Video courtesy of HV-TV
If you ever need a reminder of why we do what we do, this is it.
|image from https://www.isteconference.org/2014/|
|me and Paula Naugle|
|Levar Burton speaking to a packed room.|
|Me, Nathan, Kate, Aaron, Liz, & Kyle|
It seems simple to say that we want our students to understand what we teach; however, our discussion of this topic was truly enlightening. We explored the things that "a student who understands" can do and the things that "one who knows a lot, but doesn't understand" can do. Take a step back and think about that for a moment. It is a powerful distinction. The examples that Grant Wiggins provided and the vibrant discussion of the staff helped to flesh out this concept. I have to say that the level of interest, thought, and participation on the part of the faculty was inspiring; especially after teaching a full day!
This led to a discussion of the importance of transfer and what that means for children and assessment. It is one thing to make sure things get covered and standards get checked off, but it is another to have proof that students understand what has been taught and can transfer that understanding to a variety of situations. In particular, it is important to ensure that they can do this without the supports provided by the teacher or the scaffolding of a question that provides all of the information to answer the question.
|Q1: What do you believe is the purpose of grades? #njed|
|Q2: How do you grade students' - individual Work? #njed|
|Q3: How do you grade students' work when it is done collaboratively? #njed|
|Q4: How do you grade late work? Why? #njed|
|Q5: Do you have experience with Standards Based Grading? If so, your thoughts? #njed|
|Q6: What is your favorite formative assessment tool and why? #njed|
|Q7: (How) Does effort/homework/behavior fit into your grading #njed|
|Image via CrunchBase|
|By Everaldo Coelho and YellowIcon via Wikimedia Commons|