developing expert voices v1.1
DESCRIPTION
A slightly modified version of the presentation by the same name uploaded previously. This presentation was given to ACSD #14 on August 10, 2007.TRANSCRIPT
Darren Kuropatwahttp://adifference.blogspot.comACSD #14 August 10, 2007
What you know about math?
The problem is ...
what do grades mean?
It started with ...
... a terse comment
Student Voices to Expert Voices
Structuring the pedagogy ...
Structuring the pedagogy ...
Structuring the pedagogy ...
Structuring the pedagogy ...The Learning Pyramid
(re)Structuring the pedagogy ...
(re)Structuring the pedagogy ......the twin pyramids
Listen to an Expert Voice ...
The AssignmentThink back on all the things you have learned so far this semester and create (not copy) four problems that are representative of what you have learned. Provide annotated solutions to the problems; they should be annotated well enough for an interested learner to understand and learn from you. Your problems should demonstrate the upper limit of your understanding of the concepts. (I expect more complex problems from a student with a sophisticated understanding than from a student with just a basic grasp of concepts.) You must also include a brief summary reflection (250 words max) on this process and also a comment on what you have learned so far.
who learns in depth ...
Listen to an Expert Voice ...
who publishes for the world ...
Listen to an Expert Voice ...
and the world replies ...
The Age of Innovation
Be largely performance based ...
We need to know how students apply content knowledge to critical-thinking, problem-solving, and analytical tasks throughout their education, so that we can help them hone this ability and come to understand that successful learning is as much about the process as it is about facts and figures.
Performance based ...
Make students’ thinking visible.
The assessments should reveal the kinds of conceptual strategies a student uses to solve a problem.
Make thinking visible ...
Generate data that can be acted upon.
Teachers need to be able to understand what the assessment reveals about students’ thinking. And school administrators, policy makers, and teachers need to be able to use this assessment information to determine how to create better opportunities for students.
Build capacity in both teachers and students.
Assessments should provide frequent opportunity for feedback and revision, so that both teachers and students learn from the process.
Building capacity ...
Be part of a comprehensive and well-aligned continuum.
Assessment should be an ongoing process that is well-aligned to the target concepts, or core ideas, reflected in the standards.
The Rubric v1.1
Reflections ...
mine ...
Reflections ...
and theirs ...
Next time ... some changes ...
Next time ... some changes ...
Next time ... some changes ...
Reflective comments ...
Success ...
Credits
What a Child Seeshttp://flickr.com/photos/thomashawk/176785431/
What You Know About Math?http://youtube.com/watch?v=-9wq2WAH-Qk
Video
An all A's grades report now considered ornamentalhttp://flickr.com/photos/mavisbal/347518574/
Reflecthttp://flickr.com/photos/myrtepeert/149231528/
Yer Blueshttp://flickr.com/photos/snowriderguy/177425082/
Truthhttp://flickr.com/photos/nuudls/177668934/
Photos
IMG_8118http://flickr.com/photos/tookie/183503927/
Phases of a Total Lunar Eclipsehttp://flickr.com/photos/fortphoto/183865953/
Taylor Mali on what teachers makehttp://www.youtube.com/watch?v=RxsOVK4syxU
Walk alonehttp://flickr.com/photos/pensiero/124403282/
Why “A Difference?”
thanks