Authentic tasks
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An authentic task is an assignment given to students to assess their ability to apply knowledge and skills to real-world problems. Authentic tasks are used both for assessing students and integrating assessment into the learning process. They require students to construct new understanding rather than simply recall information.
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This document discusses assessment strategies for measuring student learning. It defines formative assessment as assessment for learning that occurs during the learning process and provides immediate feedback, while summative assessment is assessment of learning that occurs after instruction to evaluate student work. Examples of formative strategies include brainstorming, diagnostic questions, and minute papers. Examples of summative strategies include exams, essays, presentations and portfolios. The document also provides details on specific strategies like case studies, statement correction, and oral exams outlining their benefits and disadvantages.
Assessment
The document discusses assessment in education. It provides an overview of different types of assessment, including assessment of learning, assessment as learning, and assessment for learning. It emphasizes that effective assessment promotes learning when it involves students, provides feedback, and helps students understand how to improve. The document also addresses questions to consider about assessment approaches and common pitfalls to avoid in questioning students.
Managing Expectations in Transition to PGR - 30Jan24.pdf
This document summarizes a presentation on research investigating the expectations of students and research supervisors concerning their roles and duties in the learning process. Initial findings from over 100 student and supervisor respondents reveal that while both groups agree students are mainly responsible for managing their doctoral research projects, supervisors believe this responsibility lies more with students than students themselves believe. The presentation aims to prompt discussion on managing expectations to improve learning experiences.
Ci 350 critical thinking presentation revised
Critical thinking involves actively conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach conclusions. It provides a means to assess situations logically and learn from experiences. Critical thinking skills are important for 21st century education, as they allow students to define and solve problems. When teaching critical thinking, it is important to relate lessons to students' own lives and allow them to apply questions personally. Technology tools like webquests, online discussions, and podcasts can also help students practice critical thinking skills.
Class Notes NEC Summer Inst.-Day 3
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
Effective questioning (2)
1. Effective questioning involves asking a variety of questions at different cognitive levels, including convergent, divergent, and evaluative questions. Teachers should aim to ask both lower-level and higher-level questions.
2. Important questioning skills for teachers include varying question types, not directing questions to specific students, calling on non-volunteers, rephrasing questions if needed, sequencing questions logically, and allowing sufficient wait time after asking a question.
3. Teachers can improve their questioning techniques by reflecting on the types of questions they typically ask, getting feedback from colleagues, increasing their repertoire of question types, considering students' abilities and interests, and spending time to improve the questions they ask.
Anja Luther - Strategies for assessment of inquiry learning in science
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Strategies for assessment of inquiry learning in science
The best investigations are open ended, encourage creative thinking and relate to the content covered. For an assessment it is particularly important to give students criteria that will tell them whether they have achieved their target or what else they have to do to get there. These criteria can be specifically related to the scientific theory underlying the experiment, the application of scientific methodology or more general criteria relating to team work, communication and problem solving.
Research problem and its identification,source,statement
Research Problem and its identification, Sources of a research problem, a good research problem and writing
a research topic
Sydney Uni Assessment lecture 2018
This document discusses the importance of assessment focusing on student learning rather than grades. It argues that too much testing and grading can diminish student interest in learning. Feedback should cause students to think rather than just receiving marks. The document advocates for less frequent grading, such as once every 2-3 years in primary school and once a term in later years. Coaching is presented as an alternative to traditional assessment that focuses on helping students improve through dialogue. Overall, the key message is that assessment should engage students in their own learning and focus on learning objectives rather than just covering content.
The Ingredients for Great Teaching, Wellington Version
This is the presentation I gave at the Festival of Education #EducationFest at Wellington College June 22nd, 2018 based on my book with the same title: The Ingredients for Great Teaching (SAGE publishing)
Reflection Essays Sample
This reflection essay discusses the author's internship at Eye's Gallery in Philadelphia, where they gained experience in product and fashion photography. The author learned how to capture merchandise and clothing in an appealing way to encourage purchases. By researching the history of the gallery and practicing different types of photography, the author became a more skilled photographer by the end of the internship.
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Building academic language in science-based subjects
Building academic language in science-based subjects
Managing Expectations in Transition to PGR - 30Jan24.pdf
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Anja Luther - Strategies for assessment of inquiry learning in science
Anja Luther - Strategies for assessment of inquiry learning in science
Research problem and its identification,source,statement
Research problem and its identification,source,statement
The Ingredients for Great Teaching, Wellington Version
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The document discusses guidelines and an evaluation process for online courses at a community college. It outlines 3 keys to success: 1) A Distance Education Committee that creates and revises guidelines and evaluations, 2) Distance Education faculty and lecturers who undergo peer evaluations and are eligible for an innovative teaching award, and 3) Distance Education students who provide feedback through course evaluations and a satisfaction survey. The guidelines cover assessment, interaction and collaboration, course design, and learner support. Evaluations and surveys assess how well courses meet these guidelines to ensure high quality online learning.
What is motivation
This document discusses motivation and different types of motivation. It defines self motivation as coming from internal factors like interests and curiosity, where the activity itself is rewarding. Other motivation comes from external forces like social pressure or punishment. Examples of self motivation include personal growth and fulfillment of values and beliefs. Social pressure and punishment are examples of other motivation. The document provides an assignment to watch a video and answer questions about what motivates students and whether it is self or other motivation. It then lists the main things that motivate mankind as money, punishment, and love of work.
Chapter 1
This document provides an overview of health care agencies, including their purposes, types, organization, nursing teams, nursing care patterns, methods of payment, and standards. The main purposes of health care agencies are health promotion, disease prevention, detection and treatment of disease, and rehabilitation. Agencies are organized with a governing body, administrator, department heads, and interdisciplinary teams. Nursing teams are led by directors of nursing and include registered nurses, licensed practical/vocational nurses, and nursing assistants. Agencies must meet standards for licensure, certification, accreditation, and regulatory surveys.
Authentic assessment steps 1 4
Here are some tips for writing good descriptors:
1. Descriptors describe what is expected of students at each level of performance for each criterion.
2. Descriptors help students and teachers by:
a) Telling students more precisely what performance looks like at each level and how their work may be distinguished from others.
b) Helping teachers more precisely and consistently distinguish between student work.
3. Practice writing descriptors and refine them over time as you gain experience using the rubric. Don't expect descriptors to be perfect on the first try.
The goal is for descriptors to clearly communicate expectations so students know what is required to meet the criterion at different performance levels, and for teachers to be able to reliably assess
Hello slide AOL
This document outlines questions for participants in an authentic learning cohort and project about their expectations, experience, questions, and anticipated obstacles. Participants are asked what they hope to gain, what relevant education or experience they have, what questions they have about authentic learning and developing activities, and what challenges may arise in creating authentic learning activities.
Workshop debrief
The workshop aimed to teach new procedures and skills, but anticipated obstacles in implementing them and support needed for effective application, with follow up activities suggested to reinforce learning.
Task debrief
This document asks three questions to reflect on a past event or experience: What went well? What didn’t go well? What new knowledge or skills need to be developed?
Postcard to a friend
The document describes a scenario where a friend emailed asking for advice on getting the most out of an upcoming training session. It prompts the reader to imagine responding via a postcard with 1-2 highlights from the past week and 2 pieces of advice for the friend. Then it asks teams to share their postcards and write a joint note in a Google Doc to the imaginary friend, before reviewing other teams' notes.
Primary objectives
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should have three components: 1) Teach - what will be taught, such as to do, decide, or create; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes objectives should be specific to the skills and knowledge being taught to the specific students.
Criteria and rubrics
Rubrics are tools that outline the criteria and levels of performance for evaluating and scoring students' work. A rubric contains the essential criteria for a task and levels of performance, such as poor, good, and excellent. Developing rubrics helps make expectations clear to students, allows for more consistent grading, and provides feedback to help students improve.
Authentic assessment
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
Connect activities
This document discusses different types of reflection activities and job aids that can be used for learning. It describes checklists that record steps or components, reference summaries that recap crucial information concisely, and glossaries that define terms. Calculators are also mentioned as performing calculations to eliminate memorization of formulas. Electronic job aids like glossaries, calculators, and e-consultants that dispense advice are highlighted.
Do activties
The document recommends that learners spend at least 50% of their time, and ideally 90%, engaged in "do" activities like student-content, student-student, and student-instructor interactions. It notes that developing games and simulations can be difficult, time-consuming, and expensive, and suggests using existing games or a design team for assistance. Finally, it prompts the reader to brainstorm practice, discovery, and game/simulation activity examples for their online course aligned with objectives.
Absorb activties
The document discusses different types of activities that can be used for e-learning, including presentations, storytelling, readings, field trips, and guided tours. Each activity is described in terms of when it should be used, such as presentations to demonstrate procedures or storytelling to humanize a subject. Examples and variations of each activity type are also provided.
Learning activities
The document discusses different types of learning activities including absorb, do, and connect activities. Absorb activities involve acquiring knowledge passively, such as through readings, presentations, or field trips. Do activities require active participation, such as practice activities, games, simulations, and discovery activities. Connect activities help students relate what they learn to real life experiences through activities like asynchronous discussions, original work, research, and job aids. The ideal learning approach incorporates all three types of activities.
Primary objectives
This document provides guidance on writing primary learning objectives for teaching. It explains that objectives should be written in three parts: 1) Teach - what will be taught, such as to do, create, or decide; 2) To - the target learner, which are always the students; 3) Who - the prerequisites or starting knowledge and skills of the learner. It provides examples of objectives and emphasizes that the objective should be rewritten for the specific course and students. Objectives should clearly articulate what students will learn to do, create, or decide.
Best summaries 2
Weekly topics in online courses aim to achieve a single learning objective through various components. These components include an objective, title, introduction, content that teaches new skills or information, a summary, and assessment. Together, these elements are designed to help learners absorb new knowledge, practice skills, and demonstrate they have met the overall learning goal stated in the objective.
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- 3. When presented with a real-world problem to solve
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- 12. Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
- 13. Task Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
- 14. Assessments Both advocates will prepare a presentation supporting their position and attacking the opposing position Neutral Listener will point to one of the Advocates. This person will make her presentation for 60 seconds. Immediately after this, the other Advocate will make her presentation.
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