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robertogreco : konradglogowski   6

The Power of Feedback | blog of proximal development
"In my last post, I wrote about the value of Assessment for Learning as an approach to supporting and engaging students. Whenever we talk about Assessment for Learning, we must also address its key element — timely, effective, and meaningful feedback…

Corrections, like the ones in the image above, never focus on things that a student performed well. They zero in on what went wrong. They are also very definitive and authoritarian. They show weaknesses in student work, they point out mistakes and errors.

Feedback, on the other hand, is about supporting the student in the process of moving toward the goal and closing that gap between where she is now and where she needs to be. As teachers, we must help our students answer three questions:

1. Where am I going?

2. How am I doing?

3. What actions do I need to take next?

In other words, effective feedback focuses on goals, progress, and next steps."
writing  goalsetting  goals  reflection  constructivecriticism  howweteach  corrections  learning  education  tcsnmy  assessmentforlearning  teaching  assessment  2012  konradglogowski 
february 2012 by robertogreco
Assessment for Learning | blog of proximal development
"In too many classrooms, work is assigned, handed in, receives a grade … and any opportunity to engage students in thinking about and learning from their work is lost. In a classroom devoted to meaningful, timely, and effective feedback, and to assessment *for* learning, not mere assessment of learning, we engage students in conversations that provide them with the support and guidance they need to be successful. These conversations and the feedback we give also provide us — the teachers — with valuable information on how well we’re reaching and supporting the learners in our classrooms. And yet, in many classrooms around the world, assessment for learning is just not present, which begs an important question: what’s stopping us from providing this kind of ongoing and meaningful support to our students? Why is it so challenging to implement?"
cv  rubrics  reflection  feedback  howweteach  tcsnmy  learning  teaching  assessmentforlearning  assessment  konradglogowski 
february 2012 by robertogreco
Thoughts on Assessment | blog of proximal development
"students had turned to community of peers to request feedback...none...asked me...didn’t see me as contributor in community...associated me w/ corrections & grades. At this stage, they were not ready for corrections yet...simply interested in having conversations about ideas...needed somebody to talk to & as teacher, I was not at top of list...we don’t spend enough time providing feedback for students & most of what teachers consider teaching & assessment consists of marking/correcting student work...does not engage students in rich interactive processes of talking about work & ideas. Initially, my role as teacher was limited to first presenting material (& initiating conversations) & marking work. I was absent from that rich part...in the middle where students continued classroom conversations online by brainstorming on blogs, requesting & providing feedback & engaging in conversations about...key ideas...Instead of engaging with them, I just waited for them to submit their work."
konradglogowski  teaching  grades  learning  assessment  engagement  community  blogs  peers  tcsnmy  grading  discussion  conversation  hierarchy  pedagogy  democracy  dialogue  teacheraspeer  teacherascollaborator  collaboration  dialog 
february 2009 by robertogreco
Teaching How to Learn | blog of proximal development
"Instead of separating our students from the world they’re getting ready for, instead of cocooning them in protected classrooms, we need to give them opportunities to learn from & w/ people who share their passions ... “the pursuit of real & relevant questions” is too complex for our rubrics, checklists & multiple choice quizzes. ... we [need to] get involved as co-investigators who assist students w/ their independent research & who also, through personal engagement as online learners & collaborators, model what it means to be successful as a learner. We have to become “co-conspirators” or, to use Vygotsky’s famous term, “more capable peers,” whose job is not to measure & evaluate but, primarily, to promote & support reflection & analysis in our students. As educators, we need to work on our role in the classroom as “passionate hobbyists and creators,” we need to engage in learning in our classrooms & in doing so we need to move towards a different model of assessment & evaluation."
education  learning  teaching  networkedlearning  tcsnmy  self-directed  self-directedlearning  newmedia  empowerment  pedagogy  change  reform  lcproject  michaelwesch  unschooling  deschooling  modeling  assessment  konradglogowski  curriculum  netgen  internet  elearning  media  vygotsky 
january 2009 by robertogreco
Replacing Grading with Conversations | blog of proximal development
"If I give my students a list of my own criteria or a rubric then I’m essentially asking them to listen and conform. They may have the freedom to do their own research but if all their work is expected to conform to a rubric imposed by the teacher then they are still just trying to reach some goal that may have very little to do with who they are and what they’re interested in. So, instead of giving my students a list of criteria, I want to talk with them individually and get them to develop their own."
teaching  writing  researching  students  assessment  conversation  tcsnmy  learning  grading  grades  commenting  blogging  blogs  education  evaluation  feedback  goals  via:preoccupations  konradglogowski  internet 
january 2009 by robertogreco
blog of proximal development » Blog Archive » Unending Conversation
"*classroom = community of inquiry where knowledge emerges from conversation *thought is internalized conversation generated in the process of contributing and interacting with others in a social space *All members enter into a semiotic apprenticeship"
learning  education  conversation  community  collaboration  blogs  practice  teaching  lcproject  process  konradglogowski  dialogue  uncertainty  drafts  unfinished  imperfection  wabi-sabi  dialog 
july 2007 by robertogreco

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