Education, Curiosity, and Happiness
4.2K views | +0 today
Follow
Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
Your new post is loading...
Your new post is loading...
Rescooped by Ivon Prefontaine, PhD from Education Today and Tomorrow
Scoop.it!

Assigning More Writing—With Less Grading

Assigning More Writing—With Less Grading | Education, Curiosity, and Happiness | Scoop.it

"Check out four best practices for teaching writing that can help you improve student learning without creating a mountain of grading work."


Via WEAC
Ivon Prefontaine, PhD's insight:
Treat writing like an ongoing process, rather than having a fixed begining and end. I had students who continued writing one year to the next.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Educational Pedagogy
Scoop.it!

Why I Don't Grade

Why I Don't Grade | Education, Curiosity, and Happiness | Scoop.it
Grades are currency for a capitalist system that reduces learning to a transaction. Grading is a massive co-ordinated effort to take humans out of the educational process.
Via Dennis Swender
Ivon Prefontaine, PhD's insight:
I used rubrics. I know they can mechanistic and I spent a lot of time going over them and reviewing them with my students. Their input was essential.

I spent considerable time providing feedback to students and listening to them as a source of feedback. Sometimes they said things that provided insights into their understanding that I missed in other facets of their learning activities i.e. projects.

Grading is part of the competitive system we encourage in schools that is about a neo-liberal agenda promoted through a hidden curriculum.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Education Today and Tomorrow
Scoop.it!

Beware of Hype Over Grade Inflation, Educators and Other Experts Warn

Beware of Hype Over Grade Inflation, Educators and Other Experts Warn | Education, Curiosity, and Happiness | Scoop.it

"A College Board study that says grade inflation is rampant in high schools could be used as an argument for more standardized testing."


Via WEAC
Ivon Prefontaine, PhD's insight:
There have been universities that admitted students based on portfolios i.e. Harvard. I used rubrics, which are not grade-based. Rubrics are a feedback tool that helps teachers and students understand progress being made. I fussed over my rubrics each time I used them, making changes to better capture progress and not just a one-time event such as a grade.
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

Feedback: It’s all it cracked up to be!

Feedback: It’s all it cracked up to be! | Education, Curiosity, and Happiness | Scoop.it
A lot has been said on the topic of feedback. Google will give you about 2,070,000,000 results in 0.82 seconds. There are different kinds and different definitions... my interest is in the realm of workplace performance which is defined as "the transmission of evaluative or corrective information about an action, event, or process to the…
Ivon Prefontaine, PhD's insight:
Good feedback is timely, specific, and helps a student move in a particular direction. It is not just information. It is usable information that makes a difference in teaching and learning.
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

K12 makes assessment shifts

K12 makes assessment shifts | Education, Curiosity, and Happiness | Scoop.it
Teachers across the country are creating their own more sophisticated formative assessments and using adaptive learning software to generate real-time information on how each of their students are performing.
Ivon Prefontaine, PhD's insight:
Good feeback which is regular, timely, specific, and situational, is much more useful than a mark every now and then. Take it one step beyond assessing for learning and understand it as assessing as teaching and learning.
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

Learning From the Feynman Technique – Taking Note – Medium

Learning From the Feynman Technique – Taking Note – Medium | Education, Curiosity, and Happiness | Scoop.it
Richard Feynman (1918–1988), an author, graphic novel hero, intellectual, philosopher, physicist, and No Ordinary Genius is considered to be one of the most important physicists of all time. In…
Ivon Prefontaine, PhD's insight:
I ask students what they understand or think they understand. It is pointless to ask what they don't understand: "you don't know what you don't know."

A second technique is to make sure a certain percentage of students understand what I mean. They interpret and translate for those who are less sure.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from 21st Century Teaching and Learning
Scoop.it!

Why Assessments Don't Really Measure Understanding

Why Assessments Don't Really Measure Understanding | Education, Curiosity, and Happiness | Scoop.it
Why Assessments Don't Really Measure Understanding

Via Rob Hatfield, M.Ed.
Ivon Prefontaine, PhD's insight:
Undertanding is not the same as knowing. The latter can be rote learning and memorization.The former is appropriating what is to be learned and describing it a new way.
more...
Rob Hatfield, M.Ed.'s curator insight, August 8, 2017 6:09 PM
This is an excellent thought provoking article. I have always used assessment as a teacher feedback tool. For the student, it included a rubric with the criteria required by the educational institution's  "curriculum" for accreditation. I prefer competency benchmarks, capstone projects and project/ problem based learning because of the no "barriers" in learning process.
Rescooped by Ivon Prefontaine, PhD from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
Scoop.it!

Why Mistakes Matter in Creating A Path For Learning By Claudia Wallis

Why Mistakes Matter in Creating A Path For Learning By Claudia Wallis | Education, Curiosity, and Happiness | Scoop.it
By Claudia Wallis

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine, PhD's insight:
Mistakes are an opportunity to explore.
more...
Trisha Ahrent Beamish's curator insight, August 6, 2017 6:37 PM

I scooped this because locally we need to recognize that students and teachers all make mistakes and that is how we learn.  I think sometimes, state and local leaders forget or don't know the area they are making decisions on and that mistakes are okay and actually create a great amount of learning.

Rescooped by Ivon Prefontaine, PhD from Digital Delights - Digital Tribes
Scoop.it!

Assessment: Turning a Blunt Instrument Into a Powerful Learning Tool

Assessment: Turning a Blunt Instrument Into a Powerful Learning Tool | Education, Curiosity, and Happiness | Scoop.it
It’s ironic that assessment in schools is most often “something adults do to students,” as Rick Stiggins puts it, because all humans are highly evolved for learning, and self-assessment is a powerful tool all learners use. Whether you are trying to master a recipe, solve an equation, improve your golf swing, you continually ask yourself questions such as “Have I learned to do what I need to do?” “What did I do wrong?” “How do I improve?” and, most importantly, “How did I learn that?” All, assessment. Wouldn’t it be great if schools didn’t turn a

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's insight:
Students should be involved in assessing their learning. For example, rubrics serve as a conversation tool. When I design one, I consider what I want to tell students. I engage in conversation about the rubric. I make adjustments based on student feedback. While they are completing an activity, I check in with them and see how things are going. Is the rubric helping them?
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Digital Delights - Digital Tribes
Scoop.it!

What Happens When Teachers Stop Giving Grades?

What Happens When Teachers Stop Giving Grades? | Education, Curiosity, and Happiness | Scoop.it
The intrinsic love of learning supplants the drive for high marks in the long run.

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's insight:
When I stopped giving grades, I provided students better feedback. I spent considerable time with the curricula (I taught multiple grades and subjects) to refine rubrics each time I used them. Teaching is relational and conversational.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Learning & Mind & Brain
Scoop.it!

We’re asking kids all the wrong questions in school

We’re asking kids all the wrong questions in school | Education, Curiosity, and Happiness | Scoop.it
Research, and common sense, show that kids learn more by being actively engaged in what they’re doing. When they engage in discussion, teach others, and grapple with a math problem, they boost their ability to absorb and retain information. The evidence is mounting against schools that fail to take this approach. Most are still built around making sure kids have the right answers to rote questions, rather than the tools to formulate meaningful questions that deepen their learning. In a randomized controlled trial of nearly 2,500 nine and 10 year-olds in the UK, students who were taught the skill of reason—how to formulate questions and thoughtfully explain an argument—performed better on assessments of math, science, and English than kids who had not been exposed to this kind of skill-building.
Via Miloš Bajčetić
Ivon Prefontaine, PhD's insight:
Content is a vehicle to teach skills. With skills, students can adapt to changing situations .
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from :: The 4th Era ::
Scoop.it!

Assessing Student Project Work

Assessing Student Project Work | Education, Curiosity, and Happiness | Scoop.it
Project work challenges students to think beyond the boundaries of the classroom, helping them develop the skills, behaviors, and confidence necessary for success in the 21st-century. Designing learning environments that help students question, analyze, evaluate, and extrapolate their plans, conclusions, and ideas, leading them to higher–order thinking, requires feedback and evaluation that goes beyond a letter or number grade. The term “authentic assessment” is used to describe assessment that evaluates content knowledge as well as additional skills like creativity, collaboration, problem-solving, and innovation.

Authentic assessment documents the learning that occurs during the project-building process and considers the real-world skills of collaboration, problem solving, decision making, and communication. Since project work requires students to apply knowledge and skills throughout the project-building process, you will have many opportunities to assess work quality, understanding, and participation from the moment students begin working.

Via Jim Lerman
Ivon Prefontaine, PhD's insight:
Rubrics, when well thought-out and well-used, are great tools. The key is to sit with your curricula each time you assign a project and review the outcomes. Second, take time and discuss the rubric with students. What is expected? What do they understand and not? How can they use the rubric to guide their learning? Third, take time to talk and listen as they use the rubrics. A rubric is a conversation.
more...
Gust MEES's curator insight, July 21, 2017 2:35 PM
Project work challenges students to think beyond the boundaries of the classroom, helping them develop the skills, behaviors, and confidence necessary for success in the 21st-century. Designing learning environments that help students question, analyze, evaluate, and extrapolate their plans, conclusions, and ideas, leading them to higher–order thinking, requires feedback and evaluation that goes beyond a letter or number grade. The term “authentic assessment” is used to describe assessment that evaluates content knowledge as well as additional skills like creativity, collaboration, problem-solving, and innovation.

Authentic assessment documents the learning that occurs during the project-building process and considers the real-world skills of collaboration, problem solving, decision making, and communication. Since project work requires students to apply knowledge and skills throughout the project-building process, you will have many opportunities to assess work quality, understanding, and participation from the moment students begin working.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=rubric

 

https://www.themespark.net/rubric/545a3834a500ffef33dd248b

 

Rescooped by Ivon Prefontaine, PhD from Digital Delights - Digital Tribes
Scoop.it!

Assessment For Learning - November Learning

Assessment For Learning - November Learning | Education, Curiosity, and Happiness | Scoop.it
What if we could empower our teachers to turn assessment into a process of learning instead of a focus on measurement?  Further, what if this mindset change led to an increase in student achievement on tests? That’s exactly what is happening at Trailside Middle School in Loudoun County, Virginia, at high schools in Gaston County Schools, North Carolina and a few other pioneering classrooms around the country where I have had the opportunity to work with innovative educators. Depending on how you view the purpose and management of tests this innovative process may seem counterintuitive at first—but it has led [...]

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's insight:
The basic premise is to assess while students are engaged in their learning in a group. It could be having a conversation about the learning, a project they are working on, a problem being solved, etc. What happens is students are being assessed as they learn.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Education Today and Tomorrow
Scoop.it!

No more zeros in K-12 education

No more zeros in K-12 education | Education, Curiosity, and Happiness | Scoop.it

"The zero-out-of-100 is just one of the traditional grading practices schools are rethinking as they seek to report student performance more accurately."


Via WEAC
Ivon Prefontaine, PhD's insight:
Rubrics are a prelude to grading. I used rubrics extensively as feedback. I gave them to students as we began an activity. We discussed what they meant. It was feedback for me from beginning to end. Too often, we conflate rubrics with marks.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Assessing Art Education in Public Schools
Scoop.it!

Do No Harm: Flexible and Smart Grading Practices

Do No Harm: Flexible and Smart Grading Practices | Education, Curiosity, and Happiness | Scoop.it
Have students take responsibility for their grades and behavior by strategically offering opportunities to redo assignments, retake tests, and reflect on their performance.

Via Les Howard, Monica S Mcfeeters
Ivon Prefontaine, PhD's insight:
Learning and growing are ongoing. Taking that stance means teachers would offer students opportunities to redo activities, retake tests, and reflecting on their learning (metacognition).
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

5 thoughts on Dan Koretz’s The Testing Charade – Frederick M. Hess – Medium

5 thoughts on Dan Koretz’s The Testing Charade – Frederick M. Hess – Medium | Education, Curiosity, and Happiness | Scoop.it
Harvard’s Dan Koretz is just out with a thoughtful, immensely readable book that takes dead aim at test-based accountability. The volume is titled The Testing Charade: Pretending to Make Schools…
Ivon Prefontaine, PhD's insight:
The critique of the neo-liberal necessity of testing and accountablity has been around for years. Gert Biesta, Bill Pinar, Maxine Greene, and others have challenged its purpose and why we conflate teaching and learning.

It does not mean assessing, more generally, and testing, more specifically, do not play a vital role to inform teaching at the most local level.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from 21st Century Learning and Teaching
Scoop.it!

Better Formative Feedback: Work Worth Doing in a Place Worth Being | Getting Smart #ModernEDU #Assessment

Better Formative Feedback: Work Worth Doing in a Place Worth Being | Getting Smart #ModernEDU #Assessment | Education, Curiosity, and Happiness | Scoop.it
Defining Formative Assessment

Overall, we’ve done a good job helping students “learn how to learn.” One of the biggest growth opportunities today is to help teachers and students to “know how they know.”

 

Educators skilled at designing formative assessment practice are able to understand where students are and where they need to be on a daily basis and adapt learning experiences accordingly.

The Council of Chief State School Officers (CCSSO) recently adopted the following definition of formative assessment:

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become more self-directed learners.

~ CCSSO FAST SCASS Austin, Texas, June 2017

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback

 


Via Gust MEES
Ivon Prefontaine, PhD's insight:
Formative feedback is teaching and learning as feedback. It is specific, timely, and situational for each student. It involves metacognitive skills.
more...
Gust MEES's curator insight, September 7, 2017 11:02 AM
Defining Formative Assessment

Overall, we’ve done a good job helping students “learn how to learn.” One of the biggest growth opportunities today is to help teachers and students to “know how they know.”

 

Educators skilled at designing formative assessment practice are able to understand where students are and where they need to be on a daily basis and adapt learning experiences accordingly.

The Council of Chief State School Officers (CCSSO) recently adopted the following definition of formative assessment:

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become more self-directed learners.

~ CCSSO FAST SCASS Austin, Texas, June 2017

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback

 

Koen Mattheeuws's curator insight, September 8, 2017 2:50 AM
Dit artikel kan dienen als toetsteen voor jouw formatief evalueren. 
Rescooped by Ivon Prefontaine, PhD from Digital Delights - Digital Tribes
Scoop.it!

8 Takeaways on Thoughtful Assessment #Infographic 

8 Takeaways on Thoughtful Assessment #Infographic  | Education, Curiosity, and Happiness | Scoop.it
Rigor, data-based decision making may lead teachers to errors in assessing student learning. Find out how to address these issues thoughtfully.

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's insight:
This is an informative infographic for teachers. Good teachers continuously learn about their students and their needs.
more...
Nevermore Sithole's curator insight, August 16, 2017 9:34 AM
8 Takeaways on Thoughtful Assessment
Scooped by Ivon Prefontaine, PhD
Scoop.it!

When Schools Forgo Grades: An Experiment In Internal Motivation

When Schools Forgo Grades: An Experiment In Internal Motivation | Education, Curiosity, and Happiness | Scoop.it
When teachers don't give grades they find it completely changes the focus of learning in their classrooms.
Ivon Prefontaine, PhD's insight:
Integrated Global Studies School (IGSS) is a small school with about 40 students per grade and three teachers who teach cross-curricular.

My experience teaching in a small setting suggests that they are great places to experiment. I taught three junior grades in a cross-curricular manner. I joined with two other colleagues and designed projects to teach and learn cross grades. We eliminated grades and used rubrics.
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

Infidelity to Truth: Education Malpractices in American Public Education: Chapter Five

Infidelity to Truth: Education Malpractices in American Public Education: Chapter Five | Education, Curiosity, and Happiness | Scoop.it
By Duane Swacker About Duane Chapter 5 Error Concerns in Educational Assessment The study of error is not only in the highest degree prophylactic, but it serves as a stimulating introduction to the study of truth. Walter Lippmann Wilson notes "To estimate error is to imply what is without error; and what is without error…
Ivon Prefontaine, PhD's insight:
This chapter delves into assessment and errors in assessment.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Rubrics, Assessment and eProctoring in Higher Education
Scoop.it!

Avoiding Assessment Mistakes

Assessment is arguably the piece of the learning cycle we get most wrong. 


Whether looked at from the perspective of the learner, the teacher, the
school administrator, the politician or the parent, assessment is
misunderstood and poorly utilised as a tool for learning. The importance of chan....


Via Mark E. Deschaine, PhD, Peter Mellow
Ivon Prefontaine, PhD's insight:
Effective assessment is part of the teaching and learning. It is timely and consists of feedback that can be used by students. It has to be meaningful and involve students and teachers in a conversation about their learning.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from Digital Delights - Digital Tribes
Scoop.it!

The Perfect Assessment 

The Perfect Assessment  | Education, Curiosity, and Happiness | Scoop.it
The Perfect Assessment by Terry Heick Nothing is perfect, but we can dream. So let’s dream about assessment. First, what is an assessment? A measurement? A snapshot? A kind of bar for students to clear?

Via Ana Cristina Pratas
Ivon Prefontaine, PhD's insight:
Good assessment tools are ongoing.
more...
No comment yet.
Rescooped by Ivon Prefontaine, PhD from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
Scoop.it!

Are Grades Diverting Focus From Real Learning? by Katrina Schwartz

Are Grades Diverting Focus From Real Learning? by Katrina Schwartz | Education, Curiosity, and Happiness | Scoop.it
Grades help parents stay abreast of their student's progress, but theymay also be taking the focus away from learning.

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine, PhD's insight:
Grades or marks are not a shorthand of how a student is doing as is suggested. They are a singular snapshot in time. When they appear on a report card, they are a statistical representation of cumulative efforts without reference to context.

Good learning is based on the good feedback from teachers. I found, when I stopped giving marks, (I still had to on report cards by decree) I provided better feedback, led with questions, and engaged in good conversations with, about, and through tools i.e. rubrics.
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

Teaching to the Edges Using Project-Based Learning -- THE Journal

Teaching to the Edges Using Project-Based Learning -- THE Journal | Education, Curiosity, and Happiness | Scoop.it
For these two teachers, PBL is the key to differentiating lessons for students of all ability levels.
Ivon Prefontaine, PhD's insight:
Well-designed and thought out projects engage students. I used them throughout my teaching career. I discovered that PBL was not something I set up and let the students run. It was teaching, conversation, and asking questions throughout.
more...
No comment yet.
Scooped by Ivon Prefontaine, PhD
Scoop.it!

Make a Bold Move, Give Up Grades

Make a Bold Move, Give Up Grades | Education, Curiosity, and Happiness | Scoop.it
For too long, we have asserted that students need grades in order to participate in their learning or to take it seriously.
Ivon Prefontaine, PhD's insight:
Feeback and conversation are essential to student learning and teaching. The only time I offered I grade was at report card time. It was mandated.
more...
No comment yet.