they will be able to use the basic information in higher level thinking.
How do you cause you students to engage in higher level thinking?
Published April 24, 2008
Flickr , Learn , Photo , Picture , Student , Web 2.0
Tags: Education, educational resource, Flickr, groups, Material, Photo, photograph, Picture, Resource, Web 2.0
I spent a few hours browsing Flickr to see if it had gained more educational groups than the last time I looked at learning and Flickr. I was sadden to see that there has not been a major increase in educational groups in flickr. I had hoped that composition teachers would have put together images for students’ writing. Maybe people do what I do and make their own list of images from Flickr. Maybe I am guilty as others in not giving back to Flickr what I have taken.
Also, if we all tag our images with educational terms, then others can search for them. At present, a search for educational terms ends with no images.
We have to be not only takers but also givers back. We can help build Flickr into an educational resource. Flickr can be a Web 2.0 tool.
Published April 21, 2008
Accountability , Achievement , Assess , Assessment , assessment for learning , Formative , Formative assessment , formative feedback , learning , Summative
Tags: assessments, Education, Formative, Formative assessment, learning, Progress, School, Summative, Waterfall
I like to visit waterfalls. There are two general types of waterfalls. In one the water falls all the way from the top to the bottom. Meanwhile, in the other type, the water hits several layers of rocks, therefore the water cascades.
I think that the total drop water fall is like the summative tests we give students. The results are given at the end of the year or semester. It has no impact on the students’ learning movement within the course. In a formative assessment process, We do not just check the students’ progress just once but we check many times. We find out if we have to redirect their movement. We can see small successes steps that lead to the big success in the standard.
Published April 20, 2008
Achievement , Assess , Assessment , assessment for learning , Formative , Formative assessment , formative feedback , Learn , Lecture , Teach , Teacher , Teaching
Tags: Activity, Assess, Education, Focus, Fomrative, Formative assessment, Learn, Lecture, Student, Teach, Teacher
Chaucer wrote “Gladly would he learn and gladly teach.” I would like to change that to “Gladly would he/she learn and gladly help students to learn.” Unfortunately some teachers think of teaching as presenting information and then testing on that info. In the formative assessment process, the focus is on helping the students to learn.
Glick wrote :”It is not what the teacher does but what he gets the students to do that results in learning” Our focus should be not on what the teacher does but on what the teacher helps the students to do. The teacher’s “best” lecture is not good if it does not help students to do something to learn the standard. Teachers should teach less and have students learn and do more in the class. The more students do in the class, the more teachers can observe them, diagnose them, and offer formative feedback to help the students so that the students can improve drastically in their learning.
Do you focus on teaching or learning?
Published April 18, 2008
Accountability , Achievement , Analysis , Answer , Assess , Assessment , assessment for learning , Authentic , Error , Formative , Formative assessment , formative feedback , Learn , learning , Student , Think , Thinking
Tags: Assess, Diagnose, Education, Error, Formative, Formative assessment, response, Thinking
I believe that we have to encourage students’ to make errors since only when they make errors do they reveal their in depth thinking. If students get a correct answer, we do not know if they remembered it from class, copied it from their textbook or if they truly understood the concept. When they answer incorrectly, we can see their thinking- their misconceptions, their faulty logic, and their lack of comprehension of the learning goal. Once we see their errors and diagnose the errors, then we can provide formative feedback to help them. The feedback will be differentiated based on their unique answers.
Right answers do not reveal students deep thinking while errors do.
How do you engage your students in in depth projects where they can show their thinking and their errors?
Published April 17, 2008
Achievement , Assessment , assessment for learning , Formative , Student
Tags: Content, Context, Education, ELA, English, Focus, Goal, Purpose, School, Shakespeare, Standard
Unless we are focused, our students will never hit their academic target. We have to identify exactly what they are to learn. Some sometimes we focus on the context, the learning vehicle, instead of the content, the learning purpose. An example is an English teacher who focuses on A Midsummer Night’s Dream, the context, without considering the real purpose of the content such as analyzing themes which is part of NYS ELA Standard 3 Critical Analysis. Is A Midsummer Night’s Dream the most appropriate context for the learning goal?
Once we do decide on our specific learning goal, then we have to decide how we will help students develop that skill. Just reading A Midsummer’s Night Dream will not accomplish the task. We have to develop specific activities to help students grow in analyzing themes.
Do you focus on content or context?