In her article Learning to Love Assessment, Carol Ann Tomlinson describes ten understandings she has gained concerning assessment, particularly informative assessment, throughout her teaching career. She states that early on in her career she did not understand “the role of assessment in a dynamic and success oriented classroom” (Tomlinson, 9). Assessment, to her, was not an important part of student learning and development, but more of an after thought, something that had to be done (9). Unfortunately, I think that assessment takes a back seat in many classrooms, and is often seen as proving student learning rather than facilitating it. Tomlinson describes her thinking as, “shifting from assessment as judging students to assessment as guiding students” (10). It is important for teachers to understand the role of assessment in providing feedback for students to help them improve in their learning, and to help teachers improve their teaching. Tomlinson stresses in her article the importance of using a variety of assessment methods, and using methods that fit with the learning needs of your students (10). It is important to remember that just because a student does not do as well on one assessment does not mean that they are not learning. Just as there are different learning styles, there are different ways to show learning and different methods of assessment. Tomlinson noted that when she “gave students multiple ways to express learning or gave them a say in how they could show what they knew, more students were engaged . . . more students were learning” (10). The assessment should fit the students, not the other way around. I like the fact that she gave them different opportunities. I think that the more opportunities you give students to show what they know, the more successful they will be. This will in turn encourage their self confidence and have a positive affect on their learning. As Tomlinson says, “informative assessment isn’t just about finding weaknesses” and it can be used to “accentuate student positives rather than negatives” (12). It is just as important to know what students can do as what they cannot do. I think this is something that I need to remember – too often as a student I see assessments as a means to discover any areas that need improvement, forgetting that the same assessment also shows me what I know how to do well. I will probably carry this bias with me as I move into a teaching role, and I might need to remind myself to remember the positive side. This helps students feel that they have something to build on, and shows them the strengths that they have (Tomlinson, 11). Two other insights that Tomlinson gained during her career, which I think are important for all teachers to remember, are that “informative assessment isn’t about after” and “informative assessment isn’t an end in itself” (11). Informative assessment plays a role in finding out what your students already know, and can keep you from assuming they have already learned certain skills, concepts, vocabulary, etc. You may even find they know more than you think. Preassessment and diagnostic assessment help teachers know where to start and where to move ahead. Assessment also helps teachers know if they need to go back and try a different method to teach certain material, because students did not grasp the material the first time. Assessment provides important feedback to both students and teachers, which does not always have to come at the end of a unit; it can be “the beginning of better instruction” and better learning (11).
Tomlinson, C. A. (2007). Learning to Love Assessment. Educational Leadership, 65(4), 8-13. Retrieved from Academic Search Complete EBSCOhost.
Tuesday, January 25, 2011
Sunday, October 25, 2009
Monday, October 12, 2009
Surfing the web for inspiration
Title of Activity: Astro Adventure-Discovering our solar system
Reference:
Stidwill, Peter. (2004). Astro Adventure. Retrieved October 12, 2009, from http://engineeringinteract.org/resources/astroadventure.htm
Grade Level: 6
Subject: Science (Sky Science)
Brief Description of activity:
Students will go to the website http://engineeringinteract.org/resources/astroadventure.htm by typing the URL into their internet browser. They will work through the four stages in the Astro Adventure game. They will print off the certificate they receive, after they have completed the stages and discovered the “damaged file”. If they have time left they may continue on, play the asteroid blasting game, and then move on to the discovery lab section.
General learner outcomes (GLOs):
· Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
Specific learner outcomes (SLOs):
· Recognize that the Sun and stars emit the light by which they are seen and that most other bodies in space, including Earth’s Moon, planets and their moons, comets, and asteroids, are seen by reflected light.
· Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizon.
· Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences.
· Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universe.
Most Relevant ICT Outcomes:
C.1.2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resources locations (URLs)
C2.2.1 seek responses to inquiries from various authorities through electronic media
C.6.2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
F.6.2.3 use peripherals, including printers and scanners
Rationale for Computer Integration:
The integration of technology, or computers, into this assignment will allow students to work at their own pace. The activity provides the students with accurate information and ample review of the material. Visuals are used in an effective way to enhance learning. The game is interactive, keeping the students focused on the task, and allowing room for exploration. The fact that they are working individually on computers gives students the opportunity to be in control of their own learning, which will ideally enhance their learning experience and encourage responsibility.
Reference:
Stidwill, Peter. (2004). Astro Adventure. Retrieved October 12, 2009, from http://engineeringinteract.org/resources/astroadventure.htm
Grade Level: 6
Subject: Science (Sky Science)
Brief Description of activity:
Students will go to the website http://engineeringinteract.org/resources/astroadventure.htm by typing the URL into their internet browser. They will work through the four stages in the Astro Adventure game. They will print off the certificate they receive, after they have completed the stages and discovered the “damaged file”. If they have time left they may continue on, play the asteroid blasting game, and then move on to the discovery lab section.
General learner outcomes (GLOs):
· Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
Specific learner outcomes (SLOs):
· Recognize that the Sun and stars emit the light by which they are seen and that most other bodies in space, including Earth’s Moon, planets and their moons, comets, and asteroids, are seen by reflected light.
· Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizon.
· Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface conditions that are different from Earth; and identify examples of those differences.
· Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universe.
Most Relevant ICT Outcomes:
C.1.2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resources locations (URLs)
C2.2.1 seek responses to inquiries from various authorities through electronic media
C.6.2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext technology
F.6.2.3 use peripherals, including printers and scanners
Rationale for Computer Integration:
The integration of technology, or computers, into this assignment will allow students to work at their own pace. The activity provides the students with accurate information and ample review of the material. Visuals are used in an effective way to enhance learning. The game is interactive, keeping the students focused on the task, and allowing room for exploration. The fact that they are working individually on computers gives students the opportunity to be in control of their own learning, which will ideally enhance their learning experience and encourage responsibility.
Monday, September 21, 2009
And my technology knowledge continues to increase
Well, I have now learned the basic principles behind power point presentations, some of which were new to me and some of which I already knew. I have made changes to a badly formatted power point using my new found knowledge. I started with changes in colour. The original presentation used a different coloured background for each slide, and also had HORRIBLE colour choices that made the text VERY difficult to read. I made all the slides in the same colour scheme (using the same background colour, same colour for headings, etc.) to make them easier to follow and less distracting. When the colour stays the same the transitions between slides are smoother, and the information becomes the focus rather than the graphics. I also used colours that were easy to read. The second major change I made was to reduce and simplify the text. I made use of bullet points instead of paragraphs, and used different bullet graphics for each level of bulleting. These are points that can be expanded upon by the presenter, and will hopefully not distract or confuse the student who is following along. Next, I made each slide represent a main idea, which I incorporated into my choice of title for the individual slide. I then grouped the information according to these main ideas. This will make it easier for a student to digest the information, and will just make more sense. I gave the title of the presentation its own page, and added a picture to give a visual representation of the topic being presented. The photo can be used to visually entertain the viewer as the presenter gives a short introduction of the topic (the Crowsnest Fire in 2003). One of the final changes I made was increasing the size of the text being presented so it is certain to be seen at the back of the room (within reason). There is still room for improvement, and I think I could work on making the presentation more interesting to view. I could possibly consider adding slides with different information. However, my main objective was to simplify the information I was given, present it in an aesthetically pleasing way, and organise it in a way that facilitates comprehension. Hopefully I have accomplished my goal, but I'll let you be the judge: check it out on my slideshare account! Oh yeah, slideshare was my second learning curve of the day. At this rate I'll be a techie in no time!
On a side note: the third slide of the 'bad' power point actually hurt my eyes to look at (it used a bright blue background with tiny, bright red font). Speaking from my own personal experience, red font is the worst. I have trouble reading text in presentations, on boards, etc. due to my near-sightedness. Of course, I have glasses to correct my sight. However, colouring the font red only increases my vision problems, particularly if I am not wearing my glasses. In fact, I first realised I needed glasses when my grade ten math teacher started using overheads during lessons. Most of the time I could read them okay, but anytime she used red font I had more trouble seeing the text. I also found (and still do) that when my teachers used red coloured white board markers the print was more difficult to read. Just something for all you future teachers to keep in mind.
On a side note: the third slide of the 'bad' power point actually hurt my eyes to look at (it used a bright blue background with tiny, bright red font). Speaking from my own personal experience, red font is the worst. I have trouble reading text in presentations, on boards, etc. due to my near-sightedness. Of course, I have glasses to correct my sight. However, colouring the font red only increases my vision problems, particularly if I am not wearing my glasses. In fact, I first realised I needed glasses when my grade ten math teacher started using overheads during lessons. Most of the time I could read them okay, but anytime she used red font I had more trouble seeing the text. I also found (and still do) that when my teachers used red coloured white board markers the print was more difficult to read. Just something for all you future teachers to keep in mind.
Friday, September 18, 2009
Something Cool
This summer I saw The Lion King (the broadway musical) in Edmonton. It was indescribably awesome! Check it out, and get a taste of what I'm unable to talk about. If you get a chance to see it, DO! You'll never regret it.
Introduction
Hello! Here I am, making my first blog ever. I am a student at the University of Lethbridge and, as part of our Communications Technology and Education course, we are learning about blogs. Part of this entails creating a blog ourself, and part of it is looking at how blogs could be used in education. This is my blog. I am in my third year at the U of L, working towards a BA/BEd combined degree majoring in Dramatic Arts/Drama Education. My love of theatre and desire to teach brought me all the way here to Southern Alberta, quite a distance from my hometown. I am originally from a small town in Northern B.C. called Dawson Creek. No, not "Dawson's Creek", as all residents there will tell you when you unkowningly add a possessive "s" into the title. No, it is not where they film the television show. No, I do not know Dawson, or Casey, or whoever it is that is on the show. Remember, they are fictional characters, and our creek is not owned by Dawson. Be careful, a bored citizen will sometimes amuse himself or herself by convincing an ignorant newcomer or tourist or whoever that the opposite of all the afore mentioned statements is true, in the hopes that hilarity will insue at the expense of the poor victim. A sense of humour is essential to survival in a small town.
Back to more serious things. More about me later perhaps. Actually, here is a story that relates to the second part of my assignment. When I was in grade seven our class had an assignment in which technology was used as a learning tool. As part of our social studies unit, our teacher had us do reasearch online and in the library on a well known and inspiring individual of our choice. I chose Alexander Fleming, the man who discovered penicillin. I really had no idea who he was, and picked him sort of randomly off the top of my head. By the end of my project I knew a lot more, though the only thing I remember now is basically what I just said, he invented penicillin. Although I do recall it was a sort of accidental discovery, involving a piece of bread and some mold and other scientific stuff like a lab. Our teacher had us publish our information on a webpage of our design, which was then linked to our class website. Not only did our class learn about unique and inspiring individuals, we also learned about how to conduct reasearch, how to create webpages and how to use the internet to share information. Now I know how I could find information on a topic that I know nothing about...like Sir Alexander Fleming and his discovery of penicillin.
Back to more serious things. More about me later perhaps. Actually, here is a story that relates to the second part of my assignment. When I was in grade seven our class had an assignment in which technology was used as a learning tool. As part of our social studies unit, our teacher had us do reasearch online and in the library on a well known and inspiring individual of our choice. I chose Alexander Fleming, the man who discovered penicillin. I really had no idea who he was, and picked him sort of randomly off the top of my head. By the end of my project I knew a lot more, though the only thing I remember now is basically what I just said, he invented penicillin. Although I do recall it was a sort of accidental discovery, involving a piece of bread and some mold and other scientific stuff like a lab. Our teacher had us publish our information on a webpage of our design, which was then linked to our class website. Not only did our class learn about unique and inspiring individuals, we also learned about how to conduct reasearch, how to create webpages and how to use the internet to share information. Now I know how I could find information on a topic that I know nothing about...like Sir Alexander Fleming and his discovery of penicillin.
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