Friday, March 27, 2009
MACUL Experience
For those of you who attended, what was one "really cool" thing you learned at the Michigan Association of Computer Users Learning (MACUL) conference in Detroit?
Tuesday, March 17, 2009
Wormeli Chapter 9- Question #5
Please respond to the following, “If we want grades to be accurate indicators of mastery, then we have to remove any barrier to students coming to know the material.”
Wormeli Chapter 9- Question #3
“Confabulation is when the mind seeks the big-picture connections of something it has learned, and when it doesn’t find all the pieces of the puzzle, it makes up information or borrows from other memories and inserts false information into the holes of missing understanding.” -Rick Wormeli
How does the above affect kids in our classes today?
How does the above affect kids in our classes today?
Wormeli Chapter 9- Question #2
What are your thoughts in response to Wormeli’s quote, “Ages ten to eighteen rival ages zero to two in terms of how much we change”? Remember that our fastest growth spurt occurs from ages zero to two physically, emotionally, and intellectually.
Wormeli Chapter 9- Question #1
Of the top ten practices that Wormeli says to avoid what are the practices that you agree with and what are the practices that you disagree with? Which of these would you want to discuss and why?
Thursday, March 12, 2009
Wormeli Chapter 8- Question #5
What are your thoughts about late work? Do you accept it? Does it get full credit? Under what circumstances?
Wormeli Chapter 8- Question #4
Should effort or behavior ever be incorporated in an academic grade? Do effort and behavior need to be graded at all?
Wormeli Chapter 8- Question #2
Why do we grade students? How do you view your purposes in grading? How well does it work?
Wormeli Chapter 8- Question #1
Rick Stiggins says, "Grades as motivators breed dependence, reduce risk-taking, creativity, and value." What are your thoughts?
Tuesday, March 3, 2009
Wormeli Chapter 7- Question #5
Should the district continue to “pass” students to the next grade when they have failing grades? What implications does this practice have on students and higher education?
Wormeli Chapter 7- Question #4
The chapter talked about a teacher that uses an “incomplete” instead of a failing grade to communicate that the student hasn’t mastered the concept. What are your thoughts on using an "incomplete"? What would be the implications of giving an "incomplete" instead of a grade?
Wormeli Chapter 7- Question #3
What would be the benefits to students, parents, and staff to have a “uniform” understanding of the grading system we use (i.e. same rubrics for projects, same rubrics for writings, etc.)
Wormeli Chapter 7- Question #2
What would be the benefits to students, parents, and staff to use a reporting system indicating mastery or not mastery of GLCEs instead of grades?
Wormeli Chapter 7- Question #1
Do we differentiate our grading policy for students beyond ELL, IEP, and 504 students? How?
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