If I have any time this break, I hope to work on making one of these for my classroom:
I am still wondering how I would use it.
Monday, December 14, 2009
Monday, November 30, 2009
Comment two on an education post
For an assignment, here is my second comment on an education blog outside my cohort- http://blog.mrmeyer.com/?p=5292
(comment 29)
I love your description of an individual living within the comments until they feel constricted and finally break out into their own blog. It is a great description of how one might begin blogging, but there are still so many other ways. The motivations for blogging are widespread. Some are aching to get their voice out and turn to the blogosphere for their audience. Still others, as you said, are motivated by others and in turn are contributing to a generational effect, but I doubt it’s very widespread.
For myself, I first started following blogs that I randomly came across, and I stayed if I found something interesting that kept me. Many times it was the writing. The writing was unique, full of voice, or inspirational. Often times the blogger reinforced my ideas or presented them in a new way. Rarely did I, or still do, read blogs that contradict my own beliefs.
Blogs can become Lost islands. It would be interesting to investigate how and why blogs and groups of blogs become islands.
(comment 29)
I love your description of an individual living within the comments until they feel constricted and finally break out into their own blog. It is a great description of how one might begin blogging, but there are still so many other ways. The motivations for blogging are widespread. Some are aching to get their voice out and turn to the blogosphere for their audience. Still others, as you said, are motivated by others and in turn are contributing to a generational effect, but I doubt it’s very widespread.
For myself, I first started following blogs that I randomly came across, and I stayed if I found something interesting that kept me. Many times it was the writing. The writing was unique, full of voice, or inspirational. Often times the blogger reinforced my ideas or presented them in a new way. Rarely did I, or still do, read blogs that contradict my own beliefs.
Blogs can become Lost islands. It would be interesting to investigate how and why blogs and groups of blogs become islands.
Saturday, November 28, 2009
Ranking, grading, evaluating, and liking
What are the key points you want to keep in mind as you assess students? Why?
Ranking and grading are overused, inaccurate, and destructive. Rarely will two teachers ever give a paper the same grade. This is a stark example of how inaccurate grading can be. Similarly, when everything in the class is graded, students become unhealthily obsessed with their grade and rank. They learn to tailor their work for the teacher, rather than focusing on their learning. Finally, ranking creates a competitive atmosphere where students compare themselves to one another. If the purpose of education is foster caring people and bright students, ranking and grading seem to marginalize many individuals and undermine the purpose.
Evaluation is a great alternative to grading and ranking. Here focus can be on what the student has done well. Moreover, evaluation invites students and teachers to consider student work as a whole, not a stratified number on a spectrum. With evaluation, letter grades are discouraged and instead rubrics, even simple rubrics are used. Likewise, evaluation may be more careful than grading when looking at the work that is neither clearly great nor bad, but rather in the middle. For the students with work in the middle, it can become clear what was done well, and what needs improvement. Evaluation is not a perfect solution; it too can be abused or misused. To prevent this, do not over-evaluate. Not everything done in class should be examined.
Having evaluation-free-zones supports learning. The zones are clear for the students and teachers, and everyone knows that the work done here should foster learning. The students are free to explore and risk, while the teacher provides support. The zones may take the form of free-writes, 15 minute expository writing, creative writing, or whatever else students may need. While free from evaluation, progress in learning can still proceed. Having students share their works with one another can push their writing further. Students will listen to the writing and point out what was done well and why.
Finally, and this is new to me, become better at liking student work. Using the behaviorism model, looking for and rewarding positive behavior is effective in the classroom. Get better at liking student work, and discovering what was done well. When you like the paper you are reading, it is easier to critique and edit because you know beneath the surface there is good content there. When you don’t like the paper, as teachers, we begin to be careful with our criticism and our comments may come across as confusing. For these reasons, find what is good about the paper, and about the student work.
Ranking and grading are overused, inaccurate, and destructive. Rarely will two teachers ever give a paper the same grade. This is a stark example of how inaccurate grading can be. Similarly, when everything in the class is graded, students become unhealthily obsessed with their grade and rank. They learn to tailor their work for the teacher, rather than focusing on their learning. Finally, ranking creates a competitive atmosphere where students compare themselves to one another. If the purpose of education is foster caring people and bright students, ranking and grading seem to marginalize many individuals and undermine the purpose.
Evaluation is a great alternative to grading and ranking. Here focus can be on what the student has done well. Moreover, evaluation invites students and teachers to consider student work as a whole, not a stratified number on a spectrum. With evaluation, letter grades are discouraged and instead rubrics, even simple rubrics are used. Likewise, evaluation may be more careful than grading when looking at the work that is neither clearly great nor bad, but rather in the middle. For the students with work in the middle, it can become clear what was done well, and what needs improvement. Evaluation is not a perfect solution; it too can be abused or misused. To prevent this, do not over-evaluate. Not everything done in class should be examined.
Having evaluation-free-zones supports learning. The zones are clear for the students and teachers, and everyone knows that the work done here should foster learning. The students are free to explore and risk, while the teacher provides support. The zones may take the form of free-writes, 15 minute expository writing, creative writing, or whatever else students may need. While free from evaluation, progress in learning can still proceed. Having students share their works with one another can push their writing further. Students will listen to the writing and point out what was done well and why.
Finally, and this is new to me, become better at liking student work. Using the behaviorism model, looking for and rewarding positive behavior is effective in the classroom. Get better at liking student work, and discovering what was done well. When you like the paper you are reading, it is easier to critique and edit because you know beneath the surface there is good content there. When you don’t like the paper, as teachers, we begin to be careful with our criticism and our comments may come across as confusing. For these reasons, find what is good about the paper, and about the student work.
Monday, November 23, 2009
Resources on class wiki
For an assignment, I have added some resources to the class wiki page.
1) The map of local school districts near the bottom of the page (http://cohort14.wetpaint.com/page/Local+School+District+Websites).
2) The introduction to activboard pdf (http://cohort14.wetpaint.com/page/Activboard+and+Activstudio+3).
3) The visual program schedule (http://cohort14.wetpaint.com/page/Program+Schedule).
4) Documenting sources information, and Free Rice link (http://cohort14.wetpaint.com/page/Writing).
5) Teaching climate change information and resources (http://cohort14.wetpaint.com/page/Social+Studies/revision/1).
6) First day advice for teachers (http://cohort14.wetpaint.com/page/Tips%2Fadvice+for+interns/revision/5).
7) Posting of K-8 Teacher Certification Program Handbook 2009-2010 pdf (http://cohort14.wetpaint.com/page/Program+handbook+and+information).
1) The map of local school districts near the bottom of the page (http://cohort14.wetpaint.com/page/Local+School+District+Websites).
2) The introduction to activboard pdf (http://cohort14.wetpaint.com/page/Activboard+and+Activstudio+3).
3) The visual program schedule (http://cohort14.wetpaint.com/page/Program+Schedule).
4) Documenting sources information, and Free Rice link (http://cohort14.wetpaint.com/page/Writing).
5) Teaching climate change information and resources (http://cohort14.wetpaint.com/page/Social+Studies/revision/1).
6) First day advice for teachers (http://cohort14.wetpaint.com/page/Tips%2Fadvice+for+interns/revision/5).
7) Posting of K-8 Teacher Certification Program Handbook 2009-2010 pdf (http://cohort14.wetpaint.com/page/Program+handbook+and+information).
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