New Learning
LDL Learning Modules
Alessandra Coutinho Fernandes.png "Jennifer Struebing")
Jennifer Struebing.png "Jibril Abubakar")
Jibril AbubakarJennifer McGowan’s Updates
Update 9: The Mind Must Think!
“We never stop learning. From the moment we wake up to the moment we drift off to sleep (and even while we sleep!) we're absorbing information, organizing it, and applying it to our lives.”(Schoology Exchange, 2015)
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On schoology there is an option for students to collect their work from the year and showcase it as a portfolio in Enterprise. They can share it with peers, blog about for recursive feedback and demonstrate their cognitive learning through an authentic assessment approach.
As highlighted from the PDF about different types of assessment does one consider the student when choosing the type? Do we give our students options to deliver their comprehension in a fashion which makes the most sense to them? Do we challenge them to highlight their strengths and work on their challenges and through the use of a portfolio showcase this evolution comprehension and thought?
“A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2) determining whether students have metlearning standards or other academic requirements for courses, grade-level promotion, and graduation; (3) helping students reflect on their academic goals and progress as learners; and (4) creating a lasting archive of academic work products, accomplishments, and other documentation. Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures—such as standardized tests, quizzes, or final exams—that only measure what students know at a specific point in time. (Educational Reform, 2016).”
How do you teach your students to think?
References:
Educational Reform. (2016, February 18). Portfolio Definition - The Glossary of Education Reform. Retrieved from http://edglossary.org/portfolio/
Schoology Exchange. (2015, May 21). Showcase Your Work in Schoology's Portfolios | Schoology. Retrieved from https://www.schoology.com/blog/showcase-your-work-in-schoologys-portfolios
Steven Polster
I like this quote from Einstein. I have had a similar thought but it did not have the same inspirational effect. After all, I am no Einstein. My version of this quote was related to Naval training in which I have had the experience of sitting through as a student and teaching an instructor. My sentiment was that the training was not the dissemination of knowledge, but teaching students how to memorize. Now that I think of it, it's basicly the opposite of Einstine's quote but still relevant to education. I think these two differences both define the difference of didactic and reflexive learning. Einstein's idea represents reflexive and mine represents a didactic environment. Although I was refering to a less then ideally designed Naval education coutse, I dont think it is a stretch to apply this to K-12 and some college courses as well.
To this day, my mom can recite the capitals of all 50 states in alphabet order. This was something that as required when she was a kid in school. Now she teaches this to her grand children that are learning the same thing. Why on earth is this a relevant objective? There is a lot of things student's should understand about american government and the role of state capitals but to memorize 50 state capitals just to pass a test seems like a very trivial exercise. At the end of the day are we teaching our youth how to memorize or how to think? You dont have to be an Einstein to realize that education that leads to critical thought is much more powerful then memorization.