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Most classes were textbook driven and inconsistent, with teachers having their own grading scales. Research into teaching and learning was just starting. Standards, anchors, common core, and testing led to demands from various groups for competition, online options, and changing evaluations. Technology allows transforming education from textbook-driven to personalized learning by using formative assessment, instruction at different cognitive levels, giving students voice and choice, and creating multiple learning pathways.
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This document summarizes the Math Lit & Pathways program at Rock Valley College over the past 5 years. It provides an overview of developmental math pathways programs, data on student outcomes at RVC, and lessons learned from implementing the Math Lit course. Key findings include that Math Lit outcomes are comparable to other pathways programs, most students complete Math Lit and their next math course within a year, and pathways courses can replace beginning algebra as a gateway to college-level math for many students. The document also outlines lessons related to course content, instruction, group work, technology use, assessment, and implementation.
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This document discusses planning considerations for using questioning and Teams-Games-Tournaments (TGT) instructional strategies in the classroom. It addresses when to implement questioning during lessons, how to determine appropriate question levels using Bloom's Taxonomy, and how to create an environment where students feel comfortable answering questions. For TGT, it describes how the strategy works, including organizing students into study teams and having them compete in tournaments to review material, and factors to consider when preparing for TGT, such as student abilities and teacher facilitation roles.
Session 3
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Hershey
- 2. Most classes were textbook driven Similar classes were inconsistent in content Teachers had their own grading scales Extra Credit Teachers were evaluated on classroom management Most tests were on lower level of Bloom Research into teaching and learning was just starting I Am Old (enough to remember)
- 3. 1991
- 4. 53 State Learning Outcomes Standards Anchors Common Core Testing Teacher Evaluations
- 5. CRAZY
- 6. Competition Cyber Schools Home Schooling Online Content Charter Schools
- 8. 1892
- 9. Transform
- 10. Implementation Entry - Learning what it can do Adoption - Doing what we always did, but with tech Adaptation - Accepting it can help (writing and math) Appropriation - Personal Mastery, effortless use Invention - Purposeful Change 1985!
- 12. Thoughts???
- 15. Using Technology to Help More Students Learn More
- 16. Control
- 17. Components: Use of Formative Assessment Instruction for Foundational Knowledge (lower order thinking) Instruction for Applying Knowledge (higher order thinking) Giving Students Voice and Choice Creating Multiple Pathways for Learning
- 18. and more . . . Students asking questions Student reflection Finding passion in learning Giving meaning to content and skills Using all our resources Creating a classroom environment in which students can fail - and feel OK about it.
- 19. We do not have all the answers. We expect to learn as much from you as you do from us (maybe more)
Editor's Notes
- Not an expert What were you doing in 1991?