Using Rubrics A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a variety of assignments: research papers, group projects, portfolios and presentations. Rubrics are most often used to grade written assignments, but they have many other uses. Boix Mansilla., V., Duraisingh, E., Wolfe, C. R., & Haynes, C. (2009). Brookes, D. Mora, J., & Ochoa, H. (2010). Reddy, Y., & Andrade, H. (2010). Stevens, D. and Levi, A. (2005) Introduction to Rubrics. Timmerman, B., Strickland, D. Tractenberg, R. Getting started with Metacognition A metacognitive approach typically involves students applying metacognitive strategies to respond to clear and explicit learning goals which have either been set by the teacher or identified by the student themselves. The student uses their metacognitive strategies to plan, monitor and evaluate their own progress towards achieving the learning goals. In order to apply a metacognitive approach, learners need access to: 1. 1. Clear learning goals are necessary for students to effectively apply their metacognitive strategies. Students can use strategies across different domains of the school curriculum. The Education Endowment Foundation have published a guidance report on metacognition and self-regulated learning. Mnemonics Many teachers will be familiar with the use of mnemonics to help learners remember information that might otherwise be difficult to recall. In expression or word mnemonics items in a list are arranged by their first letter to create a word or phrase. 2.
fitness - Are small workouts worth the time? - Fitness and Nutrition - Stack Exchange Let's start at this point: Some exercise > no exercise In short, if you are doing something, anything, you will make positive steps toward fitness. The problem with stopping there, is that usually the something people choose, doesn't maintain their interest. Your goals are stated in this way: I'm not looking to get bigger (anti-goal, a limiter of things you are willing to do)I just want general fitness So the 5 million dollar question is: what is general fitness? Strength, the stronger you are, the better your quality of life as you can pick up heavy things, and resist injury better.Conditioning, the more conditioned you are, the better you can keep blood flowing through your body and you can have the energy you need to do what you want.Mobility, the more mobility you have, the more range of motion you have without pain. Whether you play basketball, run marathons, swim, or left weights, all of the above points help you achieve general fitness. Workout A Workout B Now, why sets of 5?
Getting started with Assessment for Learning Assessment for learning in practice AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1. There are two main types of question: closed and open. A closed question requires a short answer, such as remembering a fact. On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. One way to help increase ‘wait time’, and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. A good strategy to use if a learner gets the answer wrong is to make this into a positive event. Open questions need longer answers, and often require the learner to provide an opinion. Transcript Want to know more? 2. Want to know more? 4. 5.
How Rubrics Provide Feedback | Teaching, Writing | Chris Friend I’d like to start with an assumption about rubrics. I believe that rubrics are tools designed to serve two purposes:They help a teacher assess student work consistently and clearly.They help provide feedback to students through setting expectations and evaluating performance.With these two goals in mind—assessment and feedback—I’d like to examine how rubrics need to be built and used to be able to serve those purposes. I recently wrote about the different kinds of rubrics, and I’d like to focus exclusively on analytic (rather than holistic) rubrics in this discussion. I’ve seen a number of assignment rubrics that are poorly designed and poorly implemented, and I’d like to point out the trouble with a particular approach and show how it can be fixed. First, though, I need to clarify a critical term. That example includes all three elements of feedback. Note how the highlighted boxes in the table match the example comment quoted above. For a teacher, this can be huge. Tags: Teaching
The Cambridge Learner Attributes We design all our curriculum and assessments with the Cambridge learner attributes in mind. The five attributes are our way of recognising that students need to develop attitudes and life skills throughout their education, as well as academic skills, in order to be successful at university and in employment. Through our programmes, we help schools to develop Cambridge students who are: Confident in working with information and ideas – their own and those of others Cambridge students are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. Responsible for themselves, responsive to and respectful of others Cambridge students take ownership of their learning, set targets and insist on intellectual integrity. Reflective as learners, developing their ability to learn Cambridge students understand themselves as learners. Innovative and equipped for new and future challenges Engaged intellectually and socially, ready to make a difference
Responses | 2012 Annual Question | Edge The Epidemic of Obesity, Diabetes and "Metabolic Syndrome:" Cell Energy Adaptations in a Toxic World? "Metabolic syndrome" (MetSyn) has been termed the "Epidemic of the 21st century." MetSyn is an accretion of symptoms, including high body mass index (weight-for-height), high blood sugar, high blood pressure (BP), high blood triglycerides, high waist circumference (central/visceral fat deposition), and/or reduced HDL-cholesterol, the so-called "good" cholesterol. Epidemics of Obesity and diabetes are intertwined with, and accompany, the meteoric rise in MetSyn. The prevalent view is that MetSyn is due to a glut of food calories ("energy") consumed, and a dearth of exercise energy expended, spurring weight gain—an "energy surfeit"—with the other features arising in consequence. But this normative view leaves many questions unanswered: Why do elements of MetSyn correlate? The customary "explanation" also creates paradoxes. · Ultra low-calorie or low-fat diets · Fasting, skipped meals
HOTandThinkertools - Graphic Organisers Skip to main content Create interactive lessons using any digital content including wikis with our free sister product TES Teach. Get it on the web or iPad! guest Join | Help | Sign In HOTandThinkertools Home guest| Join | Help | Sign In Turn off "Getting Started" Loading... Grading, Assessment, or Feedback? | Teaching | Chris Friend assign credentials by saying students passed a course, achieved a goal, or mastered content. Grades also sort or rank students by performance, giving us the ability to discuss “B students” as a group or “above-average” students as a means of exclusion. They label performance based on arbitrary evaluative criteria. I say “arbitrary” because there is really no way to determine what an A means. Even if we look at percentages, the most common means of devising grades, we would be stumped by a simple question: An A is equal to 90% of what? If it’s work done, does that mean that 10% of the work was never attempted, or that 10% failed to meet standards? The inherent vagueness of grades is a self-fueling, all-consuming fire. But what do we tell ourselves grades do? When was the last time you only needed to assess one element of something? Assessment is the process of determining the quality of something, typically a student’s ability, skill, or knowledge. [Photo by riekhavoc (caught up?)
Have we reached peak English in the world? | Nicholas Ostler In China last month, Theresa May attended the launch of the British Council’s English is Great campaign, intended to boost interest and fluency in our national language. This might sound like Donald Trump’s notorious “Make America great again”, but comes in fact from a stronger position. Beyond doubt, the use of English is greater than ever, and far more widespread than any other language in the world. All non-English-speaking powers of our globalised world recognise it as the first foreign language to learn; it is also, uniquely, in practical use worldwide. The British Council reckons that English is spoken at a useful level by some 1.75 billion people, a quarter of the world’s population. On the news service France 24, English is used more prominently than French. It is this lagged growth of English, reflecting US influence hitherto, that we are now experiencing. Considering the windfall benefits of English as one’s own language, some immediate advantages are undeniable.
Correlation vs. Causation (A Mathographic) As part of our quest to understand the Algorithm, we do a lot of correlation analysis here at SEOmoz. We tend to dive right into the deep end, so I thought it might be a good time to take a step back and talk about the absolute basics of correlation, including some warnings about causation. We’ll often say (and hear) the fallback phrase – “correlation does not imply causation”, but people rarely dig into what that means. To make this experience as pleasant as possible for the math-phobic, I drew you a picture. View Full-sized Infographic (796 x 2200) Embed this image: <div style="width:604px;"><div><a target="_blank" href=" ><img width="600" height="1658" alt="Correlation vs. Obviously, our actual studies get a lot more complex than this, but everything has to start somewhere. Are there any other correlation-related topics you’d like to hear more about on the blog? Yikes, looks like something went wrong.