SCULPTURE COMMEMORATIVE 2ème partie. La piazza scala à Milan.
Now You See It (2ème partie)
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Transcript of Now You See It (2ème partie)
Now You See It!
Darren KuropatwaCurriculum Coordinator
St. James-Assiniboia SD15 March 2013
cc licensed (BY-NC-ND) flickr photo by darkmatter
2ème partie
A Quick Create: Teaching"Create a photograph that features
something you taught this week."
Share Your [email protected]
cc licensed ( BY NC ) flickr photo by moriza: http://flickr.com/photos/moriza/175319036/
Fibo
nacc
i Tr
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tdc.ds106.us/archive
cc licensed ( BY ND ) flickr photo by vexrobotics: http://flickr.com/photos/vexrobotics/7111520573/
Which of these
students has a better
understanding of
your course?
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5learningprinciples
Dylan Wiliam’s
STARTfrom where the student is
cc licensed ( BY SA ) flickr photo by pawpaw67: http://flickr.com/photos/luschei/1303754014/
by not forLearning done
the students
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talkStudents n
eed to
about what t
hey’re le
arning
cc licensed ( BY ) flickr photo by Travis Hornung: http://flickr.com/photos/awfulshot/158891604/
cc licensed ( B
Y NC SA ) fl
ickr photo by raspberreh:
http://flickr.com/photos/ra
spberreh/1619205675/
learning targets
Students need to know their
and where they stand
in relation to them
cc licensed ( BY SA ) flickr photo by Paulo Brandão: http://flickr.com/photos/paulobrandao/2677428532/fee
dbac
k
has t
o prov
ide in
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ve
photo by Ewan Mcintosh used with permission
http://bbccdesign.posterous.com/star-of-the-sea-upper-years-progress
Googleable Non-GoogleableList, in point form, assessment questions that can be fairly easily answered with a “Google search”.Next to each item, identify the related GLO or ELO.
List, in point form, assessment questions that cannot be easily answered with a “Google search”.Next to each item, identify the related GLO or ELO.
assessment question — GLO/ELO assessment question — GLO/ELO
Which, if any, GLOs/ELOs predominate here? Which, if any, GLOs/ELOs predominate here?
2Design
cc licensed ( BY ND ) flickr photo by Hamad AL-Mohannna: http://flickr.com/photos/al-mohanna/5436096181/
assessments
talkPeople need
to
about what t
hey’re le
arning
cc licensed ( BY ) flickr photo by Travis Hornung: http://flickr.com/photos/awfulshot/158891604/
grading = reducing learning to a symbol
Joe Bower
1
[division name] Grades 9 to 12 Report Card
[school name]
Student: Date Issued: Provincial Student #:
Academic Achievement of Provincial Expectations Percentage Grade
Thorough understanding and in-depth application of concepts and skills 80% to 100%
Very good understanding and application of concepts and skills 70% to 79%
Basic understanding and some application of concepts and skills 60% to 69%
Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%
Does not yet demonstrate the required understanding and application of concepts and skills; students with a final grade of less than 50% are not granted course credit; see teacher comments Less than 50%
Additional Codes Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education, only CO
Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 Physical Education/Health Education. May also be used in other courses but not as a final grade. IN
No exam applies NE
No mark for the school-based final exam or provincial test, where applicable NM
Learning Behaviours
Scale
C: Consistently – almost all or all of the time U: Usually – more than half of the time S: Sometimes – less than half of the time R: Rarely – almost never or never IEP (Individual Education Plan): This code is used if behaviour ratings are based on expectations
that reflect special learning needs.
Personal management skills Uses class time effectively; works independently; completes homework and assignments on time
Active participation in learning Participates in class activities; self assesses; sets learning goals
Social responsibility Works well with others; resolves conflicts appropriately; respects self, others and the environment; contributes in a positive way to communities
Local Option Up to 2 local options may be added
Local Option Up to 2 local options may be added
Grades cause an emotional reaction – either positive or negative.
Feedback causes you to think and engage, which is reflective learning
Dylan Wiliam
Never grade students while they are still learning something and, even
more important, do not reward them for their performance at that point.
Alfie Kohn
A mark or grade is an inadequate report of an inaccurate judgement by a biased and variable judge of the extent to which a student has attained an indefinite amount of material.
Paul L. Dressel
Students should experience their successes and failures not as reward and punishment but as information.
Jerome Bruner
cc licensed ( BY SA ) flickr photo by Paulo Brandão: http://flickr.com/photos/paulobrandao/2677428532/for
mative
uses o
f sum
mative
tests3
Students go over a recent test in small groups. This gives them a chance to remedy some gaps in understanding
before asking the teacher for help. This saves teacher time and improves the understanding of the student who is doing the explaining. Also students tend to understand something better when a peer explains it to them in ‘student language’.
1
Students trained to prepare for tests by generating then answering their own questions outperform
comparable groups who prepare in conventional ways.
2
Use the ‘find it and fix it’ technique (eg you have three answers correct out of five, find
the wrong answers and correct them).
3
thanks