Assessment & Teaching of 21st-Century Skills A Must Have Questioning Toolkit for Teachers and Educators ~ Educational Technology and Mobile Learning The Question Game: A Playful Way To Teach Critical Thinking The Question Game by Sophie Wrobel, geist.avesophos.de The Question Game: A Playful Way To Teach Critical Thinking Big idea: Teaching kids to ask smart questions on their own A four-year-old asks on average about 400 questions per day, and an adult hardly asks any. In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger suggests that there are three main questions which help in problem solving: Why questions, What If questions, and How questions. Regardless of the question, the question needs to be phrased openly and positively in order to achieve positive results – a closed or negative question only raises bad feelings against each other. Why questions help to find the root of a problemWhat If questions open up the floor for creative solutionsHow questions focus on developing practical solutions Learning Goal: A Pattern Of Critical Thinking Introducing The Question Game Evaluating Learning Progress
Designing Rubrics That Rock! The most powerful thing to impact learning is students reporting their own results. That means moving assessment into the hands of the students. Here we are going to focus on teaching students to pull criteria from a project or assignment and get them designing rubrics for their own evaluations. In other words, we’ll guide you on how to teach students to build rubrics to assess and report on their own work. Rubrics are a great way to give a lot of feedback in a short time. We’re not going into detail on what rubrics are or how to write a basic rubric (you can learn that here). Formative assessment is exponentially more useful to students, and we teachers owe it to them to give honest, accurate, and timely feedback. There are tons of tutorials and opinions about writing great rubrics. Step 1: Give the Students a Sense of Proactivity Have them design the rubric. This may seem time consuming at first, but the benefits of great self-assessment are exponential in the long run. To Sum Up
Project Based Learning in History and Social Studies A MiddleWeb Blog by Jody Passanisi & Shara Peters The idea behind Project Based Learning is that students will understand more if they make meaning through inquiry based creation. Project Based Learning can apply to any discipline. We’ve tried it in our history classroom to varying levels of success. Being proponents of constructivism, Project Based Learning was not too much of a stretch for us to embrace, pedagogically. In this blog post we’ll describe two eighth grade American History units (the U.S. Technology and the Civil War Our Civil War Unit has always been something we weren’t fully satisfied with, so it seemed natural for us to try out Project Based Learning with this unit. While PBL often doesn’t put parameters on the inquiry process, we did create a few parameters for the students. Curiosity and engagement The research and inquiry process was incredible to see. Examples of student work Another team, also presenting about communication, created a newspaper. How about you?
Flipped Staff Meetings: Why Didn't We Do This A Long Time Ago? How–And Why–We Flipped Our Teacher Staff Meetings by Amy Arbogash Staff Meeting. There are often no more dreaded words in a teacher’s vocabulary than those. The time we all get together to hear the principal talk about due dates, important initiatives, and the increasing workload on our plate. The place where teachers show up with papers to grade, emails to send, and conversations to catch up on. So if staff meetings tend to be ineffective, boring, and repetitive, why do we continue to run them the way they have always been run? What if teachers could go to staff meetings and be actively collaborating? Our schools, and education in general, are being met with transformative times. Working as a technology integration specialist in a middle school that is going through a digital transformation required me and my administration to look differently at the time our staff spends together. The teaching method of flipping classes is not new to teachers. Now I know what you are thinking.
Classroom Self-Persuasion "The fox leapt high to grasp the grapes, but the delicious-looking fruit remained just out of reach of his snapping jaws. After a few attempts the fox gave up and said to himself, 'These grapes are sour, and if I had some I would not eat them.' The fox changes his attitude to fit his behavior." - Aesop’s Fables There is a general misconception that our beliefs are the cause of our actions. Just like the fox, people will tell themselves a story to justify their actions. Punishment, Rewards, and Commitment The issue with classroom management policies in most institutions is that it operates on a carrot-and-stick model. The goal of self-persuasion is to create cognitive dissonance in the mind of the one being persuaded. Punishment In 1965, Jonathan Freedman conducted a study in which he presented preschoolers with an attractive, desired, "Forbidden Toy." Weeks later, Freedman pulled the students out of class one by one and had them do a drawing test. Rewards Commitment 1. 2. 3. 4. 5. 6. 7.