An award-winning English and Social Studies teacher at Luther Burbank High School in Sacramento, Calif., Larry Ferlazzo is the author of Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, The ESL/ELL Teacher's Survival...
Within the last few years, research studies from around the world have shown that assessment can help students learn science, as well as measure how much science they have learned (Black & Wiliam, 1998; Wiliam, Lee, Harrison, & Black, 2004). Research has also suggested that the use of formative assessment, or assessment for learning, can double the rate of student learning (Wiliam & Thompson, in press). Perhaps more remarkable, such improvements have occurred even when achievement is measured using standardized tests.
Why Should Techies Care About (20th Century) Education Theory? Debates about education are by no means new: What’s the best way to teach? What’s the best way to learn? What should the curriculum be? Who should have access to specialized knowledge and specialized training? How does technology impact all of these questions?
Much of the discussion about the use of student standardized test scores to evaluate teachers has centered on how unfair the “value-added” method is to teachers because it is unreliable and can — and does — label effective teachers as ineffective too often. But there are consequences for the students too, and they are just starting to be seen. This is explained by in this post by Carol Burris, the award-winning principal of South Side High School in Rockville Centre, New York. She is the co-author of the New York Principals letter of concern regarding the evaluation of teachers by student test scores, which has been signed by more than 1,500 New York principals and more than 5,400 teachers, parents, professors, administrators and citizens. You can read the letter by clicking here.
A cognitive scientist and artifical intelligence theorist argues that our push for more STEM education is off base. Why?
NOTE: I'm not necessarily endorsing the views espoused in this article (or any other article I share). I thought it was an interesting article though, and good food for thought. And thought is always good!
What students are really motivated by are opportunities to be social — to interact around challenging concepts in powerful conversations with their peers. They are motivated by issues connected to fairness and justice. They are motivated by the important people in their lives, by the opportunity to wrestle with the big ideas rolling around in their minds, and by the often-troubling changes they see happening in the world around them.
One grading practice that is gaining popularity is standards-based grading, which involves measuring students' proficiency on well-defined course objectives (Tomlinson & McTighe, 2006). Although many districts adopt standards-based grading in addition to traditional grades, standards-based grading can and should replace traditional point-based grades.
"Neuroscience should be required for all students [of education] . . . to familiarize them with the orienting concepts [of] the field, the culture of scientific inquiry, and the special demands of what qualifies as scientifically based education research." - Eisenhart & DeHaan, 2005
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