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Adam Babcock

Adam Babcock's Public Library

  • Why don't I grade formative assessment? For one, a grade is supposed to answer the question: "Did the student learn and achieve the learning targets or standards?" If this is the case, then the summative assessment primarily represents achievement. Formative assessment is practice. It is part of the journey. I would feel evil if I punished a kid during practice and then, literally and figuratively, brought that punishment to his or her "A-Game" in the final match (summative assessment). We've all seen that happen. A student achieves on the summative assessment, but because of a mediocre performance on the formative assessments, they get a lower grade. Ethically, that is just plain wrong. If a student ended up achieving in the end, he or she should be rewarded for that achievement, not penalized for a failure during practice.

  • In their place teachers will focus on competency areas across subjects, presented in the context of broader topics, or "phenomena."

     

  • Because competence development and the questions pupils find meaningful require cooperation across school subjects, she noted, so should "learning content, pedagogy and school practices."
    • The seven areas that teachers will focus on in the new list of competencies are:

       
         
      • Thinking and learning to learn;
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      • Taking care of oneself, managing daily activities and safety;
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      • Cultural competence or cultural literacy, interaction and expression;
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      • Multi-literacy;
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      • ICT competence
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      • Competence for the world of work and entrepreneurship; and
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      • Participation, influence and building the sustainable future.

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  • RHD started during the summer of 2014 when Kerry Gallagher emailed many of her students, asking if they were interested in become a part of a new student tech team pilot at the high school. Although there was fervent student support of the program, all but two of us students were unable to participate in the program, due to schedules packed with traditional courses. We were those two students, and together with Ms. Gallagher, we are the founding members of Rockets Help Desk.
  • We voluntarily spend our directed study periods making video tutorials for edtech tools, engaging in Google Hangouts with edtech professionals, preparing formal presentations for our district and for professional conferences, and consulting with other teachers who want suggestions for ways they can incorporate tech into what they are doing in their classes.
  • By sharing our work with the community via our blog and Twitter, we can display how students can create high quality products when given more choice.

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  • Flipping the Classroom Faculty Fellowship
  • Monthly Seminars
  • Self-Directed Learning Communities

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