Archive for the 'Unit' Category

Meaningful Learning for Students

Published July 28, 2008 Accountability , Achievement , Agenda , assessment for learning , Authentic , Class , Classroom , Concept , Curriculum , essential , Essential question , learning , Lesson , Student , Understanding by Design , Unit Leave a Comment
Tags: , , , , , , , , , , ,

A squirrel got in our basement. He is hiding and will not come out.

I wonder how often students get trapped in our classes. They attend and they do the mandatory work. They eat away at all the homework.  I wonder how often they get motivated by the learning to come out of their “do not bother me” hiding place.  Do they see the classroom learning as critical to the lives?  “When am I ever going to use this in my life?” How do we constantly show them the big picture of their learning so that they see how it does relate to their lives?   One high school teacher I know teaches themes (reality/illusion; fantasy love/real love; work/ideas) that are important to his students through literature. Each piece of literature helps his students to deal with their current and future lives.  I’ve heard of a  science teacher who  incorporates his class science into household science so that the students see science as part of their daily lives.

How do you relate your course to your students’ lives in a real way, not a “someday you’ll need it” way? Do they want to learn your subject because it means something to them now?

Big Things (Learning) First

Published July 20, 2008 Academic , Accountability , Assessment , assessment for learning , Curriculum , learning , Standard , Student , Teach , Teaching , Understanding by Design , Unit Leave a Comment
Tags: , , , , , , , , , , , , ,

As I was packing the car yesterday, I realized that I was following the way my father packed the car  He always packed the big things first and then worked the little things around the big things.

I wonder how often we pack the big ideas, the major concepts in the standard, first with students. Do we lead off the unit with telling them about the standard? Do we instruct them directly on the big ideas?  Do we give them activities that clearly focus on the big ideas? Do we assess them on the big ideas?

I remember watching a teacher who did a half period introductory activity to the unit. The activity was engaging.  However, it did not deal with the big ideas of the unit but with a very minor point.

Do you pack the big ideas first with your students?

Feedback vs Formative Feedback: Take a Snow Covered Boat North

Published February 22, 2008 21st Century Skills , Accountability , Achievement , Assess , Assessment , assessment for learning , Evaluate , Feedback , Formative , Formative assessment , formative feedback , Learn , learning , Unit 1 Comment
Tags: , , , , , , , , , , ,

I saw a snow covered boat being towed up north into the snow belt of Central New York. I wondered about the logic. Maybe the driver is looking forward to the summer.

Many teachers evaluate what they do in a unit at the end of the unit. They decide what they could do better the next year they will teach that unit. They may decide to make changes in an upcoming unit based on some new information they have on the students’ strengths and learning gaps.

How often do teachers evaluate during the unit and make changes within the unit to provide students with formative feedback so that the students can improve in this present unit? Waiting until next year (summer for the boat) to make changes does not benefit this year’s students. If students are to learn the goal, then teachers need to evaluate (formative assess) what is happening frequently in the class and constantly give formative feedback for the direct improvement of students. Students may sink without our present help. Summer will be too late! Let’s give students daily or at least every other day feedback that moves them forward in their learning in this present unit. They can sail forward with our daily formative feedback and bask in their learning.

Having students assess classroom teaching and learning

Published December 17, 2007 21st Century Skills , Academic , Accountability , Achievement , Activity , Assess , Assessment , assessment for learning , Classroom , Education , Learn , learning , Lesson , Rate , Teacher , Unit 2 Comments
Tags: , , , , , , , , ,

We all think that we are good teachers and that we have great lessons. However, last year I did a study on the difference between students’ and faculty eportfolio perceptions and it struck me how different they were. It reminded me that when I taught in public schools, I would have my students assess each unit in terms of how well the various classroom activities helped them in doing well in the standard. I was alway shocked at that special activity that I thought was the perfect learning activity did not strike the students that way; the rated it as one of the lowest. I also included the open ended “What do you think would help you to learn this standard better?” question and I was amazed at their great suggestions which I incorporated into the next time I taught the unit.

The students can do your unit report card in an online system that will instantly give you the information by categories. Instant feedback on your teaching!

Are you willing to grow based on our students’ assessment of the unit? Students can be the best in-class professional development we can have!

Blog Stats

  • 815,652 hits
Design a site like this with WordPress.com
Get started