assessment

In my classroom, we wonder. We wonder how wildfires start. We wonder what is the largest dog in the world. We wonder who invented Legos. My 4th-graders are full of questions. Their curiosity is contagious. We set the stage for wondering from the very beginning of the school year. Inquiry is the foundation on which I build my curriculum. My 4th-grade students know that our classroom is safe; it is...
Image 3.4- Concluding the Video with the Title and Book Cover.png All rights reserved. Whether students are reading an actual book or reading on their phone, tablet, or any other device, I am a firm believer that even the most reluctant middle school readers can be nurtured and develop ap- preciation for literature and reading. Kelly Gallagher (2009) states in his...
These Connected Learning TV webinar archives form a mini-series related to the release of the Connected Learning: An Research and Design Agenda report. Jean Rhodes - Effective Mentorship Through Shared Purpose and Interest Sonia Livingstone - The Realities of Youth and Peer Culture: Balancing Learning Opportunities and Risks Craig Watkins & Juliet Schor - Connected Learning As Pathway to...
Hello! My name is Chad Sansing. I teach humanities at the Community Public Charter School, and I am an unabashed fan of joyful learning. It can be connected learning or self-directed learning. It can peer-to-peer learning or co-learning. It can be tacit or explicit; it can result from modeling or invention. It can happen inside schools; it can happen outside them. It can happen because of schools...
The ten badges attached to this resource are from the first month and a half of our weekly self-assessment practice. Each Friday we badge what we have learned. To begin, we grab our journals and write about the learning that sticks out to us from the last week. Then we pick the pieces of learning that seem most powerful or fun to each of us. These are the pieces of learning that we will badge. We...
The module was bracketed by pre and post standards oriented assessments in the form of NAEP writing exams.    In a pre/post repeated measures model, the effect was F(1, 13)=14.3, p<.005
Day One:Students took the pre-test, Prompt A. I gave them 15 minutes to write their essay and these seemed like the right amount of time. Doing this didn’t seem unusual to my students because I have them practice writing from essay prompts every now and then.The opening reflection questions turned out really well. Students enjoyed sharing how they persuade people and I got some really...
I designed this module with Rebecca Itow as part of the Participatory Assessment Network, a project headed by Dan Hickey and his team of researchers in the Learning Sciences Program at Indiana University.  This module is designed around the following standards:  MCCSC Standards10.7.6  Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (...
Disingenuous persuasive arguments drive me crazy. Persuasion for the sake of a grade as opposed to something that matters to one’s life and well being are two very different beasts. Making students understand that if they don’t have the tools to persuade, they will never have any kind of power, is a difficult sell. They don’t really hear it. Maybe it’s because they’ve never possessed power, so...
Understanding and Evaluating Characterization in Novels Overview The idea behind this unit is for students to develop a greater understanding of how authors create characters using various categories of character traits and then evaluate how well those representations reflect reality. These traits include physical, identity, and social/moral. Several activities described below were used as...

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