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What’s missing from _ d _ c _ t _ _ n?

What’s missing from _ d _ c _ t _ _ n?. Patterned after a talk of the same name by Dr. Karen Jo Matsler Arlington, TX. The vowels!. e d u c a t i o n a - assessments e - expectations i - inquiry o - ownership u - understanding. a ssessments. Pre-assessment

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What’s missing from _ d _ c _ t _ _ n?

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  1. What’s missing from_ d _ c _ t _ _ n? Patterned after a talk of the same name by Dr. Karen Jo Matsler Arlington, TX

  2. The vowels! e d u c a t io n • a - assessments • e - expectations • i - inquiry • o - ownership • u - understanding

  3. assessments • Pre-assessment • Formative assessment • Summative assessment • Confirmatory assessment • Not every form of interaction between and student and a teacher should be based on assessment. • Not everything worth teaching is readily assessed. • Consider an assessment-as-learning policy.

  4. expectations • Dr. Elizabeth Hurlock (1925) investigated the impact of praise and criticism on students’ future performance. She divided the participating 4 & 6 grade mathematics children into 3 groups: • Those praised by name for their good work. • Those criticized by name for their poor work. • Those in the control group who were completely ignored, although they were present to hear others being praised and criticized. • Students in both the praised and criticized groups did better after the first day. • By the fifth day of the experiment, the overall improvement by group was: Praised: 71%; Criticized: 19%; Ignored: 5%.

  5. inquiry • Understanding science is more than just knowing facts. • Students build new knowledge and understanding on what they already know and believe. • Students formulate new knowledge by modifying and refining their current concepts and by adding new concepts to what they already know. • Learning is mediated by the social environment in which students interact. • Effective learning requires that students take control of their own learning. • The ability to apply knowledge to novel situations, that is, transfer of learning, is affected by the degree to which students learn with understanding.

  6. ownership • Kids must take possession of a subject if they are to make it their own. • Interest, relevance, and success are all important components of motivation. • Ownership can also stem from students feeling they have some sort of control over the curriculum. • Students must understand the important of deep versus surface learning.

  7. understanding • Students must develop a conceptual understanding if they are to really comprehend the subject matter. It’s not all about solving chapter problems. • Teachers must teach for understanding, but must also possess it themselves. • Understanding requires conceptual approaches. • Student metacognition and self-regulation are essential to success.

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