The role of informal learning is often discussed--as it is below--in terms of how it can promote improved formal learning performance.
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Resources for those who see a different future for public education and the students counting on us.
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Mary Perfitt-Nelson
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Scooped by Mary Perfitt-Nelson onto Rethinking Public Education |
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"Please do not blame those of us in public schools for how unprepared for higher education the students arriving at your institutions are.
Mary Perfitt-Nelson's insight:
Whew. I'm one for pushing the boundaries and wonder, again and again: What REALLY would happen with thest scores if we did it the way we thought best. Delete the scoop?
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Mary Perfitt-Nelson's insight:
From Jen McDaniel's blogspot: In Search of Hecuba's Torch: An Educator's Quest for Meaning.
Resonating with me: 1. one assessment cannot serve every purpose. 2. because we are unable to see the reasoning behind the choice, we are unable to see where students went wrong 3. the Finnish students rarely take multiple-choice assessments 4. if we glean no useful information about individual students 5. we do what we know to do and that when we know better, we do better. Not in this case. Further questions are now percolating. Nice job @jemmuldoon ! Delete the scoop?
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Mary Perfitt-Nelson's insight:
Nicholas Provenzano and Beth Sanders write about thier non-traditional stance on assesssment. Nicholas reflects upon his "no test" marking period, which resulted in much more time for students to share what they learned. Beth elaborates with a discussion of fomrative assessment and relevant feedback.
The "no test" method puts more time into the classroom for thinking and learning in ways most hadn't thought about. Delete the scoop?
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I began teaching in 1991 believing myself to be a very progressive grades-based teacher with exquisitely designed marking keys designed to quantitatively assess realms such as punctuation, spelling...
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