Today I had my informal evaluation with my superintendent. She was more than gracious in her appreciation of not only the work I do within our division but truly gets the importance of my connectivity and what this means for teaching and learning. We talked about the growth of many of our classrooms in terms of their move to a more relevant learning experience and more self-directed learning.
I cited one example that to me exemplifies the work and change that I’ve had a hand in.
Sophie has always been a teacher who put the needs of her students up front. This year we met several times to look at the idea of Web 2.0 and what that means for the classroom. She began with a blog. A few months ago we had Darren talk to a group of teachers via Skype to share his work. Sophie made the leap from a classroom blog where she was posting assignments to getting students to not only blog but post their daily labs and learning via video. This semester, they’ve uploaded 38 videos of their work. She’s not the one posting or uploading, it’s the kids. I’ve talked to her about … Read the rest
It’s interesting how you pull certain ideas, phrases from content that aren’t perhaps the main idea. I guess that’s part of constructivstism and connectivism (still haven’t totally got those concepts firm in my mind).
Will’s recent reflection on Social Computing and subsequent comments, challenged his thinking. While the gist of his latest discussion focuses on considering “big picture” thinking, the phrase
“pushed me to think”
caught my attention.
I spend a great deal of energy and time pushing others to think and considering new ideas and ways to make learning more relevant and authentic. Often I think I’m like most with strong beliefs in that I’m less likely to consider alternative thinking. I do appreciate people who open up my world and thinking and these folks are found online and off. Three big areas in which I’m being challenged are:
- Social Networking for kids
- Assessment Practices
1. Social Networking…My basic belief regarding social networking and its implication for students and teachers is that everything has potential. Recent discussions about Twitter and Ning elevate the discussion to question their value.
2. CyberBulling…I still waffle on this one. My post summarizes my view but I still struggle with the amount … Read the rest
Haven’t done a podcast with just me yakkin’ for a while. Tried using GCast on Steve D.‘s recommendation. Not sure it’s for me as it wants to build a player for me rather than just give me an mp3 file I can embed with my own built in player. So thumbs down to GCast, unless their helpdesk lets me know how to link directly to the mp3.
Update1: They did email me back but apparently I needed to complete another step using Garageband.com
Update2: Did that, but they link has a weird identifier that won’t work in PodPress
Update3: Final email states the identifier is needed so I can’t use GCast as I had hoped….Steve, you’ll have to do a bit more selling for me to buy in.
Update4:After 6 days, I uploaded it to good old internetarchive and stick with what works.
This is a brief podcast on some of my recent frustrations on ideas of assessment and accountability.
Size:6.4 MB… Read the rest
Here are my notes from 2 sessions I attended here in Saskatoon. I’ve added my thoughts at the bottom.
Time for a Revolution Assessment Dynamics
Rick Stiggins Assessment Institute
Saskatoon, Sk October 11-13, 2006
We assess to inform us about instruction and to encourage students to try
- How much do we focus on encouraging students?
- These reasons do not talk at all about rank and order
Two keys to good assessment: accurate and effective use.
Always begin by asking:
- What decisions? What comes next in the learning?
- Who’s making them? Students, teachers, parents
- What information will be helpful to the students? Continuous, on individual progress towards standards
It is more likely students will hit clearly defined still targets that are clearly articulated from the beginning. If these are not clearly stated and communication…success will be random.
Accuracy must have purpose, good design and clear targets
Effective use must have effective communication and student involvement
Reasoning Proficiency Foundation of knowledge is essential
2 ways of knowing
- Know it outright
- Know where to find it The distinction in curriculum must be made to determine how much should be known outright and how much should be around knowing where to find it.
Students … Read the rest