Ashford edu 692 week 3 discussion 2 equal versus equitable new
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This document discusses the differences between equality and equity in education. It notes that equality means providing equal resources and opportunities for all students, while equity requires tailoring the educational approach to each student's individual needs and characteristics so they can achieve their full potential. The discussion prompt asks students to identify two examples from popular culture that illustrate equity versus equality and explain how they could use those examples to help students understand the importance of equity in the classroom. Responses to other students' posts are also requested to further the discussion.
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Ashford edu 692 week 3 discussion 2 equal versus equitable new
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Portland State University 11-3-15
Presented at a faculty workshop at Portland State University on November 3, 2015
University of iowa
Presented at University of Iowa Open Textbook Network faculty workshop on October 1, 2015
It can be difficult for students in any class to understand the
It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post:
This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.
Instructor Guidance
Week 3
Week Overview
“We hold these truths to be self-evident, that all men are created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in this famous line from the U.S. Declaration of Independence? Granted, the authors did not consider gender or race as equal in 1776, but in reality all people enter this world unequal to everybody else, identical twins notwithstanding. Gender, race, ethnicity, social status, wealth, height, weight, intelligence, predisposition to health-related issues, geography, and any number of personality characteristics collectively consign each one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that every learner is unique can be seen as a real problem. Classes would be much easier to teach if everybody possessed the exact same previous experiences, intellectual qualities and dispositions, and family structures. But this will never be the case, and in fact the diversity of learner ...
Genz 5English 1069 April 2017Changes in Higher Educat.docx
Genz 5
English 106
9 April 2017
Changes in Higher Education System
Introduction
This paper explains the changes that have occurred in the higher education system in the modern times. The ideas of Pablo Freire and Mark Edmondson are compared and contrasted regarding this topic. Higher education is an optional final stage of formal learning that occurs after completion of secondary education. It is accessible at universities, colleges, and other large institutes of technology. It is also offered through certain college-level institutions, including vocational schools, trade schools, and other certified colleges that award academic degrees or professional certifications (Hurley 5). Higher education at non-degree level is sometimes referred to as further education or continuing studies as it has no difference from higher education.
In recent researches, they show how education has been capitalized by the students as shown in Mark Edmondson’s idea and he focuses on how institutions of higher education have permitted the private enterprise consumers to attend the classes. He discussed how things have changed over time as compared to when he was a student. For example, when he was in college, the lecturers encouraged the students through teaching and not entertaining them while in class. He discusses how the modern system has also given students more power over their teachers. He shows dislike for the new system which allows the student to choose teachers of their own preference where the majority try to avoid teachers who are stricter.
Recently, as a college teacher, Mark entertains the students to ensure they are attentive in class and to avoid offending them. He uses training methods as those of Paulo Freire which goes against the banking concept of education. This concept views knowledge as a gift passed down from knowledgeable intellectuals (teachers) to those that know nothing(students). The raison d'etre of libertarian education concept focuses on viewing teachers and student as equals. Thus, it involves solving problems that are caused by negotiations and persuasive misunderstandings between students and teachers.
Both Pablo and Mark assumed that this type of teaching is suitable for students as it allows more critical and creative thinking. They consider the banking system of education to be oppressive to the learners; Moreover, they believe that system forces the students to conform to the ideals of their teachers other than thinking and having ideas of their own. It thus threatens the student’s critical consciousness. Mark believes in open forum lessons which are taught because they require more profound knowledge of the subject offered. He emphasizes on the use of group projects among the students and creating a conducive environment for the exchange of ideas. However, he is more open to the old-fashioned exchange between teachers and students in the classroom. This, He believes allows the teachers to correct the mistakes of the ...
1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docx
1
Running head: OPPORTUNITY GAPS IN AMERICAN EDUCATION
2
OPPORTUNITY GAPS IN AMERICAN EDUCATION
Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students
Sample Student
Liberty University
Problem
There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).
Practices, Policies, and Procedures That Have Led to the Problem
Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).
Steps That Have Been Taken to Address the Problem
Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as.
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Ashford edu 692 week 3 discussion 2 equal versus equitable new
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
Portland State University 11-3-15
Presented at a faculty workshop at Portland State University on November 3, 2015
University of iowa
Presented at University of Iowa Open Textbook Network faculty workshop on October 1, 2015
It can be difficult for students in any class to understand the
It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post:
This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.
Instructor Guidance
Week 3
Week Overview
“We hold these truths to be self-evident, that all men are created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in this famous line from the U.S. Declaration of Independence? Granted, the authors did not consider gender or race as equal in 1776, but in reality all people enter this world unequal to everybody else, identical twins notwithstanding. Gender, race, ethnicity, social status, wealth, height, weight, intelligence, predisposition to health-related issues, geography, and any number of personality characteristics collectively consign each one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that every learner is unique can be seen as a real problem. Classes would be much easier to teach if everybody possessed the exact same previous experiences, intellectual qualities and dispositions, and family structures. But this will never be the case, and in fact the diversity of learner ...
Genz 5English 1069 April 2017Changes in Higher Educat.docx
Genz 5
English 106
9 April 2017
Changes in Higher Education System
Introduction
This paper explains the changes that have occurred in the higher education system in the modern times. The ideas of Pablo Freire and Mark Edmondson are compared and contrasted regarding this topic. Higher education is an optional final stage of formal learning that occurs after completion of secondary education. It is accessible at universities, colleges, and other large institutes of technology. It is also offered through certain college-level institutions, including vocational schools, trade schools, and other certified colleges that award academic degrees or professional certifications (Hurley 5). Higher education at non-degree level is sometimes referred to as further education or continuing studies as it has no difference from higher education.
In recent researches, they show how education has been capitalized by the students as shown in Mark Edmondson’s idea and he focuses on how institutions of higher education have permitted the private enterprise consumers to attend the classes. He discussed how things have changed over time as compared to when he was a student. For example, when he was in college, the lecturers encouraged the students through teaching and not entertaining them while in class. He discusses how the modern system has also given students more power over their teachers. He shows dislike for the new system which allows the student to choose teachers of their own preference where the majority try to avoid teachers who are stricter.
Recently, as a college teacher, Mark entertains the students to ensure they are attentive in class and to avoid offending them. He uses training methods as those of Paulo Freire which goes against the banking concept of education. This concept views knowledge as a gift passed down from knowledgeable intellectuals (teachers) to those that know nothing(students). The raison d'etre of libertarian education concept focuses on viewing teachers and student as equals. Thus, it involves solving problems that are caused by negotiations and persuasive misunderstandings between students and teachers.
Both Pablo and Mark assumed that this type of teaching is suitable for students as it allows more critical and creative thinking. They consider the banking system of education to be oppressive to the learners; Moreover, they believe that system forces the students to conform to the ideals of their teachers other than thinking and having ideas of their own. It thus threatens the student’s critical consciousness. Mark believes in open forum lessons which are taught because they require more profound knowledge of the subject offered. He emphasizes on the use of group projects among the students and creating a conducive environment for the exchange of ideas. However, he is more open to the old-fashioned exchange between teachers and students in the classroom. This, He believes allows the teachers to correct the mistakes of the ...
1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docx
1
Running head: OPPORTUNITY GAPS IN AMERICAN EDUCATION
2
OPPORTUNITY GAPS IN AMERICAN EDUCATION
Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students
Sample Student
Liberty University
Problem
There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).
Practices, Policies, and Procedures That Have Led to the Problem
Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).
Steps That Have Been Taken to Address the Problem
Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as.
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If you take a look at my scores, I got below expectations on writt
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
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( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
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( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
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( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
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( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
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Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
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Integrated Curriculum in a Standards-Based WorldNorth Carolina Association for Middle Level Education
Course 605 discussion Here the discussions question , please wr.docx
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Here the discussion's question , please write one page for the discussion
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
The first student discussion
Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students. I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.
Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82). In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote s.
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Guided Response Respond to at least two classmates’ posts
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.
Cara Stanley
The TedEd lessons promote student engagement because they are interesting, short, and engaging. They ask for students to participate and think outside of yes/no questions and paper assignments. Although these lessons are not directly linked to the standards I typically teach, it is easy to connect them and get the students thinking critically about how one thing lead to another or how the events connect to standards. Like in the TedEd lesson I explored, “The History of Video Games.” I thought this would get my boys really engaged in the lesson right out the gate. For my Critical Thinking class, I teach lessons on globalization and how we are becoming more connected. I would show the TedEd video to the students as a warmup and ask them how video games are a common world language. We could then go into the larger lesson of global citizenship. For my class, I would have this video link in a task page on Its Learning, our online learning platform. This lesson would be an example of ISTE standard 2b, learning to make safe online connections.
What I learned from “The History of Video Games,” is that they were originally created for the military. I thought that was interesting and I felt that many of our students would also think that was interesting. The evolution of video games went from military, to science lab, to arcade, and then home. This shows students that just because something is created for one reason, it may have a larger purpose. I thought this lesson had many broader themes.
I think lessons like this are important when paired with a rubric because the rubric allows students to see what they are supposed to learn from something, instead of having to assume or guess (Brookhart, 2013). By doing this, the students are able to guide their own learning, and the teacher will be able to assess for learning. If a rubric is designed with the ending in mind, the student may have confusion of what should go into the assignment or not understand how much or the depth of knowledge they should take from each piece of information. Designing a rubric for learning will allow the student to guide themselves into turning in a product that the teacher can grade based on what is understood, and in that case, she can go back and fill in the missing pieces with the student and know if she should remediate, reteach, or move forward.
Side note: I just created a rubric TODAY with this whole lesson in mind and I am quite impressed with myself.
Brookhart, S. M. (2013).
How to create and use rubrics for formative assessment and grading
. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved ...
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Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
Integrated Curriculum in a Standards-Based World
Integrated Curriculum in a Standards-Based WorldNorth Carolina Association for Middle Level Education
Course 605 discussion Here the discussions question , please wr.docx
Course 605 discussion
Here the discussion's question , please write one page for the discussion
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
The first student discussion
Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students. I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.
Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82). In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote s.
A Constructivist's Dream.pdf
This paper reviews the Constructivism theory and explains its utility with in the primary setting, using second grade social studies as an example.
Guided Response Respond to at least two classmates’ posts
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.
Cara Stanley
The TedEd lessons promote student engagement because they are interesting, short, and engaging. They ask for students to participate and think outside of yes/no questions and paper assignments. Although these lessons are not directly linked to the standards I typically teach, it is easy to connect them and get the students thinking critically about how one thing lead to another or how the events connect to standards. Like in the TedEd lesson I explored, “The History of Video Games.” I thought this would get my boys really engaged in the lesson right out the gate. For my Critical Thinking class, I teach lessons on globalization and how we are becoming more connected. I would show the TedEd video to the students as a warmup and ask them how video games are a common world language. We could then go into the larger lesson of global citizenship. For my class, I would have this video link in a task page on Its Learning, our online learning platform. This lesson would be an example of ISTE standard 2b, learning to make safe online connections.
What I learned from “The History of Video Games,” is that they were originally created for the military. I thought that was interesting and I felt that many of our students would also think that was interesting. The evolution of video games went from military, to science lab, to arcade, and then home. This shows students that just because something is created for one reason, it may have a larger purpose. I thought this lesson had many broader themes.
I think lessons like this are important when paired with a rubric because the rubric allows students to see what they are supposed to learn from something, instead of having to assume or guess (Brookhart, 2013). By doing this, the students are able to guide their own learning, and the teacher will be able to assess for learning. If a rubric is designed with the ending in mind, the student may have confusion of what should go into the assignment or not understand how much or the depth of knowledge they should take from each piece of information. Designing a rubric for learning will allow the student to guide themselves into turning in a product that the teacher can grade based on what is understood, and in that case, she can go back and fill in the missing pieces with the student and know if she should remediate, reteach, or move forward.
Side note: I just created a rubric TODAY with this whole lesson in mind and I am quite impressed with myself.
Brookhart, S. M. (2013).
How to create and use rubrics for formative assessment and grading
. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved ...
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