This document discusses getting students to think about their own thinking through the use of TEDEd lessons and self-assessment strategies. It prompts the reader to explore the TEDEd website and discuss how the lessons there promote student engagement and encourage thinking about learning. It also asks the reader to consider how two TEDEd lessons could be incorporated into a typical class period and to share one lesson explored. Finally, it discusses linking rubrics to student self-assessment and goal setting based on chapters from a Brookhart text, and how these strategies support assessing student learning.
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Ash edu 645 week 5 discussion 1 getting students to think about their thinking new
1. ASH EDU 645 Week 5 Discussion 1 Getting
students to think about their thinking NEW
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Getting students to think about their thinking.
Part 1. Access TEDEd. Take some time to peruse
through the menu of lessons and provide us with
your impressions. The following serves to prompt
your response as opposed to a required “list”:
o How do the lessons in TEDEd promote student
engagement?
o What are some ways students are encouraged to
think about what they are learning?
o How do these modes of learning allow both
students and teachers to assess learning?
o Think of two ways you can incorporate a TEDEd
lesson into a typical 50-70 minute class period.
How could you deliver it? How could students
access it?. Take a look at the NETS-S standards
2. when addressing this.
o Share one particular lesson you explored as well
as what you gained from it.
Part 2: Linking Rubrics with Student Self-
Assessment and Goal Setting
Chapters 9 and 10 of the Brookhart text discuss
strategies for guiding students for the demands of
assessment as well as setting goals. Pairing this
information with what you learned from viewing
the “Be Sure To” video clip, explain how these
strategies not only support the integration of
multiple levels of thinking for students, but the
teacher’s ability to assess FOR learning.
Guided Response: Respond to at least two
classmates’ posts. Compare your impressions of
TEDEd and the “Be Sure To” strategy. How did your
perceptions differ? What new ideas might you
have gotten from their analysis of each? Provide
specific feedback regarding their assessment of
the “Be Sure To” strategy.
