Nina Levine's List: Advocacy and Activism

• Vienna Congress
• partitioned a 4th time
• Grand Duchy of Warsaw (1807-1813
• Congress Poland
• Dynastic Union
• Czar Nicholas I
• Congress Polish

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• Habits are behaviors we exhibit reliably on appropriate  occasions and they are smoothly triggered without painstaking attention" (Costa  & Kallick, 2000, p. viii).
• Self-assessment is a habit of mind that engages one in  metacognition and reflection. Such reflective behavior  calls for intentionally reviewing our own performance based on criteria that we  have internalized.
• These behaviors constitute the mindfulness necessary to be  self-reliant learners for life.
• The chains of habit are generally too small to be felt until  they are too strong to be broken. ∼Samuel  Johnson
• Lifelong learning is a personal, self-directed process that  begins with self-generated questions and curiosity, includes self-directed  inquiry and exploration, and concludes with self-measured success. The imposed other-directed experiences in schools will not be  adequate to prepare students to continue to learn effectively beyond  school.
• Gordon continues in this essay to make an argument for  developing skills of self-assessment as crucial to effective professional  performance in a world of change
• Munns and Woodward (2006

• five discourses of power that affect  student's self-perception as learners. These  are

   

  Knowledge--Why do I have to learn  this?--resulting in disinterest in the task at  hand.

   

  Ability--I don't believe I can do this--resulting in low  aspirations.

   

  Control--feelings that the student has little or no  control over what he/ she will do.

   

  Place--"I am just a kid from…" particularly debilitating  for students from lower SES settings, ELL students, and students with special  needs--they feel devalued as learners assuming that whether they learn or not is  unimportant.

   

  Voice--lack of say over learning as the teacher controls  the content and sits in judgment of the performance.

   

  Self-assessment may be a way to give students a sense of  ownership of their learning--and thereby responsibility for it.
• Students need opportunities to review their work as it  progresses through formative assessment and then to look back on finished work  in order to look forward to the next task with strategies for  improvement. This requires self-assessment and  reflection to be regular components of each lesson or session in the school  library throughout a unit or project.
• Without intentionally engaging in the self-examination  inherent in these questions, the learning should come from each experience may  he lost so that there is less likelihood that the next experience will be  better.

• the ability to self-assess will be  the mark of a lifelong learner in any walk of life--the disposition to pose and  then the ability to answer fundamental questions related to  information:

   

  Do I have enough information?

   

  Do I have the right information?

   

  Have I interpreted and applied the information  appropriately?

   

  How will I improve my use of information next time?

• To believe in self-assessment as  essential to lifelong learning is to believe students can and should reflect  upon and assess their own performance. We must believe  in the importance of developing in students the disposition that such  self-reflection is productive, and we must develop in them the skills and  strategies to engage in self-assessment.
• For students to engage in self-assessment in these three  directions, they are by default engaging in both formative and summative  self-assessment, i.e., self-assessments that occur as they are in the inquiry  process to help them progress and summative assessment that looks back at  completed work to determine what went well and what should be different next  time
• To ensure that self-assessment happens opportunities for both formative and  summative assessment need to be built into the design of the lessons and  activities from the beginning
• Direct instruction

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• The following letters  are from Lloyd Maywood Staley (my grandfather) to his sweetheart Mary Beatrice  Gray (my grandmother, of course!). They were all written during World War  One.