From Snorkelers to Scuba Divers - Carnegie Learning...than scuba diving without oxygen. From...
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Carnegie Learning June 29, 2016 John Almarode, Ph.D., James Madison University, College of EducaDon 1 @JMUTeacherED Innovation without student buy-in is no more possible than scuba diving without oxygen. From Snorkelers to Scuba Divers Learning Intention To understand the role of feedback in designing rigorous educational environments.
Transcript of From Snorkelers to Scuba Divers - Carnegie Learning...than scuba diving without oxygen. From...
Carnegie Learning June 29, 2016
John Almarode, Ph.D., James Madison University, College of EducaDon 1
@JMUTeacherED
Innovation without student
buy-in is no more possible
than scuba diving without
oxygen.
From Snorkelers to Scuba Divers
Learning Intention
To understand the role of feedback in designing rigorous educational
environments.
Carnegie Learning June 29, 2016
John Almarode, Ph.D., James Madison University, College of EducaDon 2
• I can describe the characteristics of both snorkelers and scuba divers.
• I can support your instructional decisions with research on how students learn.
• I can apply the research on effective feedback in my instructional practices.
Success Criteria
The SOLO Taxonomy
Biggs & Collis, 1982; Biggs, 2003; Biggs and Tang, 2007
Selecting
Organizing
Integrating
Carnegie Learning June 29, 2016
John Almarode, Ph.D., James Madison University, College of EducaDon 3
Selecting
Organizing
Integrating
Do you have clear goals, learning intentions, and success criteria at the appropriate level of challenge?
Do you offer students opportunities to recall, reorganize, and make meaning of their learning?
Do you offer students specific, constructive, and timely feedback?
Selecting Do you have clear goals, learning intentions, and
success criteria at the appropriate level of challenge?
Understand how the functions of the parts of a common house
plant help the plant to survive.
Learning Intentions
I can name the parts of a common house plant.
I can explain the the
functions of the parts of a
common house plant.
I can discuss how the
functions of the parts allow the plant to
survive.
Success Criteria
Carnegie Learning June 29, 2016
John Almarode, Ph.D., James Madison University, College of EducaDon 4
Organizing Do you offer students opportunities to recall,
reorganize, and make meaning of their learning?
Make Student Thinking Visible…
1. Ask students to ob_________ and de__________ what they “see”.
2. Build ex_____________ and int______________. 3. Re_______ with ev__________. 4. Make co____________. 5. Consider different v_____________ and
pe_______________. 6. Capture the big i_____ and form
co_____________. 7. Promote inquiry or the a________ of more
q__________. 8. Uncover the co___________ by going below
the s__________.
Integrating Do you offer students specific, constructive, and
timely feedback?
Feedback
Carnegie Learning June 29, 2016
John Almarode, Ph.D., James Madison University, College of EducaDon 5
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Where to next?
Hattie, 2014!
Learning Intention
To understand the role of feedback in designing rigorous educational
environments.
• I can describe the characteristics of both snorkelers and scuba divers.
• I can support your instructional decisions with research on how students learn.
• I can apply the research on effective feedback in my instructional practices.
Success Criteria
@JMUTeacherED
