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New Reasons to Dislike Multiple-Choice Testing

New Reasons to Dislike Multiple-Choice Testing
The multiple-choice problem is becoming a bit of an issue. While it has been derided by educators for decades as incapable of truly measuring understanding, and while performance on such exams can be noticeably improved simply by learning a few tricks, the multiple choice question may have a larger, less obvious flaw that disrupts the tone of learning itself. This is a tone that is becoming increasingly important in the 21st century as access to information increases, as the updating of information happens more naturally, and as blended and mobile learning environments become more common. Tone Learning depends on a rather eccentric mix of procedural and declarative knowledge -- on the process as much as the end product. The process of mastering mathematics, for example, is served as much by a consistent process of practice as it is the practice itself. This all emphasizes the value of uncertainty in learning. Uncertainty There is nothing wrong with being uncertain. Beyond Either/Or Related:  Critical Thinking

Irene Fountas and Gay Su Pinnell Reflect on Guided Reading Irene Fountas and Gay Su Pinnell Reflect on Guided Reading In this article in The Reading Teacher, balanced-literacy gurus Irene Fountas and Gay Su Pinnell celebrate the extraordinary spread of guided reading – and offer suggestions on how it can be optimally effective. Here are some of the key elements of guided reading that educators around the world have embraced: And here are the basic elements of the canonical guided reading lesson: Guided reading is “only one component of a comprehensive, high-quality literacy effort,” say Fountas and Pinnell. Whole-class interactive read-alouds (not leveled books);Small-group and whole-class literature discussion (not leveled books);Readers’ workshop with whole-group mini-lessons (not leveled books);Independent reading and individual conferences (self-selected, not leveled texts);The use of mentor texts for writing workshop. How well does this total package do? Try that again and think what would make sense.

DH |Towards a Rationale of Audio-Text Bauman 1975 Bauman, R. "Verbal Art as Performance." In American Anthropologist, New Series, 77, no. 2 (June 1975): 290-311. Bernstein 2011 Bernstein, C. Attack of the Difficult Poems: Essays and Inventions. University Of Chicago Press, 2011. Briet 2006 Briet, S. Bryant 2002 Bryant, J. Bryant 2011 Bryant, J. Buckland 1997 Buckland, M. Buzzetti and McGann 2006 Buzzetti, D. and McGann, J. Chaudhri 2009 Chaudhri, Talat. Clement Clement, T. Clement 2011 Clement, T. Clement 2014 Clement, T. Clement et al. 2014 Clement, T., Tcheng, D. Council on Library and Information Resources and The Library of Congress 2012 Council on Library and Information Resources and The Library of Congress. DeRose et al. 1990 DeRose, S. Drucker 2002 Drucker, J. Drucker and Rockwell 2003 "Introduction; Reflections on the Ivanhoe Game." Enrst 2012 Ernst, W. Enstrom 1993 Enstrom, D. Feinberg 2010 Feinberg, M. Floyd and Renear 2007 Floyd, I. and Renear, A. Frohmann 2004 Frohmann, B. Goldfarb 1981 Goldfarb, C..

Fantastic and far-out formative assesment ideas | When Suzie Boss skyped in to chat with us for #plsm13 last month, I just knew that she would share with us some stunning but practical ideas for project-learning. If you’ve read Lee’s overview of the event, you’ll know that she didn’t disappoint. Two things that really stuck with me from her time with us, was the idea of ‘sticky learning’ (this is the learning that stays with students, that they can easily bring to mind, the real stuff, the deep learning) and also the challenge to be as creative with formative assessment strategies as we can. As you can tell from the title of this blog post, it’s the latter idea that I want to focus on. I was hoping you might be able to help me complete the challenge. - edmodo quiz - learning journals (goals/medals/missions protocol) - 30 second wrap-up (randomly select a student to give a summary of group’s goals and achievements for that lesson) - KWL table I am literally so brain dead at the moment that I can’t think of anything else that I use.

Wikipedia |Critical thinking The analysis of facts to form a judgment History[edit] The earliest documentation of critical thinking are the teachings of Socrates recorded by Plato. He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well. Socrates set the agenda for the tradition of critical thinking, namely, to reflectively question common beliefs and explanations, carefully distinguishing beliefs that are reasonable and logical from those that—however appealing to our native egocentrism, however much they serve our vested interests, however comfortable or comforting they may be—lack adequate evidence or rational foundation to warrant belief. Critical thinking was described by Richard W. Etymology[edit] Definitions[edit] Traditionally, critical thinking has been variously defined as follows: Logic and rationality[edit] Deduction, abduction and induction[edit] Deduction[edit]

The Best Videos Showing The Importance Of Asking Good Questions — Help Me Find More I’ve previously posted The Best Posts & Articles About Asking Good Questions and now I’m starting to compile videos of movie or TV scenes that demonstrat the importance of asking good questions. I’m hoping that readers will point me in the direction of others and I’ll add them. I’m starting off with just a few courtroom examination scenes, but I’d like to get a variety of situations. I’m sometimes using TubeChop to show the most useful segments from longer clips, and I don’t think they will show up in an RSS Readers. So, subscribers will have to click through to seem them. Here are my choices for The Best Videos Showing The Importance Of Asking Good Questions: Here’s one from “My Cousin Vinny” — Unfortunately, I can’t seem to embed it here, but here’s the direct link to the video clip. Here’s a clip from “Legally Blonde”: I’m adding these clips of reporters interviewing public figures to this list. Mike Wallace from CBS News: The Frost Nixon Watergate full interview part 1: From “Invictus”:

Elements of Thought |How we think… The Seven Myths of Instructional Rigor Instructional rigor is one of the most discussed topics in education today. But there is much debate over what rigor is and is not. Let's look at seven myths, then a concrete definition of the actual meaning. Myth One: Lots of homework is a sign of rigor. For many people the best indicator of rigor is the amount of homework required of students. Myth Two: Rigor means doing more. “Doing more” often means doing more low-level activities, frequently repetitions of things already learned. Myth Three: Rigor is not for everyone. Some teachers think the only way to assure success for everyone is to lower standards and lessen rigor. Myth Four: Providing support means lessening rigor. In America, we believe in rugged individualism. Myth Five: Resources equal rigor. Recently, I’ve heard a common refrain. Myth Six: Standards alone take care of rigor. Standards alone, even if they are rigorous, do not guarantee rigor in the classroom. Myth Seven: Rigor is just one more thing to do. A Final Note Sources

UCR Physics|What is the Scientific Method'? Next: What is the difference Up: The scientific method Previous: The scientific method The scientific method is the best way yet discovered for winnowing the truth from lies and delusion. The simple version looks something like this: 1. When consistency is obtained the hypothesis becomes a theory and provides a coherent set of propositions which explain a class of phenomena. The great advantage of the scientific method is that it is unprejudiced: one does not have to believe a given researcher, one can redo the experiment and determine whether his/her results are true or false. belief that does not rest on logical proof or material evidence, does not determine whether a scientific theory is adopted or discarded. A theory is accepted not based on the prestige or convincing powers of the proponent, but on the results obtained through observations and/or experiments which anyone can reproduce: the results obtained using the scientific method are repeatable.

10 Great Websites for Creating Free Online Exams and Quizzes Thinking about going online for assessments? Here, guest blogger, David Lazar, offers some suggestions. Once you try some (or if you have already) please let us know how it goes! ~EMP With the Internet continuing to influence education and classroom teaching methods more and more, it’s no surprise that many teachers are now taking their tests and quizzes online as well. Exam Builder This is one of the best online test makers. Google Docs Google Docs has a form application that you can use to create great quizzes. ProProfs This is one of the best looking and sleekest online quiz sites. Classmarker While some of the more advanced quiz features must be paid for, the free standard package offer on this site still gives you a lot of great options. MyQuizCreator EasyTestMaker Quibblo eQuizzer JavaScript QuizMaker

Wikibooks|Cognition and Instruction/Problem Solving, Critical Thinking and Argumentation We are constantly surrounded by ambiguities, falsehoods, challenges or situations in our daily lives that require our Critical Thinking, Problem Solving Skills, and Argumentation skills. While these three terms are often used interchangeably, they are notably different. Critical thinking enables us to actively engage with information that we are presented with through all of our senses, and to think deeply about such information. This empowers us to analyse, critique, and apply knowledge, as well as create new ideas. Critical thinking can be considered the overarching cognitive skill of problem solving and argumentation. With critical thinking, although there are logical conclusions we can arrive at, there is not necessarily a 'right' idea. This chapter provides a theoretical overview of these three key topics: the qualities of each, their relationship to each other, as well as practical classroom applications. Learning Outcomes: Defining critical thinking[edit] Venn Diagrams[edit]

{12 Days: Tool 2} Concept Circles Tool 2: Concept Circles The Common Core ELA and literacy standards place an emphasis on increasing the amount of informational text in the classroom. Many teachers I work with have comfort and expertise with fiction but sometimes feel less comfortable when teaching students how to read and comprehend informational text. What makes informational text so challenging for students is that informational text – textbooks, manuals, pamphlets, journal articles, encyclopedia entries - typically includes less familiar content and organizational text patterns. Informational text selections also include a great deal of academic vocabulary, often unfamiliar to students. Concept Circles What are Concept Circles? The Concept Circle is a visual organizer that categorizes words related to a concept or topic. Why are they Important? The Concept Circle, first introduced by Vacca and Vacca (1986), is particularly relevant today as teachers prepare to use more informational text in their instruction. Vacca, R.

Cognitive Tutor - Carnegie Learning Focus on individual students' needs with software that customizes feedback, hints, and prompts within each problem. With Cognitive Tutor® Software, students in grades 9-12 have all the resources they need to succeed. Lesson, key terms, and skills: Before working on problems, students can review the lesson, read, or look up the applicable key terms, and see the skills for that particular section. Try It Now in our Virtual Sample Kit Cognitive Tutor software gives each student a different experience by offering just-in-time feedback and hints. On-demand hints: Hints are contextual and oriented toward helping the student solve key steps in the problem. Technical Requirements Cognitive Tutor software requires internet access, and is supported on both Microsoft Windows and Mac operating systems. Customize Your Learning Solution Carnegie Learning provides a true hybrid solution to math education. Available Courses

The Long-Term Effects Of Skipping Your Homework Not every student loves reading, there’s no argument on that. We’ve talked about a lot of resources for learning to read and making reading fun and easy for students, but we haven’t really talked about where that reading fits in to the larger picture of a students’ education. Though the information in the infographic below isn’t very new (the reference notes 1987), the numbers still hold true. A student who reads 20 minutes per day will read 1,800,000 words by the end of the sixth grade, compared with a student who reads one minute per day, who will read only 8,000 words. The student who reads one minute per day will only read .004% of what the 20 minute reader will read. Think about how much more information the 20 minute reader will have absorbed over time! I think this lesson is important for adults, too. (Thanks to the Perry Lecompton School District in Perry, KS, for the infographic!)