Article explaining how short video clips can be used with Generation Z. LINK
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Essays used during the presentation.
How does praise affect student performance?
Learn how changing just a few words can make a huge impact. This presentation was a collaborative effort of the following Global PRiSE Cohort members: Meredith Bell, Jill Nugent, Selena Connealy, Aletha Williams, Linda Cook, Elizabeth Klammer, Karen McNallen, Soleil Roper, Terry Sutton and Michele McCurdy. Hyperlinks from the presentation: Below are some links to resources for Global Collaboration Projects:
Helping students develop observation skills should be a goal of quality science instruction. This morning I read a blog post with 20 ideas for paying attention. How can you incorporate these ideas into your own classrooms. I personally liked the idea of using an acrylic frame to observe a scene. Here is the link to the post. RCEST teachers it is time to get your HUE Animation Studio going. I brought mine home this week and showed it to my 10 year old daughter who had a video made in about 10 minutes. It was very easy. If your pressed for time give it to a student and ask them to figure it out and then teach the class how it works. I have included a link to the tutorials for the HUE Software and a few videos for ideas. I am eagerly anticipating seeing how your students are using the HUE between now and Christmas break. This is a link to for how to set up the HUE Animation kit. All About Fluorine Stop Motion VideoMeiosis VideoPhotosynthesis and Diffusion videoSolar System videoTEA UpdateIrene Pickhardt asked that we share the following timeline with our teachers. This is important information for you to have so that you can make sure that your districts go ahead and get new instructional science materials now and not wait until the TEKS are revised again. Tentative Dates 2015-16 Science Revisions might start 2016-17 New Science TEKS could be accepted 2018-19 Professional Development provided on the New TEKS 2019-20 New TEKS in place 2019-20 EARLIEST POSSIBLE DATE FOR NEW SCIENCE INSTRUCTIONAL MATERIALS WTAMU Engineering Day - November 14, 2014
Shell Science Lab ChallengeAre you succeeding in science lab instruction with minimal equipment? The Shell Science Lab Challenge gives you an opportunity to share your exemplary approach for a chance to win a school science lab makeover support package valued at $20,000!
For those of you who like to dress up for Halloween - Here are a few ideas: Don't forget to send me some pictures. For the chemistry teachers: Last week I gave a brief introduction to Susan M. Brookhart's book How to Give Effective Feedback to Your Students. Teacher's have several choices to make when deciding how to give feedback to their students. "Choosing the content of your feedback involves choices about FOCUS, COMPARISON, FUNCTION, and VALENCE" (Brookhart, 2008, p. 19). Brookhart (2008, p. 20) states when looking at FOCUS, a teacher can choose to comment on the TASK ("You should include more information about ___ in this report."), the PROCESSING OF THE TASK (information about how they approached the task, the relationship between what they did and the quality of their performance, or possible alternative strategies), about STUDENTS SELF-REGULATION (can lead to students seeking, accepting, and acting on feedback information) , or about the SELF AS A PERSON ("Your report was late., or Your report was the best in the class." - this can lead to students thinking intelligence is fixed.) COMPARISON can include criterion-referenced, norm-referenced or self-referenced (Brookhart, 2008, p. 22). CRITERION-REFERENCED is primarily used when providing good feedback to students because it compares the students performance to a standard. ("All your details support your main idea that ___ except this one. I don't see what it has to do with ___.") NORM-REFERENCED feedback leads to students thinking ability is fixed since it compares one students performance to another and it is not recommended. SELF-REFERENCED feedback can be used to describe the processes or methods students use. ("This report is better than your last one as the organization has a better flow. It is evident that you used your outline to process the order of your thoughts this time.") FUNCTION looks at whether the feedback is descriptive or evaluative (judgmental). "Students are less likely to pay attention to descriptive feedback if it is accompanied by judgments, such as a grade or an evaluative comment" (Brookhart, 2008, p. 24). Brookhart (2008, p. 25) states that teachers should provide students lots of opportunities to practice and receive feedback without a grade being assigned. This means that some teachers would need to rethink the statement, "Everything we do is for a grade in my class." Teachers also need to make their feedback observational by describing what they see, commenting on how close something is to the target or standard, and providing information that would help the student reach the target. Finally VALENCE looks at whether the feedback has a positive or negative feel. "Being positive means describing how the strengths in a student's work match the criteria for good work and how those strengths show what the student is learning. Being positive means pointing out where improvement is needed and suggesting things the student could do about it" (Brookhart, 2008, p 26). Next week, I challenge you to be aware of the feedback that you offer and think about how that feedback aligns with FOCUS, COMPARISON, FUNCTION, and VALENCE. Susan M. Brookhart in her book titled How to Give Effective Feedback to Your Students states "Giving good feedback is one of the skills teachers need to master as part of good formative assessment. Other formative assessment skills include having clear learning targets, crafting clear lessons and assignments that communicate those targets to students, and - usually after giving good feedback- helping students learn how to formulate new goals for themselves and action plans that will lead to achievement of those goals." (p. 1).
"It is not fair to students to present them with feedback and no opportunities to use it. It is not fair to students to present them with what seems like constructive criticism and then use it against them in a grade or final evaluation" (p. 2). E. B. Page (1958) "found that student achievement was higher for a group receiving prespecified comments instead of letter grades and higher still for students receiving free comments (written by the teacher). Writing comments was more effective for learning than giving grades" (p. 7). I know many teachers who spend vast amounts of time correcting student work that already has a final grade. From a students perspective, the comments are seen as an explanation for the grade and not as a description for how the work could be improved. If teachers want to provide descriptive feedback to students about their work, the feedback should be given early and without an evaluative grade. Students can then use the information as a learning tool to improve their assignment before receiving a final evaluative grade. |
Michele McCurdyI am passionate about building leaders and sharing information as I learn how to be a better educator. Archives
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