21st Century Learning and Teaching

Coaches model skills and show athletes how to improve with practice. Feedback on student writing can work the same way.

Coaches teach athletes how to improve. But they don’t simply yell, “Play better defense!” What would that “feedback” really tell the player?

As teachers, we are our students’ coaches in the classroom. Providing vital, quality feedback is essential to helping students improve. Just as a coach has to show players how to box out under the hoop on the basketball court, teachers must model and explain to students how to improve their work.

I still recall sitting in a professor’s office to conference about my writing. He always provided examples of sentences to improve my work, often punching the keys of his typewriter so I could take the examples with me and use them. I often thought to myself, “This is awesome—the guy rewrites my assignment for me and I get an A.” What I didn’t realize was that he was teaching me how to write through meaningful, engaging feedback.

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https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=feedback

https://gustmees.wordpress.com/?s=coaching

[Gust MEES] To ME THE BEST infographic I have seen so far in very short terms expression!

Talking about teaching secondary science, sharing ideas, inspiration, and some awesome biology lessons!

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http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Flipped-Classroom

Are You Open to Feedback?

Some people avoid feedback like the plague. They think that if they don’t know their flaws, they don’t have any. It shouldn’t come as a surprise that these folks make the same mistakes over and over again. Other people evade constructive feedback by surrounding themselves with yes people. They’d rather receive confirmation of their own ideas than be challenged by opposing views. While that might do wonders for their ego, it does little to advance their cause. The fact is, surrounding yourself with yes people is like talking to yourself.

Feedback should be welcomed rather than feared.

In fact, we should thank folks who make the effort to nurture us with their valuable input –– even if it hurts at times. How do you expect to become a better person if you don’t know where to begin? The truth is, practice doesn’t make perfect if you’re doing it wrong. Feedback enables us to learn about our shortcomings and take corrective action. Don’t bury your head…nourish it. That’s how excellence is born.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Coaching

https://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Criticism

Defining Formative Assessment

Overall, we’ve done a good job helping students “learn how to learn.” One of the biggest growth opportunities today is to help teachers and students to “know how they know.”

Educators skilled at designing formative assessment practice are able to understand where students are and where they need to be on a daily basis and adapt learning experiences accordingly.

The Council of Chief State School Officers (CCSSO) recently adopted the following definition of formative assessment:

Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become more self-directed learners.

~ CCSSO FAST SCASS Austin, Texas, June 2017

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback