Post on 21-Oct-2014
description
Sheryl Nussb
aum-Beach
21stcenturyc
ollaborative
.com
“Twitter and blogs ... contribute an entirely new dimension of what it means to be a part of a tribe. The real power of tribes has nothing to do with the Internet and everything to do with people.”
Internet tribes
cc S
teve
Whe
eler
, Uni
vers
ity o
f Ply
mou
th, 2
010
“A tribe needs a shared interest and a way to communicate.”
MOTIVATIONS
Social connectedness
Psychological well-being
GratificationCollective Efficacy
The Social Web is built here, from love and esteem
Connected Learning Communities provide the personal learning environment (PLE) to do the nudging
DEGREES OF TRANSPARENCY AND TRUST
Join our list Join our forum Join our community
Increasing collaboration and transparency of process
ASSESSMENT NEEDS TO
CHANGE. WE KNOW THIS.
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R
Shifting From Shifting ToLearning at school Learning anytime/anywhere
Teaching as a private event Teaching as a public collaborative practice
Learning as passiveparticipant
Learning in a participatory culture
Linear knowledge Distributed knowledge
Learning as individuals Learning in a networked community
Teacher driven (teacher gives knowledge) Student driven(student constructs knowledge)
Summative assessment Formative assessment
Teacher is expert Student’s knowledge is valid starting point
Passive Active
Content driven (memorization and regurgitation of facts)
Process driven (analysis, exploration, synthesis)
N E W D I R E C T I O N S I N A S S E S S M E N T
SHIFT FROM EMPHASIS
ON TEACHING…
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
TO AN EMPHASIS ON CO-LEARNING
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R
Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html
Shift From Shift To
SUMMATIVE VS. FORMATIVE ASSESSMENT
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D
Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum.
Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R
FORMATIVE ASSESSMENT CAN BE USED TO:
• Gauge students prior knowledge and readiness• Encourage self-directed learning• Monitor progress• Check for understanding • Encourage metacognition• Create a culture of collaboration• Increase learning• Provide diagnostic feedback about how to improve teaching
TECHNOLOGICAL CHANGE IS NOT ADDITIVE, ITS ECOLOGICAL. A NEW TECHNOLOGY DOES NOT CHANGE SOMETHING, IT CHANGES EVERYTHING"
Source: Mark Treadwell - http://www.i-learnt.com
[Neil Postman]
How do you do it?-- TPCK and Understanding by DesignThere is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.
Teacher and Students as Co-Curriculum Designers
Assessment is part of the learning process- student directed or teacher directed.
1. What do you want to know and be able to do at the end of this activity, project, or lesson?
2. What evidence will you collect to prove mastery? (What will you create or do)
3. What is the best way to learn what you want to learn?
4. How are you making your learning transparent? (connected learning)
Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.
Share (Publish & Participate) –
Connect (Comment and Cooperate) –
Remixing (building on the ideas of others) –
Collaborate (Co-construction of knowledge and meaning) –
Collective Action (Social Justice, Activism, Service Learning) –
Feedback• Task -oriented- Provides information on how well the task is being accomplished .
• Clarification- Looks at process.How to improve the work.
• Self-regulating - Encourages learner to evaluate their own work.
• Appreciation- specific praise linked to affective growth.
What makes a difference to student learning?
Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals
John Hattie, University of Auckland 2003
HOW TO BLOSSOM WITH EXPECTATION – BUILDING EFFICACY
1. Examine (pay close attention)
2. Expose (what they did specifically)
3. Emotion (describe how it makes you feel)
4. Expect (blossom them by telling them what this makes you expect in the future)
5. Endear (through appropriate touch)
WHAT DOES IT LOOK LIKE?
Sheryl N
ussbaum-B
each
21stcentu
ryco
llabora
tive.co
m
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R
Change is inevitable: Growth is optional
Change produces tension- it pushes us out of our comfort zone.
“Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” --Senge
COURAGE TO SHIFT THE WAY WE TEACH AND LEARNTHE ART OF RELEASE…
It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen
Sheryl N
ussbaum-B
each
21stcentu
rycolla
borativ
e.com
N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R