Kristine Goldhawk's List: Teaching Resources

• So here’s the question: Is Twitter - along with instant messaging and texting - contributing to the destruction of language skills among college students?

  • What about turning this into an advantage? Thesis development for example? Freshmen always write thesis statements that are either too long or not sophisticated enough. We could have each student write out their thesis and then have others edit it.
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• Understanding 1: Informative assessment isn't just about tests.
• when I gave students multiple ways to express learning or gave them a say in how they could show what they knew, more students were engaged. More to the point, more students were learning.
• Giving students feedback seemed to be more productive than giving them grades. If I carefully and consistently gave them feedback about their work, I felt more like a teacher than a warden.
• some of the most valuable insights I gleaned about students came from moments or events that I'd never associated with assessment
• my teaching was a consistent match for what students needed to know, understand, and be able to do at the end of a unit. Finally, I began to realize that if I wanted to teach for success, my assessments had to be absolutely aligned with the knowledge, understanding, and skill I'd designated as essential learning outcomes.
• assessments that came at the end of a unit—although important manifestations of student knowledge, understanding, and skill—were less useful to me as a teacher than were assessments that occurred during a unit of study
• When I saw "positive space" in students and reflected that to them, the results were stunningly different from when I reported on their "negative space." It gave students something to build on—a sense of possibility. I began to spend at least as much time gathering assessment information on what students could do as on what they couldn't.
• students as full partners in their success.
• When students clearly understood our learning objectives, knew precisely what success would look like, understood how each assignment contributed to their success, could articulate the role of assessment in ensuring their success, and understood that their work correlated with their needs, they developed a sense of self-efficacy that was powerful in their lives as learners.

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• What are their particular interests and needs? Because needs rather than labels guided her instruction, students moved freely among peers and opportunities. Both her teaching and her students seemed less restricted, freer.
• What are their strengths? Although she clearly understood the need to “patch holes” in the fabric of their proficiency, beginning with what students could do changed the tone of the classroom and the will of reluctant learners.
• How might I adapt the agenda to work for the student?

  • While at the same time not enabling lazy behaviour learned over time?
• The United States has always balanced precariously on the twin values of equity and excellence.

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