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Power Upper Elementary
Upper Elementary grades 5-6
Curated by Kathy Boyd
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Mastery Learning and Formative Assessment for Engagement

Mastery Learning and Formative Assessment for Engagement | Power Upper Elementary | Scoop.it

With this strategy, teachers first organize the concepts and skills they want students to learn into learning units that typically involve about a week or two of instructional time. Following initial instruction on the unit, teachers administer a brief quiz or assessment based on the unit's learning goals. Instead of signifying the end of the unit, however, this assessment's purpose is to give students information, or “feedback,” on their learning. To emphasize this new purpose Bloom suggested calling it a formative assessment, meaning “to inform or provide information” (see Scriven, 1967). A formative assessment identifies for students precisely what they have learned well to that point, and what they need to learn better (Bloom, Hastings, & Madaus, 1971).

 

Remember Daniel Pink:  Autonomy, Mastery, Purpose?  This would be the MASTERY piece.  When we teach and move along, pressured by the need to cover, we sabbotage engagement .  For some kids, it feels disrespectful.  Teaching for mastery is a must if learning is our goal.  

 

 


Via Mary Perfitt-Nelson
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Classroom Questioning: What Type Do You Use Most?

Cultures of Thinking and Ron Ritchhart

 

Questioning is a vital part of thinking, teaching and learning.  We need to consider the purpose of every activity our students engage in while always looking to build higher level questioning into the daily routine. 

 

Generative:  Exploring the topic

• Authentic questions or wonders that teacher doesn’t know the answer to.

• Essential questions that initiate exploration of a topic

Constructive:  Building New Understanding

• Extending & Interpreting

• Connecting & Linking

• Orienting and focusing on big ideas, central concepts, or purpose

• Evaluating

 

Facilitative:  Promotes the learner’s own thinking & understanding

• Requesting elaboration, reasons, evidence, justification

• Generating discussion among the class to hear different perspectives

• Clarifying and Uncovering


Via Mary Perfitt-Nelson, Thaisa Ferreira
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Engaging All Kids: Education Revolution Begins from the Ground Up!

Engaging All Kids:  Education Revolution Begins from the Ground Up! | Power Upper Elementary | Scoop.it

"In the context of a gathering on November 10, 2012*, nine leading voices on education and child development — Carol Dweck, Richard Gerver, Nikhil Goyal, Ken Kay, Alfie Kohn, Steven Jones, Wendy Mogel, Ken Robinson, and Yong Zhao — engaged more than 600 educators and parents from 125 private and public schools in reflection on our deepest commitments to the lives and the learning of school-aged children at school and at home. What follows is a statement of common principles — shaped by participants’ input and these leaders’ collaborative reflection and design — that may help schools and families to determine how best to support our highest aspirations for the welfare of the children in our care."

 

A PDF of the "covenant" delineating core principles of the change needed can be found here:   http://www.curtiscfee.org/info/wp-content/uploads/2012/11/PSP2012-CHILD-COVENANT.pdf

 

 


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Homework: New Research Suggests It May Be an Unnecessary Evil

Homework: New Research Suggests It May Be an Unnecessary Evil | Power Upper Elementary | Scoop.it

It is important to review the original research. That being said, we need to think about the implications of homework for all students, especially for students with SLD.    


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Technology Is Changing How Students Learn, Teachers Say

Technology Is Changing How Students Learn, Teachers Say | Power Upper Elementary | Scoop.it
There is a widespread belief among teachers that digital technology is hampering students’ attention spans and ability to persevere, according to two surveys.

 

The problem may be that the traditional way of teaching is not bringing forth learning .  It fails to engage in ways that maximizes the strengths of students  today .  Indeed, getting answers is easy and instantaneous.  Ride that pony in the direction it faces and be the kind of teacher who doesn't need to tap dance!  Facilitate learning in ways that allows kids to DO SOMETHING with the answers they get so easily via technology and the internet!  


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Cultures of Thinking: Six Principles

Cultures of Thinking:  Six Principles | Power Upper Elementary | Scoop.it

1. Skills are not sufficient; we must also have the disposition to use them.
Possessing thinking skills and abilities alone is insufficient for good thinking. One
must also have the disposition to use those abilities. This means schools must
develop students’ inclination to think and awareness of occasions for thinking as
well as their thinking skills and abilities. Having a disposition toward thinking
enhances the likelihood that one can effectively use one’s abilities in new
situations.
2. The development of thinking and understanding is fundamentally a social
endeavor, taking place in a cultural context and occurring within the constant
interplay between the group and the individual. Social situations that provide
experience in communicating oneʼs own thinking as well as opportunities to
understand othersʼ thinking enhance individual thinking.
3. The culture of the classroom teaches. It not only sets a tone for learning, but
also determines what gets learned. The messages sent through the culture of the
classroom communicate to students what it means to think and learn well. These
messages are a curriculum in themselves, teaching students how to learn and
ways of thinking.
4. As educators, we must strive to make students thinking visible. It is only by
making thinking visible that we can begin to understand both what and how our
students are learning. Under normal conditions, a studentʼs thinking is invisible to
other students, the teacher, and even to him/herself, because people often think
with little awareness of how they think. By using structures, routines, probing
questions, and documentation we can make studentsʼ thinking more visible toward
fostering better thinking and learning.
5. Good thinking utilizes a variety of resources and is facilitated by the use of
external tools to “download” or “distribute” oneʼs thinking. Papers, logs,
computers, conversation, and various means of recording and keeping track of
ideas and thoughts free the mind up to engage in new and deeper thinking.
6. For classrooms to be cultures of thinking for students, schools must be
cultures of thinking for teachers. The development of a professional community
in which deep and rich discussions of teaching, learning, and thinking are a
fundamental part of teachersʼ ongoing experience provides the foundation for
nurturing studentsʼ thinking and learning.


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