12 items | 2 visits
K Birch's List: Learning
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May 31, 14
Summary of Hattie's session at Wellington in May 2014
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The real danger is that this "easy to measure data" is driving the type questions we are asking about our schools and the subsequent change initiatives that flow from such questions.
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a good answer to the question of whether we should be making learning easier or harder. Remember: it’s both.
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Aug 07, 13
This post recalls the need for a range of authentic assessment to be used, especially formatively. I would disagree that these forms are not reliable or valid, though.
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we have plenty of alternatives that have been offered, over and over again, to counteract our current over-reliance on – and unfounded belief in – the ‘magic’ of bubble sheet test scores. Such alternatives include portfolios, embedded assessments, essays, performance assessments, public exhibitions, greater use of formative assessments (in the sense of Black & Wiliam, not benchmark testing) instead of summative assessments, and so on. . . . We know how to do assessment better than low-level, fixed-response items. We just don’t want to pay for it…
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LePress shares some characteristics of a course coordination space as suggested by Wilson (2007). Figure 3 shows how LePress coordinates what we call learning flow between blogs of teachers and students involved in the course. The diagram illustrates the learning flow between the teacher and the student. Both participants have LePress installed in their personal WordPress blogs. As shown in Figure 3, WordPress is used for implementing existing blogging activities like posting and commenting. LePress adds learning semantics to these activities and turns traditional blog communication flow into learning workflow.
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The real world judges you on the quality of your work, not your ability to regurgitate material. If we can begin to move away from standardized testing and towards an unconventional, new classroom style, students will get much more out of their education. We’re living in an innovative, evolving, global society. Students are beyond being graded in a one-size-fits-all manner. Big picture? Our society cannot continue to evolve if students are taught to a test, rather than understanding.
We’re in the 21st century.
Let’s act like it.
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You don’t need any “teaching.” You only need a good feedback system.
This is the revolution in our midst, threatening to undermine formal education as almost all of us have known it.
It’s not teaching that causes learning, after all—as painful as it might be for us educators to realize. Learning is caused by learners attempting to do something and getting feedback on the attempt. So learners need endless feedback more than they need endless teaching. As Eric Mazur has shown in his Harvard physics class for more than a decade, less teaching + more feedback = better learning. The key is good design,
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What if You Flipped Your Faculty Meetings?
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Gifted and talented education: using technology to engage students
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