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Talk is cheap

Domingo, 17 de mayo de 2009. Domingo, 3 de mayo de 2009. 8220;the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow”,. 8220;activity-oriented curricula”. Which is only based on the activities and not about the learning, it seems that if students complete those activities, they are making proress, however, they do not provide any evidence of learning. The other element is. 8220;coverage”,. What’s the point? What is the big idea here? There are three...

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Talk is cheap | intoassessment.blogspot.com Reviews

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Domingo, 17 de mayo de 2009. Domingo, 3 de mayo de 2009. 8220;the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow”,. 8220;activity-oriented curricula”. Which is only based on the activities and not about the learning, it seems that if students complete those activities, they are making proress, however, they do not provide any evidence of learning. The other element is. 8220;coverage”,. What’s the point? What is the big idea here? There are three...

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Talk is cheap | intoassessment.blogspot.com Reviews

https://intoassessment.blogspot.com

Domingo, 17 de mayo de 2009. Domingo, 3 de mayo de 2009. 8220;the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow”,. 8220;activity-oriented curricula”. Which is only based on the activities and not about the learning, it seems that if students complete those activities, they are making proress, however, they do not provide any evidence of learning. The other element is. 8220;coverage”,. What’s the point? What is the big idea here? There are three...

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intoassessment.blogspot.com

1

Talk is cheap: abril 2009

http://www.intoassessment.blogspot.com/2009_04_01_archive.html

Domingo, 19 de abril de 2009. Why do teachers need criteria for? This is the role that rubrics play; these also distinguish the quality of performance by the score given. Teachers tend to evaluate through analytic rubrics (Wiggins, p173) which divides the performance into different categories which tell how proficient the student is in each one of them by the given score. Viernes, 3 de abril de 2009. Thoughts on: Gaining Clarity on Our Goals. Established Goals, Understandings, Knowledge and Skills. The a...

2

Talk is cheap: Criteria and Validity

http://www.intoassessment.blogspot.com/2009/04/criteria-and-validity.html

Domingo, 19 de abril de 2009. Why do teachers need criteria for? This is the role that rubrics play; these also distinguish the quality of performance by the score given. Teachers tend to evaluate through analytic rubrics (Wiggins, p173) which divides the performance into different categories which tell how proficient the student is in each one of them by the given score. 8 de mayo de 2009, 12:10. 10 de mayo de 2009, 6:41. 12 de mayo de 2009, 17:14. I really think that we as future teachers should be abl...

3

Talk is cheap: marzo 2009

http://www.intoassessment.blogspot.com/2009_03_01_archive.html

Viernes, 27 de marzo de 2009. Understanding by Design" 3 main thoughts. The main important difference between understanding and knowledge is that a person knows, or aquires knowledge as if their brains were a “black box” that needs to be filled in with informarion. This information stays there once it apperared, without being modifyied by thinking skills. Suscribirse a: Entradas (Atom). Mi lista de blogs. Essential Questions: Doorways to Understanding". Las preguntas más esenciales. Ver todo mi perfil.

4

Talk is cheap: Thoughts on: Gaining Clarity on Our Goals

http://www.intoassessment.blogspot.com/2009/04/main-objective-for-teachers-is-to-make.html

Viernes, 3 de abril de 2009. Thoughts on: Gaining Clarity on Our Goals. Established Goals, Understandings, Knowledge and Skills. It is extremely necessary for any teacher to set the main objectives and communicate the students what they are going to learn. This is the only way to avoid, as the authors state, the twin sins: aimless coverage of content and isolated activities which may be hardly engaged with the goals that learners have in mind. Wiggins and Mc Tighe). In order to continue with the idea of ...

5

Talk is cheap: Doorways to Understanding

http://www.intoassessment.blogspot.com/2009/05/doorways-to-understanding.html

Domingo, 17 de mayo de 2009. Publicar un comentario en la entrada. Suscribirse a: Enviar comentarios (Atom). Mi lista de blogs. Essential Questions: Doorways to Understanding". Las preguntas más esenciales. Essential Questions: Doorways to Understanding. Chapter 5: Essential Questions: Doorways to Understanding (Wiggins and McTighe). Methodology IV - Assessment. Chapter V: Essential Questions: Doorways to Understanding (Wiggins and McTighe , 2005). Chapter V: Essential Questions: Doorways to Understanding.

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methodologyiv.blogspot.com

Methodology IV: “Criteria and Validity”

http://methodologyiv.blogspot.com/2009/04/criteria-and-validity.html

Jueves, 16 de abril de 2009. 8220;Criteria and Validity”. To conclude, teachers must have clear there own criteria to evaluate in order to create rubrics to have a well organized evaluating process. Many validity problems relies in rubrics because they are not well formed or even they does no fit with what teachers really expect. 8 de mayo de 2009, 12:27. 10 de mayo de 2009, 7:05. 10 de mayo de 2009, 20:32. 16 de mayo de 2009, 8:38. It is important that teachers adecuate the criteria or subric when asses...

methodologyiv.blogspot.com

Methodology IV: mayo 2009

http://methodologyiv.blogspot.com/2009_05_01_archive.html

Domingo, 17 de mayo de 2009. Essential Questions: Doorways to Understanding". Chapter 5, form the book called Understanding by design, is focused on the importance of essential questions in a classroom. The chapter mainly talks about Essential Questions that are fundamental in any class when we are teaching a lesson. The chapter describe many different concepts about the importance of questions in a class, in the next paragraphs we are going to explain the three main ideas of the chapter. Core ideas and ...

methodologyiv.blogspot.com

Methodology IV: marzo 2009

http://methodologyiv.blogspot.com/2009_03_01_archive.html

Jueves, 26 de marzo de 2009. The text “Understanding” by Design, written by Grant Wiggins and Jay McTighe, tries to make us aware of the significance of Understanding and the big difference that this concept has in relation with knowledge. After we read the text there are three main ideas that help us to comprehend the importance of “Understanding.”. Suscribirse a: Entradas (Atom). Mi lista de blogs. Las preguntas más esenciales. Essential Questions: Doorways to Understanding. Methodology IV - Assessment.

methodologyiv.blogspot.com

Methodology IV: Gaining Clarity on Our Goals

http://methodologyiv.blogspot.com/2009/04/gaining-clarity-on-our-goals.html

Viernes, 3 de abril de 2009. Gaining Clarity on Our Goals. As teachers we must be prepared to plan a class from the beginning to the end focusing in everything what implies to accomplish our main purposes and concrete our final goal; reach understanding. 8 de mayo de 2009, 12:14. The main idea of this text is plan your lessons and let the students know what are they going to learn. However do not forget set first what students should learn and then you have to do your lesson plan. 10 de mayo de 2009, 7:02.

methodologyiv.blogspot.com

Methodology IV: abril 2009

http://methodologyiv.blogspot.com/2009_04_01_archive.html

Miércoles, 29 de abril de 2009. Chapter number 1 from the book called Understanding by design, is focused on the importance of how teachers design their process for teaching students. The chapter contains a well organized explanation of how we create a previous design of our classes, showing us concrete and real examples that teachers can apply in their own classes in order to create effective lessons where studentes are going to be able to reach clear understanding. Jueves, 16 de abril de 2009. Chapter ...

sebamethod.blogspot.com

Seba Methodology IV: March 2009

http://sebamethod.blogspot.com/2009_03_01_archive.html

Friday, March 27, 2009. Understanding by Design (Wiggins-McTighe). The text called “Understanding by Design” by Wiggins and McTighe tries to explain the importance of the concept “Understanding”. In teaching-learning process. Apart from that concept, there is another one:. Which can be also important for that process, provided that teachers do not confuse it with the previous one. From this statement, the text defines understanding by the ability to analize and apply what we have learned. Wiggins,40)&#46...

sebamethod.blogspot.com

Seba Methodology IV: Chapter 3“Gaining Clarity on our Goals”(Wiggins-McTighe)

http://sebamethod.blogspot.com/2009/04/gaining-clarity-on-our-goalswiggins.html

Friday, April 3, 2009. Chapter 3“Gaining Clarity on our Goals”(Wiggins-McTighe). In the chapter called “Gaining Clarity on our Goals”, Wiggins and McTighe focus on how to solve the mistake that teachers make when planning a lesson: "aimless coverage of content, and isolated activities that that are merely engaging (at best) while disconnected from intellectual goals in the learners’ minds". One way to organize the content we will teach to our students is basing it on a prioritizing framework. In order to...

sebamethod.blogspot.com

Seba Methodology IV: Chapter 5: Essential Questions: Doorways to Understanding (Wiggins & McTighe)

http://sebamethod.blogspot.com/2009/05/chapter-5-essential-questions-doorways.html

Sunday, May 17, 2009. Chapter 5: Essential Questions: Doorways to Understanding (Wiggins and McTighe). In chapter 5, Wiggins and McTighe focused on the importance of questions in order to organize their planning. By this I mean that teachers must add fundamental questions in the lessons they design and always aiming to the desired goals of the class. The questions must be a way to make students understand a lesson and encourage them to think critically. 106) By this I mean, the questions must be the way ...

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Talk is cheap

Domingo, 17 de mayo de 2009. Domingo, 3 de mayo de 2009. 8220;the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow”,. 8220;activity-oriented curricula”. Which is only based on the activities and not about the learning, it seems that if students complete those activities, they are making proress, however, they do not provide any evidence of learning. The other element is. 8220;coverage”,. What’s the point? What is the big idea here? There are three...

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