Education, Curiosity, and Happiness
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Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
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Rescooped by Ivon Prefontaine, PhD from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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How I Eliminated (Almost) All Grading Problems In My Classroom - by Terry Heick

by Terry Heick

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine, PhD's insight:
Choose what to summatively assess carefully. I use the word assess because it overlaps with formative assessment and assessing as we learn. Make what students learn visible in the classroom and perhaps beyond. Science Fair was a one activity that students enjoyed and took pride in. No fails; use incomplete. Help the students complete the learning to a point where understanding is in place. That might mean keeping track of who has not handed in an assignment. Create alternative ways to assess. I used projects and rubrics. Most students engaged in those. Some students wanted to write tests. I honoured student strengths.
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Rethinking My Exams

Rethinking My Exams | Education, Curiosity, and Happiness | Scoop.it
For many academics, our exams are one of those areas of teaching that remain unchanged and unexamined.

Via Peter Mellow, Monica S Mcfeeters
Ivon Prefontaine, PhD's insight:
I stopped giving exams several years into teaching. I still used quizzes to guage progress, but focused on projects and activities that students demonstrated an understanding of what they were learning. It gave them opportunties to learn together and I focused on teaching in the course of the process. An art teacher told me she gave tests early in her career so students would take art more seriously. I taught a little art, but would not have known how to test. Art was not a strength. Instead, I participated and did the art projects with students, learning alongside them.
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How I Turned Formative Assessment into a Dialogue with My Students via James Denby

How I Turned Formative Assessment into a Dialogue with My Students via James Denby | Education, Curiosity, and Happiness | Scoop.it
James Denby

Via Tom D'Amico (@TDOttawa) , Dean J. Fusto
Ivon Prefontaine, PhD's insight:
Asssessment is an ongoing conversation about teaching and learning.
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How To Use A Rubric Without Stifling Creativity

How To Use A Rubric Without Stifling Creativity | Education, Curiosity, and Happiness | Scoop.it
How To Use A Rubric Without Stifling Creativity
Via KiwiBelma
Ivon Prefontaine, PhD's insight:
I did several things in using rubrics. First, I spent a considerable amount of time with the various curicula (9 to 11 core subjects). I read and considered what students were being asked to learn. I interpreted and prepared rubrics through that lens. Second, I edited each time I used a rubric. I discovered new insights. Third, I went over the rubrics with students which informed point 2. This provided them with insights as they began an activity and they were comfortable asking questions and making observations along the way.
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Ivon Prefontaine, PhD's curator insight, May 27, 2017 1:19 PM
I reviewed and edited my rubrics each time I used them. I sat with the program of studies while doing that. I included students in the process, going over the rubrics and asking them what they understood about them and their learning.
Nevermore Sithole's curator insight, June 8, 2017 8:56 AM
How To Use A Rubric Without Stifling Creativity
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Education is Changing—It’s Time Assessment Caught Up 

Education is Changing—It’s Time Assessment Caught Up  | Education, Curiosity, and Happiness | Scoop.it
To prepare students for the job markets that will await them, let’s focus on the skills, not the scores.

Via Ana Cristina Pratas, juandoming, Stephania Savva, Ph.D
Ivon Prefontaine, PhD's insight:
Some of the thinking in this article supports a neo-liberal educational agenda. For example, we prepare children for tomorrow by teaching them today. Having said this, the idea that skills and habits (in the Dewey sense) are key to teaching and assessing. Rubrics seem to be in order.
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Scott Olson's curator insight, April 7, 2017 11:23 AM

It is important to recognize that not everyone should be clumped together and "graded" the same way. 

http://scottolsonconsulting.com/teaching-education/

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Rethinking Grading as Instruction: Rejecting the Error Hunt and Deficit Practices

Rethinking Grading as Instruction: Rejecting the Error Hunt and Deficit Practices | Education, Curiosity, and Happiness | Scoop.it
As a first-year English teacher, I joined the department of the high school where I had graduated only five years earlier, becoming a colleague with teachers who had taught me. That introduction to the field allowed me behind the curtain, and one of those secrets was being handed a sheet that detailed every grammar and…
Ivon Prefontaine, PhD's insight:
Grading and assessment are two different things. They may complement each other, but often they do not. Good rubrics that are shared with students, using language they understand, help students learn and accept responsibility for their own learning.
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