12 Matching Annotations
  1. Jul 2021
    1. This, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.

      I learned in a Visual and Performing Arts class that students that are more able to critically think and problem solve score higher on standardized tests than students who are taught the information in order to recognize and regurgitate.

    2. Page 5Stage 2—Determine Assessment Evidence Key Questions: How will we know if stu-dents have achieved the desired results? What will we accept as evidence of stu-dent understanding and their ability to use (transfer) their learning in new situations? How will we evaluate student performance in fair and consistent ways?Backward design encourages teachers and curriculum planners to first think like assessors before designing specific units and lessons. The assessment evidence we need reflects the desired results identified in Stage 1. Thus, we consider in advance the assessment evidence needed to document and validate that the targeted learning has been achieved. Doing so invariably sharpens and focuses teaching. In Stage 2, we distinguish between two broad types of assessment—performance tasks and other evidence. The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning. In the UbD framework, we have identified six facets of understanding for assessment purposes. When someone truly under-stands, they• Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.

      I believe that these six points are very important for students to excel both in the classroom and in the real world.

    3. In what ways do the arts reflect as well as shape culture?

      Guiding your students through this question could also invite conversations about your students' cultures, which, in turn, could lead to a tighter learning community within your classroom.

    4. The point of school is not to simply excel in each class, but to be able to use one’s learning in other settings. A

      This reiterates the idea of art infusion that I learned in a class on Visual and Performing Arts. It is important to be able to integrate the information and skills that you learn in each class instead of keeping knowledge siloed.

    5. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.

      I love that this point emphasizes understanding over memorization for the purpose of regurgitation. We need to enable our students to understand material instead of remembering long enough to take a test.

  2. www.literacyworldwide.org www.literacyworldwide.org
    1. I avoid putting my students in high-risk situations, but this does not mean avoiding teaching digital literacy

      Having the conversation about internet safety will hopefully save many students from having to learn from negative first- hand experiences in the future. The conversation of posting and future employment only began in college, but for many of my peers, it was too late for them to do anything about it because the content was already out there.

    2. For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This example especially stands out to me. I learned how to use Powerpoint, Word, Excel, etc. in elementary school, but it was not until college that I learned about citing/recognizing copyright with images, graphics, and charts. I still have not to this day learned about alternative text for images, but I think this is a skill that would promote collaboration, inclusivity, and togetherness on online communities.

    1. Understanding and respecting community behaviors when expressing opinions in online discussions.

      I believe that this bullet about respect is such an important reminder. We must remember to promote online communities that promote respect, togetherness, and empathy if we want to construct effective learning communities.

    2. Arranging digital content visually to provide audience with cues for organization of the content.

      In digital and social media marketing (as well as some other marketing classes that I attended in undergraduate), I learned about the importance of readability and visual appeal when creating digital sources. It will allow the reader to follow your information more effectively.

    3. Examples of these skills include collaboration, communication, creativity, and problem-solving.

      These have become especially important in the last year when many where forced onto new online programs for school, work, worship, etc. We as educators must be prepared to evolve and problem solve with the times.

    4. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace.

      We, as teachers, have to be careful that we are teaching our students how to find reliable sources online that will provide them with researched, factual data. There are so many sources out there that are misleading and house untrue, biased information.

    5. To help people become good citizens of the web,

      What makes an individual a "good citizen" of the web??