Chapter 3 of Cooper's Talk About Assessment, refers to the concept of backwards design. That such a process is a recent main stay within education surprises me. It only makes sense that when given a finite period of time and set out learning objectives, one should organize their lessons based on those points of interest.
The first step in backwards design is identifying the essential learning objectives. Cooper brings up the "information explosion" of today's day, I think that
I found INTU's an interesting way to get students more involved. I think it can be an especially useful tool, when questions like, "why are we doing this?", frequent the classroom. INTU's give students more control of their learning, and helps them contextualize the assignments they are completing.
I Think that making the distinction between essential skills and enduring understandings is an important thing to do.Once again to give context to students and parents as to why assignments and curriculum is the way it is. Through all of the backwards design processes I think that showing reasoning, or transparency in curriculum and assessment, is becoming as necessary thing as we have come to recognize that students perform best when they feel autonomy over their interests and what is being asked of them. I think that in a post, "does what the teacher says or else" world, these methods are becoming ever-more useful in creating an engaging and accountable learning environment.
Cooper stresses having a multifaceted evaluation of students' achievement. Today we are beginning to re-contextualize academic performance.. as we recognize the value of varying ways of learning and varying skill sets. Not only to accurately assess a student based upon their capabilities but also to asses there consistencies and so on.
With regards to the delivery Cooper states that first a diagnostic is necessary to understand where students are at. And then the zone of proximal development is also established, an important thing to grasp, if you want your class to be anything more than babysitting. Students need to be assessed as to what level of content they are prepared to receive
The first step in backwards design is identifying the essential learning objectives. Cooper brings up the "information explosion" of today's day, I think that
I found INTU's an interesting way to get students more involved. I think it can be an especially useful tool, when questions like, "why are we doing this?", frequent the classroom. INTU's give students more control of their learning, and helps them contextualize the assignments they are completing.
I Think that making the distinction between essential skills and enduring understandings is an important thing to do.Once again to give context to students and parents as to why assignments and curriculum is the way it is. Through all of the backwards design processes I think that showing reasoning, or transparency in curriculum and assessment, is becoming as necessary thing as we have come to recognize that students perform best when they feel autonomy over their interests and what is being asked of them. I think that in a post, "does what the teacher says or else" world, these methods are becoming ever-more useful in creating an engaging and accountable learning environment.
Cooper stresses having a multifaceted evaluation of students' achievement. Today we are beginning to re-contextualize academic performance.. as we recognize the value of varying ways of learning and varying skill sets. Not only to accurately assess a student based upon their capabilities but also to asses there consistencies and so on.
With regards to the delivery Cooper states that first a diagnostic is necessary to understand where students are at. And then the zone of proximal development is also established, an important thing to grasp, if you want your class to be anything more than babysitting. Students need to be assessed as to what level of content they are prepared to receive