"How long can you reasonably expect your students to pay attention during your lessons? Some psychologists claim the typical student’s attention span is about 10 to 15 minutes long, yet most university classes last 50 to 90 minutes. Students’ attention levels vary widely based on factors like motivation, emotion, enjoyment, and time of day."
Via Beth Dichter, Chris Carter
“A press release is a written statement to the media. It can announce a range of news items, including scheduled events, personnel promotions, awards, new products and services, sales accomplishments, etc.”
Via Kathleen Cercone, Mark E. Deschaine, PhD
“By Chris Gareis and Leslie Grant, The College of William & Mary Formative assessment is getting all kinds of attention these days. Open any journal, attend any conference, or glance at any commercial publisher’s catalog, and you will find a plethora of articles, sessions, and off-the-shelf products. Of course, the idea and practice of using formative assessment as part of the teaching and learning process is not new. Michael Scriven is credited with describing the concept in 1967. We believe that assessment is an inherent element of the teaching and learning process; therefore, in our work with teachers and education leaders, we define formative assessment as the assessment of student learning integrated into the act of teaching (Gareis & Grant, 2008). There are innumerable examples of what formative assessment can look like in the classroom, such as the Socratic Method, Do-Now activities, Exit Cards, Thumbs-Up/Thumbs-Down, personal whiteboards, and many more instructionally based practices for determining the current understanding of students. There are also more formal (and often more reliable) means, such as using performance-based assessments and accompanying scoring rubrics, or administering pre- and post-tests of key knowledge and skills. It is not the instrument or technique that is, in self, formative. It is the teacher’s use of the student’s performance on the instrument or with the technique to help form the student’s learning that makes the assessment formative. As educators, viewing assessment as an integral component to instruction (and not solely as a summative indicator of learning) makes intuitive sense. So why does it need our attention? We conclude with a few, brief reasons. First, research during the past decade has increasingly confirmed that teachers’ formative assessment practices in the classroom can significantly contribute to improved student learning. Consider the findings of the Assessment Reform Group from England beginning in 1999. This research team found that students gain roughly the equivalent of one to two grade levels in learning in classrooms that use formative assessment practices effectively. Second, most teachers—veterans and novices alike—are not adequately prepared in the domain of assessment. There is strong evidence of this going back to Rick Stiggins’ work in the early ‘90s and continuing to the present day with recent reports from professional associations such as AACTE and CAEP. Third, we are all aware that we are currently in an era of high-stakes assessment and accountability that places increasing emphasis on external standardized assessments. In our experience, the prolonged and often pejorative emphasis on accountability assessments has wreaked havoc on teachers’ practical use of assessment in the classroom. To conclude, here is what we believe: Using assessment effectively in the classroom is inherent to good teaching, but, for a variety of reasons, classroom-based assessment practices are diminished and even misused in our current accountability era. Our aim is to help teachers and school leaders reclaim the use of assessment in the classroom as a means to inform teaching and, ultimately, student learning. If you would like to learn more, join us this summer at the 2014 ASCD Conference on Teaching Excellence. You can search for our session, Teacher-Made Assessments: Connecting Curriculum, Instruction, and Student Learning (1101/1401), on the conference app or here.”
Via Kathrin Jäger, Ines Bieler, Mark E. Deschaine, PhD
“Reading Chekhov for a few minutes makes you better at decoding what other people are feeling. But spending the same amount of time with a potboiler by Danielle Steel does not have the same effect.”
Via Anne Leong, Mark E. Deschaine, PhD
“10 Striking Photos That Capture What Autism Looks Like Around The World Huffington Post "I wanted to offer those not familiar with autism an opportunity to see what autism looks like, a safe space where social mores would not prevent them from...”
Via Mark E. Deschaine, PhD
“The conditions autism and aspergers have been in the news a lot over the last few years. Including some people using the term "spectrum-y" to describe a person showing characteristics of autism...”
Via Mark E. Deschaine, PhD
“Before I rush ahead with how I am going to roll out this device in my classrooms, I need to effectively incorporate it into my life and figure out how to use iPads to make me a better teacher.”
Via Cindy Rudy, John Evans
“ There are tons of fantastic websites available for teachers and here's a list of 11 that I absolutely love. You'll find lesson plans, videos, interactive resources and more on these sites. Click ...”
Via Chris Carter
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