The document discusses giving students more power over their own assessment and grades. It argues that traditional grades do not fully capture students' knowledge and abilities. It proposes that students should help determine their own grades by assessing themselves against learning standards with teacher guidance. Students would gather and present evidence of their mastery to justify their self-assessed grades. The goal is to make assessment more meaningful and shift the focus from grades to learning.
Tiffany Sunday discusses how technology (artificial intelligence and automation) are creating new opportunities for dyslexic students and professionals. This presentation is for educators and parents. The focus is on the strengths of dyslexia, developing strategies for the unspoken side of dyslexia and then how to create a powerful learning toolkit.
NCompass Live - http://nlc.nebraska.gov/ncompasslive/
August 19, 2015
To address complaints about library atmosphere during after school hours, Columbus Public Library evaluated behavior policies, empowered library staff, and took innovative steps to meet the needs of their community. Rachelle McPhillips, Adult & Young Adult Librarian, Columbus (NE) Public Library will provide attendees with a set of tools to motivate library staff to meet the unique needs of their young adult patrons.
Bridge for Change - a Student Centred Approach to Improving Literacy in TanzaniaJanet Chapman
Bridge for Change, a youth run organisation in Dar es Salaam outline their approach to improving literacy. Presentation by Ocheck Msuva at Britain Tanzania Society Education Group, May 2017
Participants will be provided with research, sample sentence frames, teacher and student feedback and a map for how to effectively implement sentence frames into classroom instruction. The goal is to encourage participants to take on a leadership role and advocate for more explicit language instruction throughout the school day.
ebooks and enhanced ebooks - IDPF Book Expo May 2013 Dominique Raccah
Enhanced/Illustrated Books: Making it Work, Making it Scale: Despite the rise of tablets, publishers have been struggling to sell highly-designed and illustrated titles in digital form, and are challenged by determining which enhancements add meaningful value for readers and will generate positive ROI. Hear from an innovative independent book publisher about how they are breaking past the text-only barrier and delivering enhanced/illustrated eBooks that work for readers and make economic sense to produce.
If you’re followed #ILA2015 (International Literacy Association) on Twitter, you might have seen that HUNDREDS of tweets were coming in each day. Luckily, we’ve collected the best tweets of the conference for you. Here are the top 24 quotes and nuggets of wisdom that we collected from the conference. Enjoy!
Learning Challenges as a Way to Increase the Impact of Summer Reading Andrea Vaughn Johnson
My slides from a 2015 webinar presented to Library of Michigan, detailing Brooklyn Public Library's move away from a prize-based summer reading program to a focus on learning experiences. The webinar is archived at https://libraryofmichigan.adobeconnect.com/_a1103330398/p74oswp2mg8/?launcher=false&fcsContent=true&pbMode=normal
Tiffany Sunday discusses how technology (artificial intelligence and automation) are creating new opportunities for dyslexic students and professionals. This presentation is for educators and parents. The focus is on the strengths of dyslexia, developing strategies for the unspoken side of dyslexia and then how to create a powerful learning toolkit.
NCompass Live - http://nlc.nebraska.gov/ncompasslive/
August 19, 2015
To address complaints about library atmosphere during after school hours, Columbus Public Library evaluated behavior policies, empowered library staff, and took innovative steps to meet the needs of their community. Rachelle McPhillips, Adult & Young Adult Librarian, Columbus (NE) Public Library will provide attendees with a set of tools to motivate library staff to meet the unique needs of their young adult patrons.
Bridge for Change - a Student Centred Approach to Improving Literacy in TanzaniaJanet Chapman
Bridge for Change, a youth run organisation in Dar es Salaam outline their approach to improving literacy. Presentation by Ocheck Msuva at Britain Tanzania Society Education Group, May 2017
Participants will be provided with research, sample sentence frames, teacher and student feedback and a map for how to effectively implement sentence frames into classroom instruction. The goal is to encourage participants to take on a leadership role and advocate for more explicit language instruction throughout the school day.
ebooks and enhanced ebooks - IDPF Book Expo May 2013 Dominique Raccah
Enhanced/Illustrated Books: Making it Work, Making it Scale: Despite the rise of tablets, publishers have been struggling to sell highly-designed and illustrated titles in digital form, and are challenged by determining which enhancements add meaningful value for readers and will generate positive ROI. Hear from an innovative independent book publisher about how they are breaking past the text-only barrier and delivering enhanced/illustrated eBooks that work for readers and make economic sense to produce.
If you’re followed #ILA2015 (International Literacy Association) on Twitter, you might have seen that HUNDREDS of tweets were coming in each day. Luckily, we’ve collected the best tweets of the conference for you. Here are the top 24 quotes and nuggets of wisdom that we collected from the conference. Enjoy!
Learning Challenges as a Way to Increase the Impact of Summer Reading Andrea Vaughn Johnson
My slides from a 2015 webinar presented to Library of Michigan, detailing Brooklyn Public Library's move away from a prize-based summer reading program to a focus on learning experiences. The webinar is archived at https://libraryofmichigan.adobeconnect.com/_a1103330398/p74oswp2mg8/?launcher=false&fcsContent=true&pbMode=normal
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
Making a Path: Creating Opportunities to Document and Share Promising Strategies or Practices Across One State by Mary Fisher & Mary Jo Dare.
From the 2009 National Resource Center for Paraprofessionals Conference.
Fresh ideas for teaching and assessment Ray Wallace
Fresh Ideas for Teaching and Assessment at University Level
Most ideas have their origins elsewhere but sometimes they can lay forgotten and not be ‘main stream’ or in current practice. Sometimes they have been given little exposure in the past or be used in one discipline and not in another. Whatever their status they take on the mantle of ‘fresh’ when they are new to an audience and I hope that you will find something here that is fresh to you.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
So I taught like I thought I should. I scolded, waved fingers, told kids to sit still and listen, and above all I wielded my grades—not as proof of great learning, but as tools for compliance.
A few years in, my class was a mixed bag of emotions with various big personalities that needed a lot of love and a lot of patience at times.
I started every year the same way: detailing how to get an A, how to earn a class party, how to get on the “Awesome” board. Basically, how to be the best students they could possibly be. Yet really all I did was tell them the rules and then tell them the punishment there would be for breaking those rules. How is that for inspiring the youth of America?
So I taught like I thought I should. I scolded, waved fingers, told kids to sit still and listen, and above all I wielded my grades—not as proof of great learning, but as tools for compliance.
A few years in, my class was a mixed bag of emotions with various big personalities that needed a lot of love and a lot of patience at times.
I started every year the same way: detailing how to get an A, how to earn a class party, how to get on the “Awesome” board. Basically, how to be the best students they could possibly be. Yet really all I did was tell them the rules and then tell them the punishment there would be for breaking those rules. How is that for inspiring the youth of America?
Grades were used to punish
Behaviors were apart of the grades
If something was late then points were deducted
I was just like pretty much every teacher I knew
This was the system, the system worked, who did I think I was to question it
After a few years of teaching, doing the average, and assigning the letter grades, I had a few realizations.
A\Besides needing to limit homework, removing punishment and rewards, I also had to take a long hard look at how I was using grades to control students.
The first realization was this; if grades only affirm what we already know then that child doesn’t need to do all of our assignments
I had a detailed late system - one day late you lost 10 percent and so forth until you got to 0
Kids can’t recover from a zero
Behavior has nothing to do with content or knowledge
Must be graded separately
Students are done once a grade is assigned
Doesn’t matter how much you write, they don’t care
Andrea’s story of the red lines and just throwing it out -it doesn’t matter what the color of our pen is
Discuss
Then discussion prompt
That grades sometimes become the one thing that their parents look at, nothing else. The minute a grade is placed on something that is all their parents can focus on. Their parents don’t always care about the effort, they don’t always care about the growth, just what the final result is. The conversations then centers around reaching the “3” or the “4,” to get that A, rather than what they learned, how they liked it, and what they are working on next.
That publishing honor rolls or GPA’s mean that their private learning is now public. We may see releasing these names as a way to celebrate their learning, but many of my students says it just creates a divide. And it’s not the students who are not on honor roll that said this to me, no, over and over it was the students that made it. They didn’t see their accomplishments as anyone else’s business.
That grades are for the future, not for the now. So many of my students reported that grades mattered because they want to go to college, and while at first I found this to be great (they care about the future!) I soon realized that this is so far from the purpose of what school should be. Students should keep an eye on the future, yes, but they should also keep an e eye on the now. They should be focused on the learning journey they are currently on and be excited to see their own growth and how it will help them right now, not 6 years from now.
That a grade tells them whether they are smart or not. We may say that grades are in their control and that they don’t reflect how smart they are, but they are not listening. If you get good grades, you must be smart, if you don’t well then you are dumb. Grades are leading them to a fixed mindset, rather than the growth mindset we are all hoping for.
That they feel they have little to no control over what grade they get. Even in a standards-based grading district, where I ask them to show me mastery with deconstructed standards using rubrics we have created together, they still feel that they have little control over how they are assessed, and more importantly what that assessment means to them. Now imagine how students feel when they haven’t created the rubric, self-assessed, or deconstructed the standards. They don’t understand the rubrics we give, they don’t understand at times what they should know to be labeled proficient. They don’t understand the number they are given. They crave feedback and conversation, rather than a number or letter. They crave classrooms that relish growth, failure, and attempts at learning.
That grades means they are done. The minute we grade something, they are done with it. It is the signal they need to move on, no matter that I teach in a district that allows and encourages re-takes for everything. If we want them to continue working on something then we should give feedback but no scores.
Discover your goal.Whether they are based on district standards, common core, school outcomes, or even those listed in the curriculum, figure out what the goal is for each thing you teach. These can be large or small (don’t do too many small ones though, trust me) and then figure out what the outcome should be. Everything you do should have a learning goal because without that there is no point to the lesson.
Determine the product. What does it look like when students have accomplished the goal? What is finished? What is just another stepping stone? How will students show that they have mastered the goal? I love to have this discussion with my students, they have amazing ideas for this.
Determine assessment. Will it be written feedback? Will it be a rubric? Will it be a conversation – great tip; record these with a Livescribe pen and you have it for later! Once again, ask the students, what type of assessment will help them? How do they learn best?
Keep a record. This has been my biggest hurdle. I have had charts, Google Docs, grade book notes, relied on my faulty brain, and yikes. This year I am bringing my iPad in and using Evernote to keep track of it all. Students will each have a portfolio in Evernote with conversations, pictures of work, links to blog posts, as well as videotaped events. This way, everything will be at my fingertips when needed.
Communicate! Assessment is not helpful if kept to yourself so have the conversations with students, take the time, write things down, communicate with parents. All of these things need to be taken care of for this to work. The allure of letter grades is just that; the ease of communication, nevermind that they can mean a million different things. So when you step away from those make sure you replace that with communication. Give students ownership of their goals and have them write a status report home, send an email, make a phone call. Something. Everybody should know where they are at and where they are headed throughout the year.
Have them define each standard - rewrite it in their words. leave room for the tough conversations; why should we learn this, why does this matter?
Let them grade themselves - what grade should they get and why?
End of quarter conference to discuss their grade. This is where you have honest conversations and settle on the final grade. They have to understand that they have power over it.
Let them grade themselves on any task, if your scores is far from theirs is then that is a conversation waiting to happen!
We need kids who see the scores we assign as helpful tools not limitations,so you have to remove the fear and the helplessness that comes with traditional teacher assessment.
In the end we are working with children, human beings that need to know more than the boxes grades place them in
If students don’t have the words to discuss their learning journey then we need to help them find the words.
We cannot let grades define everything we do in our rooms
Grades should not be the end of the conversation but the beginning
Why not let students determine their grades? What holds you back?
So as you plan to change the way you grade and what grades are used for
For too long our practices have left students disengaged, now is the time to empower them. And we can start at the very foundation of our classrooms; the way students are assessed. no longer can we leave their voices out of the conversation, no longer can we be the only experts on their learning.