Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning. Cambridge English Language Assessment approaches LOA from an assessment specialist perspective, taking a systemic view where assessment operates on multiple levels and takes many forms. Our conception of LOA reflects an intention to change the traditional relationship of assessment to learning. Cambridge English Empower takes learning-oriented approach Find out more about Cambridge English Empower Find out more about LOA
15 Characteristics of a 21st-Century Teacher Recent technological advances have affected many areas of our lives, including the way we communicate, collaborate, learn, and, of course, teach. Those advances necessitate an expansion of our vocabulary, producing definitions such as digital natives, digital immigrants, and the topic of this post—21st-century teacher. As I write this, I’m trying to recall if I ever had heard phrases such as 20th-century teacher or 19th-century teacher. Quick Google searches reassure me that there are no such word combinations. Obviously, teaching in the 21st century is an altogether different phenomenon; never before could learning be happening the way it is now—everywhere, all the time, on any possible topic, supporting any possible learning style or preference. 15 Characteristics of a 21st-Century Teacher 1. 2. Sadly, often these papers are simply thrown away once graded. 3. 4. It’s a shame that with all the tools available, we still learn about other cultures, people, and events from the media. 5.
Use of Flipped Classroom Technology in Language Learning JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page. Abstract The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. Keywords Flipped classroom technology blended learning e-learning environment classroom activities language learning. References Bergmann, 2012 Bergmann, J., & Sams, A. (2012). Bransford et al., 2000 Bransford, J., Brown, A., & Cocking, R. (2000). Holmberg et al., 2005 Holmberg, B., et al. Graham, 2006 Graham, C. (2006). Fischer, 2000 Fischer, G. (2000). Kleiman, 2004 Kleiman, G. (2004). Marsh, 2012 Marsh, D. (2012). Muldrow, 2013 Muldrow, K. (2013). Sharma, 2007 Sharma, P., & Barrett B. (2007). Trucano, 2005 Trucano, M. (2005).
Reciprocal Teaching Before Reciprocal Teaching can be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching (summarizing, questioning, predicting, clarifying). One way to get students prepared to use reciprocal teaching: (from Donna Dyer of the North West Regional Education Service Agency in North Carolina) Put students in groups of four. Distribute one note card to each member of the group identifying each person's unique role: Summarizer Questioner Clarifier Predictor Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. For more information, see the article Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!". Download blank templates
Integrating the 4 Cs into Your Classroom This is a module of trainings designed to show how technology can be used to foster the 21st Century Skills of Collaboration, Communication, Critical Thinking, and Creativity. Although specific technologies are highlighted, there are hundreds more that are just as good that could be used for the same purposes! By the end of this learning module, the learner will be able to: Define the 4 Cs of 21st Century Skills. Google is a trademark of Google.
Flipped Classroom, la scuola si capovolge: internet, pensiero aperto e smartphone in aula ROMA - Non serve banda larga, non servono computer, non serve la lavagna interattiva multimediale né le fotocopie. Servono però insegnanti formati, capaci di fare anche i blogger, di lavorare in modo cooperativo. E - cosa non banale – serve che ogni studente abbia a disposizione uno smartphone e una connesione internet quando si trova a casa. Sono questi gli ingredienti della "flipped classroom", ovvero la "classe capovolta", una rivoluzione della scuola che non passa per le riforme di sistema ma per la sperimentazione quotidiana degli insegnanti. Una didattica inclusiva. in riproduzione.... Usare lo smartphone a scuola. La rivoluzione del world wide web. L'approfondimento quotidiano lo trovi su Rep: editoriali, analisi, interviste e reportage. Saperne di più è una tua scelta Sostieni il giornalismo!
Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!" In 1978, Durkin (1978-1979) made what continues to be an alarming observation: less than 1% of classroom reading instruction was dedicated to comprehension instruction. When comprehension instruction occurred, the focus was on asking students questions about the text-assessing comprehension, not providing instruction. More recently, Pressley, Whar ton-McDonald, Mistretta-Hampston, and Echevarria (1998) examined reading instruction in 10 fourth- and fifth-grade classrooms. They too found little comprehension instruction and an emphasis on assessing comprehension. Taylor, Peterson, Pearson, and Rodriguez (2002) had similar findings when they observed literacy instruction in 88 classrooms. The lack of documented comprehension instruction, especially in the primary grades, has contributed to a student population in which 69% of fourth graders read below the National Assessment of Educational Progress' (NAEP) proficient reading level (NAEP, 2005). Comprehension strategy instruction
Project-Based Learning Over time, the world of public education has grown increasingly difficult, for both students and teachers. Its focus has drifted from applicable, relevant instruction to test performance and attainment of standards. At times, the prognosis can seem bleak. However, there has been a renewed interest in and revival of John Dewey’s revolutionary 20th-century “learning by doing” theory, in the form of project-based learning (PBL) and the establishment of charter schools. With its focus on demonstration of knowledge and interdisciplinary ideals, project-based learning encourages students to become active participants in their learning. hoonuit, LLC
Che cosa è un’UA – Sul sito si propongono per ogni disciplina delle Unità di apprendimento (UA), strutturate secondo uno schema condiviso e sperimentato, che suggeriscono piste di lavoro adatte per una particolare classe del triennio. Si offrono degli spunti operativi, naturalmente legati a chiari riferimenti valoriali e culturali, che ogni docente, tenendo conto della specifica realtà in cui opera, dovrà poi modificare ed adattare al suo contesto, per rendere più efficace l’azione didattica. Sarà opportuno, inoltre, condividere preliminarmente con i docenti che intervengono sullo stesso gruppo classe la scelta di alcune competenze da perseguire, indipendentemente dalla disciplina, ricavandole dai Documenti nazionali vigenti, perché una progettazione coordinata risulterà più incisiva per lo sviluppo integrale della persona degli allievi. Che cosa si intende per UA? Struttura dell’UA (da settembre 2013) Ogni Unità di apprendimento è costituita dalle seguenti sezioni: • Titolo. • Compito unitario. oppure
Reciprocal Teaching Strategies for Reading ComprehensionReciprocal Teaching[Palincsar et al, 1984, 1986] What Is Reciprocal Teaching?The creation of Palinscar and Brown, Reciprocal Teaching is in some ways a compilation of four comprehension strategies: summarizing questioning clarifying predicting Please understand that some think the choice of "reciprocal" in the name of this strategy is slightly misleading. It conjures up the image of a student in front of the class, or of students taking turns telling each other important ideas in the text. How Does It Work? How Might I Implement Reciprocal Teaching in my Classroom? One approach to teaching reciprocal teaching might be to have students work from a four-column chart, with each column headed by the different comprehension activity involved. You might also consider implementing reciprocal teaching the way Donna Dyer of the North West Regional Education Service Agency in North Carolina recommends. Put students in groups of four. © 1998-present by Raymond C.
21st Century Skills Concepts What is meant by "21st Century Skills?" How do they relate to what I should be teaching in my classroom? These are just some of the questions that you might be asking when you hear the term "21st Century Skills." In this series of tutorials, we will present what we mean by the terminology and how it relates to the models, frameworks, and technology standards that have been developed by other organizations. Atomic Learning is a professional development affiliate of the Partnership for 21st Century Skills which supports the integration of 21st century skills into all aspects of teaching and learning. National Educational Technology Standards for Students, Second Edition, © 2007, ISTE ® (International Society for Technology in Education), www.iste.org.
La valutazione nei compiti autentici I compiti autentici – trattati ampiamente in Folio.net anno 3 n. 5 – sono caratterizzati da questi atteggiamenti didattici assunti in modo sistematico dagli insegnanti: utilizzare la realtà degli studenti (eventi reali, problemi, situazioni sociali, economiche, culturali…) per lo svolgimento delle attività di apprendimento;proporre l’esplorazione dei meccanismi della vita quotidiana contemporanea nei suoi aspetti più rilevanti (per esempio: il linguaggio della pubblicità, la comunicazione dei media, la filiera alimentare…);valorizzare le risorse e gli interessi di ciascun allievo;assegnare quanta più responsabilità possibile allo studente nello svolgimento delle attività;stimolare un’azione flessibile, creativa e divergente;far fare esperienza diretta degli “oggetti” dell’apprendimento;far monitorare agli allievi stessi il processo di costruzione e apprendimento;favorire l’imparare a imparare. Valutare nei compiti autentici Le rubric Le liste di prestazione La riflessione
Learning styles – the emperor with no clothes | Adaptive Learning in ELT All aboard … The point of adaptive learning is that it can personalize learning. When we talk about personalization, mention of learning styles is rarely far away. Jose Ferreira of Knewton (but now ex-CEO Knewton) made his case for learning styles in a blog post that generated a superb and, for Ferreira, embarrassing discussion in the comments that were subsequently deleted by Knewton. FluentU (which I reviewed here) clearly approves of learning styles, or at least sees them as a useful way to market their product, even though it is unclear how their product caters to different styles. Busuu claims to be ‘personalised to fit your style of learning’. Learning styles are thriving in ELT coursebooks, too. Move it! Open Mind Elementary (A2) 2nd edition by Rogers, M., Taylor-Knowles, J. & Taylor-Knowles, S. Methodology books offer more tips for ways that teachers can cater to different learning styles. How about language teaching qualifications and frameworks? But, unfortunately, … Dembo, M.
Beyond the Bubble Test: Why We Need Performance Assessments - Education Futures: Emerging Trends in K-12 Note: Today's guest blogger needs no introduction. Linda Darling-Hammond (lindadh@stanford.edu) is Charles E. Ducommun Professor of Education at Stanford University and founding director of the Stanford Center for Opportunity Policy in Education. She has just published Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning, with her colleague Frank Adamson (Adamson@stanford.edu). Last spring, while millions of American students were bubbling in answers to multiple-choice questions on the ubiquitous tests that determine school and teacher ratings, student promotions, graduation, and college admissions, some students were meeting a higher standard. Schools in the Consortium require students to complete a well-developed literary analysis, a mathematical model, a scientific investigation, and a social science research paper. In science, Gemma conducted and wrote up an experiment about the Effect of Stress on Memory. The contrast with other countries is stark.