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Rubric

Rubric

http://www.galileo.org/research/publications/rubric.pdf

Related:  assessmentInstructional design approaches

Cybraryman Internet Catalogue My Goal Mavens @coolcatteacher@angelamaiers@wmchamberlain Each year I had my students write their learning goals or resolutions for the year on the first day of school. I had them review and update them periodically throughout the school year. (Thanksgiving, 100th Day, New Year's, Valentine's Day...) Inquiry learning / Effective pedagogy / Media gallery / Curriculum stories Vic Hygate, Windsor School, Christchurch The biggest difference for me as a teacher with ‘inquiry’ is it’s that shifting your students from knowing about their world to understanding their world - and understanding is so much more than knowledge! If I think about my own life, I studied French at high school and I passed French exams. But recently I've been to France and I've actually had to use French and that's actually given me a whole different understanding of the French language - and how much I knew and how much I didn't. Whereas, when I did it in an exam it was a little bit different.

Introduction 1. Students learn isolated skills and knowledge, starting with the simple building blocks of a particular topic and then building to more complex ideas. While this appeals to common sense (think of the efficiency of a automobile assembly line), the problem with this approach is the removal of any context to the learning, making deep understanding of the content less likely.

Inquiry-based Learning: Explanation What is inquiry-based learning? An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand." The last part of this statement is the essence of inquiry-based learning, says our workshop author Joe Exline 1. Reflecting on and refining assessment tasks It’s important educators understand where students are in their learning, and there are lots of ways to monitor this progress that can inform meaningful feedback and next steps. One example is an end of semester or end of unit assignment or portfolio task developed by the subject or classroom teacher. If you’ve designed one of these tasks, think about the process you undertook.

A Pattern Language for action-inquiry, work-focused learning Picture Introduction Based on the Ultraversity Project, this collection of patterns identifies the key innovations developed to teach an undergraduate programme of some 300 student researchers, supported entirely online and having collaboration between learners as a central component. The Essence of the Problem To widen participation in HE for those who current provision does not fit. The Problem in Detail Visible Thinking Purpose and Goals Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them Who is it for? Visible Thinking is for teachers, school leaders and administrators in K - 12 schools who want to encourage the development of a culture of thinking in their classrooms and schools.

May and Mahavier methods - CAPABLE: Calculus Acquisition through Problem and Activity Based Learning Here are two methods that I (Amy Ksir) know of for turning any course into an inquiry-based course. The first method I learned from E. Lee May, and so I am calling it the May method. I am trying it in Calculus I, Fall 2009. You use the regular textbook and follow the syllabus. 10 ways to encourage student reflection… Split Screen Teaching Optimal learning occurs when students are active participants in their own learning, rather than passive recipients of teacher-delivered content. For this to be effective, students really need to think about their learning.

Contextual Learning Contextual Learning According to Hull's (1993) definition of contextual learning, learning occurs only when learners connect information to their own frame of reference: Karweit (1993) defines contextual learning as learning that is designed so that students can carry out activities and solve problems in a way that reflects the nature of such tasks in the real world. Research supports the effectiveness of learning in meaningful contexts (Carraher, Carraher & Schleimer, 1985; Lave, Smith & Butler, 1988).

An open education resource supports a diversity of inquiry-based learning Catherine Anne Schmidt-Jones University of Illinois Urbana-Champagne, USA Abstract There have been numerous calls for research that demonstrates how open education resources (OERs) are actually being used.

Resources — Academy of Inquiry Based Learning Course materials are listed on this page. These materials are not necessarily peer reviewed. If you have course materials you would like to share, please send them to us. edutopia Formative assessment is an important part of effective instruction. Teachers can use observations, checklists, and quick quizzes to gather data that will inform their instruction. Formative assessment identifies areas where students are excelling and struggling so that teachers can best alter their instruction to meet the needs of all students. Earlier this year, I had the opportunity to work with a school looking to strengthen its formative assessment data collection by leveraging the power of tech-friendly tools.

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