11 Matching Annotations
  1. Oct 2018
    1. I also felt that, for this particular learning goal, making observations of students during workshop was the most authentic and reliable way to assess their learning.

      Agreed. Do you think that at some point students could assess their own growth? Did you ask students to reflect on the this process? Do they see value in it? Are they able to point to moments in the process where they might have realized "before you spoke to me I realized that I ...."?

    2. (or no responses at all),

      This is a challenge for me. I consistently have students who will not speak in class discussions, literature circles, or other group activities. There are work arounds for these students, but I am curious to know if you also have students who will not speak and what your response is.

    3. that were related to, but not directly about, the learning goal.

      This is terrific. It's necessary to include those norms or workflow or process pieces that support the learning but that aren't part of the learning goal. In fact, I wonder how often these related pieces become 1) the focus of the learning or 2) the reason why we don't use pedagogical approaches like workshop?

    4. My process to do this worked as follows

      I bet I'm not the only member of your PLN who would love to see this process, Brian. Every year I think about videotaping my teaching. The benefits would be many, but one think the videos would capture are those establishing lessons: The setting of routines, generating success criteria, and other foundational lessons that we later circle back to and build on but that can become invisible.

    5. now I’ll say that without success criteria, I think it would be difficult to make focused observations. Without success criteria, I think it would be easy to be distracted by other things that might be connected, but not directly related to the focus of the learning.

      So true. I have often considered the work we have done in the past eight years on success criteria as not only important for students to know where they are going, but equally important for teachers. Long before Growing Success (Ontario's Assessment and Evaluation Policy Document) made educators aware of the value of developing success criteria with students, I recall generating lists of criteria that I used when evaluating work so that I would evaluate the same things on each task. So, I would stay focused.

    6. The assessment was based on students participating in writing workshop groups.

      I am a big fan of student self-assessment; however, the skill required to assess oneself in speaking, presenting, and as a feedback provider needs to be highly developed. This is an area that students may not yet be able to adequately or appropriately assess themselves.

  2. Nov 2017
  3. Aug 2016
  4. Oct 2015
    1. “transmission”

      The word transmission implies very much a learn/repeat flow where there is little input or exchange. When observations are taking place with anticipation of participating, children are strategizing efficient ways of obtaining a goal without repeating.

  5. Oct 2013
    1. I don't think the letter is solely unusual because Emma writes about love. Catharine Sedgwick wrote sexual entries in her journal during the same time period. I think both Emma's letter and Catharine's journal entry simultaneously reflect the freedom women had to express their views on romance while also revealing some of the negative consequences of Romanticism for women. Both pieces show the burdens placed on women now that they have almost the sole responsibility for choosing their husbands based on romantic values.