Saturday, June 26, 2010
Words of Wisdom For Online Learning
This link is collective words of wisdom from students at UW Stout. They are online teachers and/or prospective online teachers.
Wednesday, June 23, 2010
A Learner Centered Approach in the Age of Teacher Centered Assessment
I am required to give many teacher centered types of assessment. Each quarter students take a benchmark test at Discovery Education (the 2nd quarter is replaced by the Wisconsin Knowledge and Concepts Examination). Each semester I verify their reading levels using the Scholastic Reading Inventory. I have access to the district's data warehouse and the school improvement plan, both of which are web based. I do use these resources to identify students who are not proficient in reading and do give them individual help.
The students "tolerate" these tests and do ask if they are proficient. Without their investment in these tests, they would not try and guess at the answers. They know if they don't test proficient they will be singled out for extra help at study hall and many try harder because they know this. I am not sure this is the best practice, but the district is under the gun because of the No Child Left Behind law, and my reputation as a teacher and our reputation as a school is based on this data.
Left to my own devices, I would choose the learner centered approach and be more like a coach. I would document growth and not worry about being at a certain level at each grade level. Any child development specialist will tell you that students develop a different rates and reading is no exception. Kids at a certain grade levels are not the same height and brain development occurs at different rates too.
I like rubrics because they act as goals, and students can refer to them as they create their product. When they finish they can assess themselves before turning their work in for teacher assessment.
Mistakes are learning experiences and dignified correction of mistakes assists children (and adults)
to grow and develop. I learn a lot about students when I work with them to correct their mistakes.
The students "tolerate" these tests and do ask if they are proficient. Without their investment in these tests, they would not try and guess at the answers. They know if they don't test proficient they will be singled out for extra help at study hall and many try harder because they know this. I am not sure this is the best practice, but the district is under the gun because of the No Child Left Behind law, and my reputation as a teacher and our reputation as a school is based on this data.
Left to my own devices, I would choose the learner centered approach and be more like a coach. I would document growth and not worry about being at a certain level at each grade level. Any child development specialist will tell you that students develop a different rates and reading is no exception. Kids at a certain grade levels are not the same height and brain development occurs at different rates too.
I like rubrics because they act as goals, and students can refer to them as they create their product. When they finish they can assess themselves before turning their work in for teacher assessment.
Mistakes are learning experiences and dignified correction of mistakes assists children (and adults)
to grow and develop. I learn a lot about students when I work with them to correct their mistakes.
Sunday, June 20, 2010
Assessment in E-Learning (or any other type of learning)
I work in public education and just completed my 35th year. I want to retire when the opportunity to teach middle school online becomes a reality. To meet this goal I am getting a certificate in e-learning from the University of Wisconsin--Stout. This summer I am taking my fifth course practicum in e-learning.
The content of this week looked at the traditional reasons for assessment. They include screening, diagnosis, record-keeping, feedback, certification and selection. The instructor had us complete an online survey, post on a wiki, and complete a partner interview to experience some of the more student-centered ways of assessing students. The week was rich in discussion and we learned from each other as well as from the instructor. It was like we were all coaches gently shaping each other's learning with descriptive feedback. I can see my middle school students really benefiting from this type of feedback, in lieu of or in addition to, the traditional types of assessment which quantify their work with numbers and then grades. What can we do to convince politicians to get rid of the standardized tests and move to this type of assessment?
The content of this week looked at the traditional reasons for assessment. They include screening, diagnosis, record-keeping, feedback, certification and selection. The instructor had us complete an online survey, post on a wiki, and complete a partner interview to experience some of the more student-centered ways of assessing students. The week was rich in discussion and we learned from each other as well as from the instructor. It was like we were all coaches gently shaping each other's learning with descriptive feedback. I can see my middle school students really benefiting from this type of feedback, in lieu of or in addition to, the traditional types of assessment which quantify their work with numbers and then grades. What can we do to convince politicians to get rid of the standardized tests and move to this type of assessment?
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