Skip to main content

Alan November

Alan November's Public Library

Nov 05, 15

"In his visit to the Rome synagogue in 1986, Pope John Paul II referred to the Jewish people as “the beloved elder brothers of the Church”. He developed this idea with his own notable formulation of the essential message of Nostra Aetate. One of the occasions on which I was privileged to meet with John Paul II was in Assisi in January 1993 on the occasion of the gathering he had convened for prayer for peace in the Balkans. In receiving me and my colleague, he declared “I have said, you (the Jewish People) are the beloved elder brother of the Church of the original Covenant never broken and never to be broken”."

Oct 28, 15

"Engaging and rigorous reading
across the curriculum

Scaffolding, peer learning, and assessment come together inside a text,
exactly when students need help and motivation."

Sep 30, 15

" Peeking Into Division 15

We are kindergarten, grade one, grade two, and grade three students in Ms. Lirenman's class in Surrey, British Columbia, Canada. Join us as we share some of our learning with you."

Sep 29, 15

Deadline Oct.1: Join the amazing community of presenters sharing world class creative innovative practice for BLC16

Sep 16, 15

@hollymarich Hope to see you and your Nevada colleagues at BLC in Boston this July. On the way to the future!
Early bird registration for BLC15 by April 21, #edtech #edchat #cpchat #ipaded #blc15 #geniushour. Tap your passion
#BLC15 early bird registration is open until April 25. #edtech #ipaded #edchat Massage your brain and heart!
Surprise guest, Harvard Computer Science Prof @davidjmalan ,CS50 presenting at BLC #edtech #hourofcode #genioushour
@thewendywells Hope to see you at BLC. Let me know if you need more info:
@richard_royal Check out my Building Learning Communities conference in Boston, July 20 - 22. Reg by Nov. 1.

Sep 16, 15

What do you think? OECD report says technology in schools leads to lower test scores on global comparison, PISA.

Sep 12, 15

Seeking world class presenters for BLC16 in Boston,July 20 - 22. Presenters deadline is Oct. 1 Application: #edtech

Sep 08, 15

Sample This Resource
Share This Resource
Teaching Argument Writing, Grades 6-12
Supporting Claims with Relevant Evidence and Clear Reasoning"

Sep 08, 15

Open Middle Challenging math problems worth solving"

Jul 31, 15

"Student Self-Assessment

Intentionally involving your students in the assessment process helps students to become lifelong learners. Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.” Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:

“After the course is over, students will not be able to depend on you to assess the quality of their learning. If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.”

What are some ways to involve students in self-assessment?
I. Have students evaluate their performance on an exam using an exam wrapper.

To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam. “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).

Questions on an exam wrapper for a physics course might include the following:

1. Approximately how much time did you spend preparing for this exam? ______

2 . What percentage of your test-preparation was spent in each of these activities?

a. Reading textbook section(s) for the first time ______

b. Rereading textbook section(s) ______

c. Reviewing homework ______

d. Solving problems for practice ______

e. Reviewing your own notes ______

f. Reviewing materials from course website ______

g. Other _______

(Please specify) _______________________________

3. Now that you have looked over your graded exam, estimate the percentage of points you lost due to each of the following.

a. Trouble with vectors and vector notation ___________

b. Algebra or arithmetic errors __________

c. Lack of understanding of the concept __________

d. Not knowing how to approach the problem ________

e. Careless mistakes _______

f. Other ________

(Please specify) ___________

4. Based on your responses to the questions above, name at least three things you plan to do differently in preparing for the next exam. For instance, will you spend more time studying, change a specific study habit or try a new one (if so, name it), make math more automatic so it does not get in the way of physics, try to sharpen some other skill (if so, name it), solve more practice problems, or something else?

5. What can we do to help support your learning and your preparation for the next exam?

(From Ambrose, et al, 2010)
II. Have students submit a self-evaluation of an assignment.

Walvoord and Anderson (2010) encourage faculty to save time grading by finding out what the student already knows. “Why spend time writing comments about a students paper’s focus when the student, if asked would respond, ‘Oh, I knew the paper wasn’t well focused’? How can you tap this student information? One strategy is to ask them to submit a half-page evaluation of their work” (Walvoord and Anderson, 2010)."

Jul 15, 15

#blc15 #edtech Podcast with Harvard Professor David Malan about the design of CS50 for high school students.

Jul 15, 15

"With school districts rushing to buy computers, tablets, digital white boards and other technology, a new report questions whether the investment is worth it."

Jul 13, 15

"Self reported grades comes out at the top of all influences. Children are the most accurate when predicting how they will perform. In a video Hattie explains that if he could write his book Visible Learning for Teachers again, he would re-name this learning strategy “Student Expectations” to express more clearly that this strategy involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability."

1 - 20 of 508 Next › Last »
20 items/page

Highlighter, Sticky notes, Tagging, Groups and Network: integrated suite dramatically boosting research productivity. Learn more »

Join Diigo