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Developing Expert Voices v3.2
 

Developing Expert Voices v3.2

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Breakout session presentation for the TCEA Area 7 Conference. White Oak, Texas. 8 June 2012....

Breakout session presentation for the TCEA Area 7 Conference. White Oak, Texas. 8 June 2012.

A project based learning approach to a major problem with assessment: Does assigning numeric grades to student work accurately measure what they have learned? This workshop showcases a practical and powerful model to address this issue. A concrete step-by-step overview of how teachers can leverage tools like flickr, Google Docs, blogs, SlideShare.net and the Internet to develop "expert voices" and foster creativity in their students. The model shown, applied to a math classroom, can be easily transferred across domains and disciplines. We also look at a new spin on assessment and how to involve students deeply in the design of assessment rubrics. The main thrust of this presentation centres around developing an assessment task that genuinely allows students to demonstrate the limits of what they have learned through an extended project integrated throughout the full length of a course of study.

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    Developing Expert Voices v3.2 Developing Expert Voices v3.2 Presentation Transcript

    • Darren KuropatwaTCEA Area 7 ConferenceWhite Oak, Texas8 June 2012
    • http://j.mp/DarrenTCEA7
    • ything teachi ng ever ct. s NOT tart the proje arning i e they s ased Le w befor oject B to knoPr they need Horse and cart / Christian Guthier / CC BY-NC-SA
    • Asking "Does using a wiki improve learning?"is like asking "Does using a pencil improve writing?" High School Sucks / Bekah / CC BY-NC 2.0
    • Practice 7: Allow new evidence of achievement to replace old evidence. 867: r0bm 660/Seven o by 1853 Pr phot Jay M actices for ickr 867/635 ) fl bm cTigh e and Effective L NC 0 Ken O ea ed ( BY photos/r Conn rning icens kr.com/ cc l //flic or http:
    • How will you make the assignment talk back? David Warlick Girl Talk by flickr user ThisIsIt2 http://flickr.com/photos/e06158/2272739708/
    • The problem is ...what do grade s mean?
    • It started with a terse comment ...
    • It started with a terse comment ...
    • It started with a terse comment ... Professor of Mathematics
    • It started with a terse comment ... Professor of Mathematics Grade 12 Student
    • Student Voices to Expert Voices
    • Multifaceted Assessment performance taskwritten tests oral conference
    • What I Was Doing ... performance taskwritten tests oral conference
    • Students Learned Best ... performance task written tests oral conference
    • Dale’s Coneof Experience
    • Create Content That Educates
    • Students should learn what experts do http://www.flickr.com/photos/kathika/2532146525/
    • Listen to an Expert Voice ...who learns in depth ... The Assignment Think back on all the things you have learned so far this semester and create (not copy) four problems that are representative of what you have learned. Provide annotated solutions to the problems; they should be annotated well enough for an interested learner to understand and learn from you. Your problems should demonstrate the upper limit of your understanding of the concepts. (I expect more complex problems from a student with a sophisticated understanding than from a student with just a basic grasp of concepts.) You must also include a brief summary reflection (250 words max) on this process and also a comment on what you have learned so far.
    • Listen to an Expert Voice ... who publishes for the world ...
    • Listen to an Expert Voice ... and the world replies ...
    • The Rubric v1.1
    • The Rubric in !
    • Kids Doing Teacher Training?
    • Kids Doing Teacher Training?
    • Kids Doing Teacher Training?
    • Agent 003.14
    • The Calculus Crusaders
    • Survivor: Calculus Islands
    • Reflections ...Why did you choose the concepts you did to create yourproblem set?I wanted to make it fun. Calculus is gross, but it doesnt have to be. Iwanted to make problems that people will enjoy reading, andinteresting. As much as possible, I wanted each problem to have astory. I wanted each problem to be an individual. I also wanted theproblems to be simple. I made up problems out of my comfort zone,but problems I know I could grasp and learn about. ... to tell stories
    • Reflections ...How do these problems provide an overview of your bestmathematical understanding of what you have learned sofar?In the beginning of this project, I did not know what problems I wouldcome up with. I tried to make them as different from each other aspossible. I did problems that I was not comfortable in solving during theyear so that I could learn to be comfortable with them. I have a muchbetter understanding now, because I pushed myself as hard as I could toachieve this goal. The problems provide an overview of my bestmathematical understanding of what I learned, by the variety ofconcepts I came up with. ... to push myself
    • ReflectionsDid you learn anything from this assignment?Definitely. Throughout the course I kept telling myself that Ive failedafter every test, because I never got the mark that I wanted. I alwaystold myself Id do better next time, and now I can finally say I did. Ilearned to solve these problems on my own. I learned to work hard forsomething I wanted and I truly believe that I got there. ... Yes I can!
    • ReflectionsWas it educationally valuable to you? (Be honest withthis. If you got nothing out of this assignment then saythat, but be specific about what you didnt like and offera suggestion to improve it in the future)In the beginning, I totally disagreed with wanting to do this. I thought itwas pointless, but maybe its because I didnt want to commit to it.However, now that Im done, I can honestly say that Im thankful I did it. Ilearned a lot about math, and I learned a lot about myself. Before thisproject, I looked forward to being the scribe, because I always felt thatbeing scribe forced me to learn better, harder. Now I am twiceamazed, because I got to make the problems on my own and I got tounderstand it in a different point of view. Anyway, Im really glad I did it. Ithink with all the things thats going on, this was a real good experience.I spent this weekend focused on this project and I got yelled at by myparents because I slept late. Anyway, I think it was worth it. Im happywith what Ive done, and I hope you all enjoy it too =)
    • The Process v1.0
    • their reflections ...
    • The Process v1.1 >>sample problems >>constant reminders
    • again, their reflections ...
    • The Process v1.2 >>sample problems >>constant reminders >>timelines (Justice & Lawrence 52 sec)
    • and mine ...
    • The Process v1.3 >>sample problems >>constant reminders >>timelines >># problems
    • Reflective comments ...
    • Success ...
    • Educational Parcours
    • thanks
    • Photo CreditsWhat a Child Seeshttp://flickr.com/photos/thomashawk/176785431/DSC08662http://www.flickr.com/photos/violetblue/331392404/Just Do Ithttp://www.flickr.com/photos/amin_tabrizi/54044141/Reflecthttp://flickr.com/photos/myrtepeert/149231528/Truthhttp://flickr.com/photos/nuudls/177668934/ Video parkours http://www.youtube.com/watch?v=jquXcwooV6A Taylor Mali on what teachers make http://www.youtube.com/watch?v=RxsOVK4syxU