June 16 through June 22 Chapter 3 and 4 So we are up and reading- I hope! If you are having problems navigating the Wiki, please contact me. I am still trying to figure out the best way to set things up for us. Thanks to Josh and a few conversations, I will set up this Module a little differently, hopefully more clearly. I posted each question seperately so you can reply to each. I am enjoying your discussion on the first two chapters. Although it is philosophical and big-picture in nature, we are moving into strategies and how we implement those in the classroom.
The first two chapters remind us why it is important to use formative assessment and made the case for not only why we should use it but how it is the process that can improve our teaching. This in turn, is what can make the biggest difference in teaching and thereby the learning. Now we will read about why and how it is important to clearly communicate these with students as well as be able to identify and find evidence of students’ achievement that tells us whether or not students are on track.
Read Chapter 3-Clarifying, Sharing and Understanding Learning Intentions and Success Criteria
Respond to the questions below by replying to the posted questions:
3-1: Why is it important that we clarify the learning intentions for both student and educator success?
3-2: Many of us list the daily and/or unit objective on the board. Is this what Wiliam describes as a “wallpaper objective” and does he make you reconsider how you use it to inform students and drive the instruction of the day?
3-3: When developing learning intentions and success criteria, what are the 3 issues Wiliam wants us to consider?
3-4: As you read some of the techniques for helping students understand learning intentions and success criteria, which do you use (or some form of) or which would you like to try?
3-5: One of our building goals is to make sure the learning objectives for the lesson/unit are posted every day. Has this ensured "teachers and students are clear about where they are headed" or have we hit the target but missed the bullseye, so to speak?
Read Chapter 4 Eliciting evidence of Learners’ Achievement
Respond to the questions below by replying to the posted questions 4-1: In order to assess what students know, what should teachers focus on when generating questions that provide a window into student thinking?
4-2: According to Wiliam, there are only 2 reasons to ask questions in class: to cause thinking and to provide information for the teacher about what to do next. What are the type of questions you currently ask in your class and what is the motive behind your questions?
4-3: Wiliam offers alternatives to questioning (some sound similar to Strebe strategies). Explain some of the alternative strategies you use or reflect on some of Wiliam’s you plan to try.
4-4: After reading Wiliam’s discussion contrasting discussion questions and diagnostic questions, what squares with you about the type of questions you do/don’t ask and how you use them.
Remember!
You need to post comments to at least three other participants’ comments. If you are having problems doing so, please contact me.
Chapter 3 and 4
So we are up and reading- I hope! If you are having problems navigating the Wiki, please contact me. I am still trying to figure out the best way to set things up for us. Thanks to Josh and a few conversations, I will set up this Module a little differently, hopefully more clearly. I posted each question seperately so you can reply to each. I am enjoying your discussion on the first two chapters. Although it is philosophical and big-picture in nature, we are moving into strategies and how we implement those in the classroom.
The first two chapters remind us why it is important to use formative assessment and made the case for not only why we should use it but how it is the process that can improve our teaching. This in turn, is what can make the biggest difference in teaching and thereby the learning. Now we will read about why and how it is important to clearly communicate these with students as well as be able to identify and find evidence of students’ achievement that tells us whether or not students are on track.
Read Chapter 3-Clarifying, Sharing and Understanding Learning Intentions and Success Criteria
Respond to the questions below by replying to the posted questions:
3-1: Why is it important that we clarify the learning intentions for both student and educator success?
3-2: Many of us list the daily and/or unit objective on the board. Is this what Wiliam describes as a “wallpaper objective” and does he make you reconsider how you use it to inform students and drive the instruction of the day?
3-3: When developing learning intentions and success criteria, what are the 3 issues Wiliam wants us to consider?
3-4: As you read some of the techniques for helping students understand learning intentions and success criteria, which do you use (or some form of) or which would you like to try?
3-5: One of our building goals is to make sure the learning objectives for the lesson/unit are posted every day. Has this ensured "teachers and students are clear about where they are headed" or have we hit the target but missed the bullseye, so to speak?
Read Chapter 4 Eliciting evidence of Learners’ Achievement
Respond to the questions below by replying to the posted questions
4-1: In order to assess what students know, what should teachers focus on when generating questions that provide a window into student thinking?
4-2: According to Wiliam, there are only 2 reasons to ask questions in class: to cause thinking and to provide information for the teacher about what to do next. What are the type of questions you currently ask in your class and what is the motive behind your questions?
4-3: Wiliam offers alternatives to questioning (some sound similar to Strebe strategies). Explain some of the alternative strategies you use or reflect on some of Wiliam’s you plan to try.
4-4: After reading Wiliam’s discussion contrasting discussion questions and diagnostic questions, what squares with you about the type of questions you do/don’t ask and how you use them.
Remember!
You need to post comments to at least three other participants’ comments. If you are having problems doing so, please contact me.