I signed up for a course run by the one and only Howard Rheingold and am excited to start this week. I will be posting to the course site internal blogs but will share excerpts of my experience out here in the open as well.
Here is the work for the first week, the course kicks off with a video sessi…
McKamey argues that the most important skill for a teacher is his or her ability to build trust with a student, which develops when students can sense that the educator is willing to hear their ideas, thoughts, and musings despite their challenges with grammar, low grades, or test scores in previous classes. This doesn’t mean that teachers need to cushion their feedback with fake praise, but it does mean, she thinks, that schools should help teachers develop skills to recognize what all students, including those who might be considered “low achieving,” do in their classrooms—instead of focusing mostly on what they don’t do or know.
These project outlines are all based on my PBL model, which is explained in my two books Are Humans Wild At Heart? and Why Do We Tell Stories? Both of these are published through Hawker Brownlow Education and are full of projects for English teachers to run with their students.
Please, please if you use these projects OR if you use my model of PBL (discover, create, share), it would mean SOOO much to me if you credited my work. Many of the Praxis projects below were co-created with my very creative colleagues James Blanch and Kate Munro. Please respect our hard work by being thoughtful in your acknowledgement of your sources.
“Burberry has careful processes in place to minimise the amount of excess stock we produce. On the occasions when disposal of products is necessary, we do so in a responsible manner and we continue to seek ways to reduce and revalue our waste,” a spokesperson for the company said.
Multiculturalism is not an outcome but a process. Racism may not be deliberate BUT anti-racism is always deliberate.
Access can be made easier or more difficult depending on the way the assessment task is presented; both in terms of visual presentation and in terms of the language used. The number and type of procedures required can also differentially affect students’ successful completion of the task.
This approach to analysis helped us to produce a list of recommended design elements that will be useful to teachers as they plan and write up their assessment tasks.
The layout of the task sheet helps the students access the important elements of the task
– The most important information is easy to find
– White space is used to separate sections
– Text size aids readability (11 or 12 point font with 1.5 line spacing)
– Margins are left-justified
– Visual cues direct student attention
– Information that is irrelevant to students is not included
– Procedural accessibility
Consistency and clarity of instructions
– Authentic context is relevant
– Common access barriers have been addressed in the design
– The task, objectives and criteria align
– Students are able to respond within the prescribed conditions
– Enough space and resources are provided for responses
– The assessment is scheduled to give students the best opportunity for success
– Processes for evaluating quality are clear
– Authentication strategies are included
– Student feedback on the draft task was sought
– Teacher peer feedback on draft task was sought
– Linguistic accessibility
Directions are clear
– Instructions are clear and direct
– Sentences are short and simply structured
– The language is free of bias
– Specialist language is defined using student-friendly terms
– Information is stated once only and if it needs to be referenced more than once, consistent terminology is used