Learning to Code Becomes Learning to Learn. Jane is my student, and she loves stories.
Jane loves movies, she loves narrative video games, she loves telling stories to friends, and hearing stories read aloud. But Jane struggles to write and read. She loves to experience stories but lacks some of the skills that make stories possible. So I talk with other teachers and learn what works in math or history. I scaffold assignments with Jane and check in frequently. Until recently, I was like Jane, but with technology. A year ago, though, I became a beginner, an apprentice, a struggling learner. Immediately, the experience became less about designing websites and more about experiencing the growth mindset, improving confidence with technology, and learning that failure is part of the process.
The Lessons. New Teachers: A Primer on Assessment. In order to effectively plan instruction, it’s important to determine students’ current level of knowledge and state of academic, social, and emotional skills.
There are a variety of ways for teachers and students to arrive at this understanding and gauge student progress through assessment. View the video "Five Keys to Comprehensive Assessment" for a helpful overview of the various types and purposes of assessment. Then explore the resources below for tips and strategies to help you plan and craft assessments to guide teaching and learning in your classroom. After you have seen the video, make sure to read "The 5 Keys to Successful Comprehensive Assessment in Action" for a better understanding of what these elements look like in practice.
Setting Meaningful Goals Using Rubrics How Do Rubrics Help? 6 Ways to Honor the Learning Process in Your Classroom. Roughly put, learning is really just a growth in awareness.
The transition from not knowing to knowing is part of it, but that's really too simple because it misses all the degrees of knowing and not knowing. One can't ever really, truly understand something any more than a shrub can stay trimmed. There's always growth or decay, changing contexts or conditions. Understanding is the same way. It's fluid. Yes, this sounds silly and esoteric, but think about it. Making Learning Meaningful and Lasting. Even after eight years of teaching history, I struggle with helping my students retain and make effective use of their learning.
Several years ago, a returning senior asked if she could retake the final exam in my United States history course in September. She had earned a solid "A" just three months earlier, but after a long and eventful summer, she wanted to know how much she remembered. As it turned out, not much. My once-shining star had devolved into just an average student, earning a "C" on the same exam. She couldn’t recall historical intricacies that once rolled off her tongue, nor could she effectively articulate the main arguments for American territorial expansion from 1820 to 1860, and the impact this had in leading up to the Civil War. Is It Wrong to Teach to the Test?
Many of us would agree that teaching to the test has become an offensive phrase.
I propose that teaching to the test may not be such a bad thing, as long as we are doing it in the right way and for the right reasons. Failure Is Essential to Learning. One of my favorite things to say when doing strategic planning with teachers is that the plan has a 50 percent chance of success and a 100 percent chance of teaching us how to get "smarter" about delivering on our mission.
Big Thinkers: Howard Gardner on Multiple Intelligences. Howard Gardner: We have schools because we hope that someday when children have left schools that they will still be able to use what it is that they've learned.
And there is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is that they're studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and then transform them as is needed, the ideas just disappear. The student may have a good grade on the exam.
We may think that he or she is learning, but a year or two later there's nothing left. The idea of multiple intelligences comes out of psychology. Comprehensive Assessment: An Overview. Narrator: They are dueling with robots in Florida, and study microorganisms in New York, designing future schools in Seattle, and racing electric cars in Hawaii.
All across the country students are being called upon to show what they know in challenging tests of their abilities. Man: Here we go! The national championship on the line. Narrator: These are the fun tests. Teacher: Today we're going to take SAT I, the reasoning test. Narrator: But today's students face other kinds of exams and their score on one of them can determine their future. Linda Darling-Hammond: There's an irony in testing in American schools. So there are thousands and thousands of hours spent on taking these tests and preparing for these tests which give very little indication of what kids can actually do in real-world situations. Student: So we could get 120 points just for getting our robots in the end zone without scoring any balls- Eeva Reeder: Is this what the science wing would look like? Making Sure They Are Learning.