Module+1

= Module 1 =
 * June 11 through June 15 **

Hello Everyone, so here we go with the first two chapters of the book! If you have not posted an INTRODUCTION of yourself, please go to the page named, Introductions, and do so right now.

The expectation is that you read the assigned 2 chapters and then respond to the questions by posting on that Module page by Friday, June 15 (or shortly thereafter). Please feel free to pose a question/comment to the group if you’d like responses as well.

Part of your grade for this class is based on your involvement on the Wiki. Please keep up with the readings each week and do your best to post within this week. This will keep the discussion relevant and reliable. In order to “pass” the book study for class we ask that you respond by posting to at least 3 other people’s comments. For all of the requirements to earn credit, see the Syllabus and Assessment Requirements page.

Also remember you need to sign up for the Book Study Class on Heartland’s web site if you want Heartland credit. The instructions are posted on the Wiki as well.

Why does achievement matter and why will the use of formative assessment improve our teaching and thereby the learning? // (To post a comment to the page, click on the icon in the top right corner that is a discussion bubble. If you hover over it with the curser, it says, __ Discussion points. This is what you also click on to read other people’s posts.) //
 * Read Chapter 1 - Why Educational Achievement Matters **
 * Respond to the questions below by posting to the page: **

If teaching matters most in terms of student achievement (and we don’t have time to de-select less effective teachers or raise the quality of those entering the profession) then how do we increase the quality of our teaching? What are we doing at our schools to improve our teaching? How do we know if it is working? What’s working and what isn’t giving us the increased achievement?

What has been your definition of formative assessment? Have you seen it as a process or a tool? Explain why and if your definition changed after reading Chapter 2.
 * Read Chapter 2 - The Case for Formative Assessment **
 * Respond to the questions below by posting to the page: **

// Wiliam states that teaching boils down to 3 key processes and 3 kinds of individuals involved (see diagram p. 46). He also // // states that “teaching is adaptive to the learner’s needs.” He points out that what students learn is unpredictable and that if just // // teaching it meant they learned it, then we would not need gradebooks because they would have learned it all! //

How do these statements square with you? Do you agree with Wiliam? Has your definition of teaching and learning changed? Explain how.


 * Remember to post your response to at least 3 other peoples comments. **