bildungsreflexion
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Analyse: Arbeitsmarkt driftet immer stärker auseinander - kurier.at

Analyse: Arbeitsmarkt driftet immer stärker auseinander - kurier.at | bildungsreflexion | Scoop.it
Analyse: Fachkräftemangel hier Langzeitarbeitslosigkeit dort: Der heimische Arbeitsmarkt bietet Licht, aber auch viel Schatten. Die geplanten Einsparungen beim AMS werden die Gräben vertiefen.
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Bildungspolitik: Grundschüler können nicht mehr richtig schreiben - WELT

Bildungspolitik: Grundschüler können nicht mehr richtig schreiben - WELT | bildungsreflexion | Scoop.it
Die 2017 veröffentlichte Studie zum bundesweiten Bildungsniveau war besorgniserregend. Jetzt werden die Ergebnisse von Vergleichsarbeiten an Berliner Grundschulen veröffentlicht: Sie sind alarmierend.
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Bildungspolitik: Bildungsforscher kritisiert OECD für Verwendung von Pisa-Daten | 

Bildungspolitik: Bildungsforscher kritisiert OECD für Verwendung von Pisa-Daten |  | bildungsreflexion | Scoop.it
Der frühere Leiter des deutschen Teils der Pisa-Studie, Klieme, macht der OECD in der ZEIT Vorwürfe. Sie überinterpretiere die Daten – und mache Politik mit ihnen.
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Glaubenskrieg um die Gesamtschule

Glaubenskrieg um die Gesamtschule | bildungsreflexion | Scoop.it
Um Kinder für das Weltgeschehen zu interessieren, habe ich vor 30 Jahren eine Zeitschrift für Acht- bis Zwölfjährige gegründet, die für Jüngeren Klex, die für die Älteren Topic hieß. Topic gibt es …
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Generation C64 hat früher mit Programmieren begonnen als Kids heute

Generation C64 hat früher mit Programmieren begonnen als Kids heute | bildungsreflexion | Scoop.it
Heutzutage predigen alle Experten und auch Gründer großer und bekannter IT-Unternehmen unentwegt, dass Kinder nicht früh genug mit dem Programmieren beginnen können. Doch bei den so genannten Millennials, also den um die Jahrtausendwende Geborenen, bleibt dieser Ruf tendenziell ungehört.
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Project-Based Learning: 'Promising but Not Proven,' Researchers Say -- THE Journal

Does a focus on exploring real-world problems and challenges help students learn more effectively? That's the question posed in a working paper from research non-profit MRDC, which undertook a literature review on the topic of project-based learning (PBL) — 17 years after the last such review.
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Competencies vs. Skills

Competencies vs. Skills | bildungsreflexion | Scoop.it
After looking at what I had on the slide, she commented that I should be referencing and explaining competencies, not just skills, which students will need.
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The Inaccessibility of Making, Tinkering & Coding – Edtech Bloggers of Color – Medium

The Inaccessibility of Making, Tinkering & Coding – Edtech Bloggers of Color – Medium | bildungsreflexion | Scoop.it
The inaccessibility of learning “how computing works” & applying that learning in unique ways is real…especially when we view it as something only done in “that geeky teacher’s classroom”, the…
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The Problem Is Wasted Time, Not Screen Time | Getting Smart

The Problem Is Wasted Time, Not Screen Time | Getting Smart | bildungsreflexion | Scoop.it
By Tom Vander Ark - More than ever, we need to be intentional about how and when young people use technology in order to make it productive time.
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More university students are using tech to cheat in exams

More university students are using tech to cheat in exams | bildungsreflexion | Scoop.it
Guardian uncovers 42% rise in cheating cases involving gadgets such as mobile phones and hidden earpieces since 2012
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Bildungsökonom Wößmann: „Mehr Ausgaben je Schüler bringen nichts“

Bildungsökonom Wößmann: „Mehr Ausgaben je Schüler bringen nichts“ | bildungsreflexion | Scoop.it
Der Bildungsökonom Ludger Wößmann vertritt provokante Thesen. Alle Parteien können sich an ihm reiben. Nun hat e
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Ghana man teaching computing without computers becomes viral hit

Ghana man teaching computing without computers becomes viral hit | bildungsreflexion | Scoop.it
After a Ghanaian teacher using his blackboard to teach IT went viral, Microsoft promised to help.
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Fachdiskussion Wirtschaft / Politik ...

Fachdiskussion Wirtschaft / Politik ... | bildungsreflexion | Scoop.it
Es geht nicht um ideologische Kämpfe zwischen Arbeit und Kapital, sagt FDP-Bildungsministerin Yvonne Gebauer. Warum NRW das Schulfach Wirtschaft einführt
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Schulfach Wirtschaft: Mehr als neoliberale Gehirnwäsche | 

Schulfach Wirtschaft: Mehr als neoliberale Gehirnwäsche |  | bildungsreflexion | Scoop.it
Ob man den Kapitalismus nun mag oder nicht, es ist besser, man versteht ihn. Und am besten lernt man schon in der Schule, wie er funktioniert.
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Was ist das Abitur noch wert? - bildungsklick.de – macht Bildung zum Thema

Was ist das Abitur noch wert? - bildungsklick.de – macht Bildung zum Thema | bildungsreflexion | Scoop.it
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So schafft man keine Chancengleichheit

So schafft man keine Chancengleichheit | bildungsreflexion | Scoop.it
Die Befürworter der gemeinsamen Schule der Zehn- bis Vierzehnjährigen verkennen die Realität. Ihre Konzepte sind nicht finanzierbar und würden bloß eine Flucht vieler Eltern in Privatschulen auslösen
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Laut Hirnforscher sind Kunst und Sport die wichtigsten Schulfächer

Laut Hirnforscher sind Kunst und Sport die wichtigsten Schulfächer | bildungsreflexion | Scoop.it
Willenskraft und Selbstkontrolle sind lernbar und das Wichtigste im Leben, sagt der Hirnforscher Manfred Spitzer. Dafür müssen Kinder ins Grüne. Musik und Sport hält er für die bedeutendsten Schulfächer.
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Project-Based Learning: 'Promising but Not Proven,' Researchers Say -- THE Journal

Does a focus on exploring real-world problems and challenges help students learn more effectively? That's the question posed in a working paper from research non-profit MRDC, which undertook a literature review on the topic of project-based learning (PBL) — 17 years after the last such review.
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Real World: A Classroom

Real World: A Classroom | bildungsreflexion | Scoop.it
A classroom is a model of interaction, under controlled conditions, happening in the real world. To allow provoked thought process,
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In Defense of Teachers: Unfair Expectations in Making, Coding and Tech

In Defense of Teachers: Unfair Expectations in Making, Coding and Tech | bildungsreflexion | Scoop.it
Multiple times per week, I see claims on social media that teachers who aren’t coding are somehow causing inequities amongst students or are inefficient themselves. It’s mind boggling to me that…
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Formative Assessment Works

by Mel Riddile


Formative assessment or assessment for learning is a proven strategy to improve student achievement.


Via Mel Riddile
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LET Team's curator insight, March 19, 2016 6:44 PM

“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.


• Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.


• Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests.


• The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn 


 


In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.


 


In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.


 


Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?


 


Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.


 


Formative Assessment in the Beginning and Ending of the Lesson


 


• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding.


• Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up.


• Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words


• Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning).


• Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending).


• Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).


 


Formative Assessment in the Body of the Lesson (Practicing and Engagement)


 


• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned


• Question design - ask kids to write their own questions with different levels of Bloom's involved


• Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool


• Mentor activities that ask the student to create something original using the learning as a model


• Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.


Andy Fetchik's curator insight, March 21, 2016 11:34 AM

“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.

• Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

• Because formative assessment has been shown to improve students' in-class learning, many educators have adopted it in the hope that it will also raise their students' performances on accountability tests.

• The expanded use of formative assessment is supported not only by instructional logic but also by the conclusions of a well-conceived and skillfully implemented meta-analysis by Paul Black and Dylan Wiliam.” (Popham, 2008)After synthesizing over 250 publications, Black and Wiliam, concluded that formative assessment is perhaps the most effective educational practice when it comes to improving academic achievement. In addition, formative assessment has a disproportionately beneficial impact on low‐achieving students. http://www.hanoverresearch.com/media/The-Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdfIn ;


In 2009, John Hattie published a meta-meta-analysis of education research called Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. In that study, Hattie found that formative assessment, when done correctly, had the highest effect size on student learning compared with other classroom strategies.


In recent years, neuroscientists have reported that retrieval practice—recalling and applying previously learning—had a huge impact (as much as 50%) on student retention of learned content. Combining retrieval practice and formative assessment can significantly reduce forgetting and increase retention of lesson content.


Each school’s instructional framework provides teachers with numerous opportunities to use formative assessments in the beginning and ending of a lesson as well as when engaging students and during student practice in the body of the lesson. Teachers use formative assessment to see if the students have mastered the content of the lesson—did they get it?


Note that mastery means that the students can demonstrate both that they ‘know’ the content and that they can apply what they learned to future or past learning.


Formative Assessment in the Beginning and Ending of the Lesson


• Purposeful Learning – The expectation that all activities be purposeful means that teachers always have something to check on or assess for understanding.

• Focusing (Beginning) – Ask students to demonstrate mastery of the previous lesson through bell ringer, do now, or warm up.

• Knowing the Lesson’s Purpose (Beginning) – Ask students to repeat the learning target or essential question in their own words

• Ask students to predict (“prediction effect”) the “why” of the learning target/essential question (Beginning).

• Use a closure activity or ‘exit ticket’ that asks more than comprehension level, regurgitation questions. Ask students to both recall (retrieval practice) and apply what they learned to future or past learning (Ending).

• Purposeful reading, writing, and discussion - Reflection of some kind that addresses learning using evidence from the lesson that connects the learning to something else (Ending).


Formative Assessment in the Body of the Lesson (Practicing and Engagement)


• Connection activities that ask students to link new learning to older learning• Visualization activities where students draw some concept that has been learned

• Question design - ask kids to write their own questions with different levels of Bloom's involved

• Game play where appropriate can be a great tool as well• Blog writing as a reflective or questioning tool

• Mentor activities that ask the student to create something original using the learning as a model

• Problem solving activities where students apply skills to arrive at a solutionIf students can complete any or all of the above, then we know they have demonstrated proficiency on some level. As we seek to move kids to mastery, we need to be acutely aware of their progress.


K.I.R.M. God is Business " From Day One"'s curator insight, April 24, 2017 6:20 AM

Lord God bless these words and their messengers allow it to be understood by man in the manner that is benefitual and for the good purpose of those that read it and bless them even the more that has is or will share it. Lord God have mercy reveal all those things that need be in Jesus name. Amen


 

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Now a degree is a commodity, no wonder more students are cheating | Poppy Noor

Now a degree is a commodity, no wonder more students are cheating | Poppy Noor | bildungsreflexion | Scoop.it
Of course plagiarism is wrong. But treating students as consumers sends them a very clear message: your money is just as important as your mind
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