Alternative Assessment Strategies

Hi everyone, I’m Amy Perrin. I am your discussion leader for the final week! I have really enjoyed reading everyone’s thoughts and ideas throughout the semester, and I can’t wait to get your input this week as well. I chose one brief article and one video (both related to Zull chapters 11 & 12) that I’d like to discuss with everyone.

In chapter 11, Zull discusses the need for students to test their ideas in a concrete way in order to complete the learning process. Testing ideas could take many forms: discussion, writing, research using technology, experiment.

In chapter 12, Zull recognizes the need for students to take control of their own learning. Zull discusses how motivation stems from learning, which is an intrinsic motivation rather than extrinsic. Students learn and become motivated when they encounter things that connect with their own lives and experiences. 

The article that I chose is just a brief list of 40 ideas for alternative assessment strategies: 

Alternative Assessment Strategies

1.       Before now, have you considered the fact that we need to allow students to test their ideas rather than just hand them our ideas?

2.       Do you think that any of these alternative assessments could help students complete the learning process more than a “traditional” test?

3.       Would you consider using any of these alternative assessments in your classroom?

4.       Do you think there is an over emphasis on standardized/traditional testing (are we too focused on answers rather than the knowledge)?

5.       Please feel free to discuss any connections you made between the alternative assessment suggestions and Zull chapters 11 & 12.

The video is a TED talk given by Salman Khan, creator of Khan Academy. The video is about 20 minutes long (I apologize), but it is very interesting! 

Khan Academy 

1.       What are your general thoughts on the video?

2.       What are your thoughts on the flipped classroom model (videos/internet research as homework and working problems during class)?

3.       Do you think that the flipped classroom model would allow for a more personalized curriculum for individual students (students could have input as to how they actively test their ideas)?

4.       Khan Academy will generate similar questions until you get a certain number in a row correct, then you move on to more advanced problems. Do you think using a program such as this could help students succeed in learning and consequently become more intrinsically motivated?

5.       Again, please feel free to discuss any connections you made between the video and Zull chapters 11 & 12. 

Working Memory

Hey everyone. I am your discussion leader for this week. In the opening paragraphs of chapter 8 in Zull’s book, he recalls a time when he gave an amazingly effective lecture and how everyone seemed to be entirely engaged only to realize the next day that none of the information or concepts stuck with the students.

The following is a TED Talk given by Peter Doolittle about the importance of working memory. 

https://www.ted.com/talks/peter_doolittle_how_your_working_memory_makes_sense_of_the_world#t-547164

Toward the end of the video, Doolittle lays out some strategies for how to increase memory retention. This is where I'd like to begin our discussion for this week, using some of the following questions as a guide.

• ·      What are your thoughts on the video?
• ·      Can the strategies discussed in the video be applied when teaching?
• ·      If so, which ones and how?
• ·      Do we already apply some or all of the strategies mentioned when teaching?
• ·      Are some of the strategies--such as visualization--more effective than others?

Learning about how neuronal networks

Throughout this course we have been learning a lot about the structure of the brain. It hasn't been the major focus of the class- to learn the anatomy of the brain. However, I suspect that you have learned, or recalled many of the major structures from your anatomy classes. In Chapter 7 I was particularly impressed by a couple of things. First, the discussion about the physical structure of the neuronal network (actually from Chapter 6, p. 95) and second, the picture of the development of synapses (p. 116). What have you learned this semester about the brain that has surprised you?

Learning and Emotion

In the powerpoint today (sorry it was a little late getting loaded- all up now!) I reviewed the 3 important rules for helping people to learn that Zull describes in Chapter 4. The first two: the learner must have some control and the learner must see how it matters to his/her life, are likely not new to most teachers and we have discussed both already this semester. The third rule however I think deserves some additional discussion: We must expect to encounter emotion (in learning) and we must take it seriously (p.52). How have you seen emotion in learning with your students? How do you think we as teachers take it seriously? If all learning involves emotion, how does this impact teaching?

Memorization and Fluency

Hey everybody! I am your discussion leader for the week. I am so excited to get everyone's input and opinions on memorization. In chapter 5, Zull tells an interesting story about the memory of her former student Anita. I want to get all of your opinions on memorization. These are the two articles I would like to discuss and a video to go along with them.

http://scopeblog.stanford.edu/2015/02/03/math-and-the-brain-memorization-is-overrated-says-education-expert/

http://www.youcubed.org/wp-content/uploads/2015/03/FluencyWithoutFear-Jan-28-2015.pdf

These are some questions to guide the discussion:

1. What are your thoughts about this research?

2. Do you require students to memorize anything in your class?

3. Do you see any advantages or disadvantages in your classroom of students memorizing facts?

4. What is your opinion of timed tests and do you use them?

5. Do you see students freeze up when taking timed tests or tests where they are required to memorize facts ?

Possible Effects of Internet Use on the Adolescent Brain

Hello everyone! My name is Ashley Watts and I will be leading our weekly discussion. This week we will be reading chapters three and four from the book, The Art of Changing the Brain. These chapters discuss brain connections and motivation of the learner. Along with reading these chapters, you will also need to read the article on possible effects of the Internet on the adolescent brain. This article, along with a review of the article, can be found on Moodle. Below are some topics for discussion. I am looking forward to hearing from everyone!

1. Before reading the article, what were your thoughts on how the Internet impacted adolescents in the classroom?

2. Did your thoughts change after reading the article? If so, in what way(s)?

3. In chapter 8 of Zadina’s book, she discusses how technology is rewiring the adolescent brain. Some ways positive, some negative. It is stated that learning games can be motivating, but multitasking can impair learning. How would you create an equal balance among your students?

4. In chapter four of The Art of Changing the Brain, Zull discusses motivation. He states that extrinsic motivation is usually aimed at the wrong target and intrinsic motivation leads to learning being the reward. Do you think the use of the Internet in learning motivates the students extrinsically or intrinsically? Have you seen examples of these types of motivation in your own classroom?

The Physical Classroom Environment

Hi Class, My name is Katy and I will be your discussion leader for the week.

This week we are wrapping up our Zadina text by taking a step back and looking at the big picture. Zadina includes a small section in which she discusses the physical environment of a school, specifically students feeling safe and relaxed in their school environment. This piqued my interest. I teach at a school where the heating and cooling system is so old that it takes 2 days to turn on or off the boiler system, so those two days in early March where it was 80 degrees on Wednesday and 40 degrees on Thursday, the physical environment (hot and sticky) truly impacted my students ability to concentrate. When looking more into classroom environment I found a lot of literature on classroom environment in terms of classroom culture, but very little on the physical environment. This surprised me. I know that I get a “feel” for a class and a teacher just by walking in the room, even when no one is present.

I have submitted two articles and a youtube video for you all to enjoy this week. I am excited to get this conversation going.

This week I would love to hear your thoughts on:

1. What pre-service training (in college or certification program) or support from your school did you receive concerning your physical classroom environment?

2. My first year teaching I rearranged my classroom 3-4 times the first semester… what mistakes did you make with your environment and what have you learned? Or, if you are not in the classroom, describe some really great or poor examples of classroom environment?

3. Based on your readings this week, what is one thing you might like to try this year, next year, or when you are in the classroom, in terms of your classroom’s physical environment?