miércoles, 30 de mayo de 2007
lunes, 23 de abril de 2007
Rúbricas presentación
¿Qué es una rúbrica?
n Es una herramienta que enlista los criterios para estimar la calidad de un trabajo.
n S. Arvizu
n G. Castro
¿Por qué es importante?
n Ayuda al maestro a definir criterios de calidad.
n Pone en claro lo que espera el maestro.
n Mejora el desempeño de los alumnos.
n Muestra a los estudiantes cómo cumplir la tarea con precisión.
n Permite a los alumnos apreciar conscientemente la calidad de su trabajo y el de los demás.
n
n S. Arvizu
G. Castro
n
n Enseña a los estudiantes a identificar los problemas, a resolverlos y a asumir la responsabilidad.
n Facilita la tarea del maestro debido a que los alumnos emitieron previamente un juicio de valor.
n Permite al maestro diseñar sus rúbricas de acuerdo con sus necesidades específicas.
n Proporciona retroalimentación continua a maestros y a alumnos.
n S. Arvizu
n G. Castro
CONTENIDO
n Tipos de rúbricas
n Ventajas de cada tipo
n Cómo diseñar una rúbrica
n Aplicación en el aula
n Diseño de un modelo
S. Arvizu
G. Castro
EJEMPLO DE RÙBRICA PARA UN EXAMEN ORAL DE INGLÈS
Poor
1
Inappropiate questions asked to gather needed information.
Average
2
Most pertinent questions asked: data is adequate.
Very good
3
All pertinent questions asked: data is complete.
n Es una herramienta que enlista los criterios para estimar la calidad de un trabajo.
n S. Arvizu
n G. Castro
¿Por qué es importante?
n Ayuda al maestro a definir criterios de calidad.
n Pone en claro lo que espera el maestro.
n Mejora el desempeño de los alumnos.
n Muestra a los estudiantes cómo cumplir la tarea con precisión.
n Permite a los alumnos apreciar conscientemente la calidad de su trabajo y el de los demás.
n
n S. Arvizu
G. Castro
n
n Enseña a los estudiantes a identificar los problemas, a resolverlos y a asumir la responsabilidad.
n Facilita la tarea del maestro debido a que los alumnos emitieron previamente un juicio de valor.
n Permite al maestro diseñar sus rúbricas de acuerdo con sus necesidades específicas.
n Proporciona retroalimentación continua a maestros y a alumnos.
n S. Arvizu
n G. Castro
CONTENIDO
n Tipos de rúbricas
n Ventajas de cada tipo
n Cómo diseñar una rúbrica
n Aplicación en el aula
n Diseño de un modelo
S. Arvizu
G. Castro
EJEMPLO DE RÙBRICA PARA UN EXAMEN ORAL DE INGLÈS
Poor
1
Inappropiate questions asked to gather needed information.
Average
2
Most pertinent questions asked: data is adequate.
Very good
3
All pertinent questions asked: data is complete.
Blink List
TECHLEARNING
I think this is what we should be aimed to but…
Even though we do not have this $ support, we could do something with the idea of the games
PUBLICATIONS/ TECHNOLOGY & LEARNING/ T&L NEWS
GAMES FOCUS STUDENT’S ATTENTION
It's not so much the games as it is the engagement that is transforming the learning experience at Chicago's North Kenwood/Oakland Charter School. Darrell Johnson, the school's social studies teacher and technology coordinator has developed a role-playing game that leverages the fact that all the school's students own laptops that they use throughout the school day. Students create their own digital characters for the game and then work together to recreate the Roman Empire. Students have found the game engaging and some prefer it to their recreational use of more mainstream videogames. Johnson's students also create podcasts and study poetry by creating and producing hip-hop music videos. The innovative approaches are supported by the charter school's partnership with neighboring University of Chicago. Nichole Pinkard, a University of Chicago computer scientist who is studying digital learning in Chicago schools, is using North Kenwood as a pilot for an after-school program called Digital Youth. The program brings in musicians, artists, engineers, programmers and other mentors to teach sixth- through eighth-grade students how to work with digital media. More than 60% of Kenwood's middle school students participate in at least one of the digital after-school clubs, which include robotics and programming, digital video production, digital music production, hip-hop poetry and graphic art design. With the support of a $1.6 million, three-year grant from the MacArthur Foundation, Pinkard plans to expand the pilot to 20 more Chicago schools. Parents, who at first were skeptical of some aspects of the program, report that their children are more self-confident and positive about school, more organized and more critical consumers of television and recreational videogames as a result of their exposure to technology at school.
I find this information particularly interesting, not that our students are on it already but… in a few years they will come with a computer-tied mentality. What are the today schools doing to cope with it?
Toys Get More Interactive
Toy Fair, where retailers get their first view of toys that manufacturers will make available for the Holidays, underlined the growing dominance of electronic and interactive toys, even for the youngest set. Aware that younger and younger children are using the Internet and videogame consoles, toy manufacturers showed off stuffed animals that feature registration codes that children input at the associated Web site to access games and activities and keypads that plug into computers and take kids directly to the games section of a selected character's Web site. The keypads address one of parents' real fears turning young children free on the Internet — by incorporating security features that do not allow a child to leave the selected web site. The online connection also makes it possible for manufactures to update and enhance games to keep the child engaged. According to Nielsen/Net Ratings Inc., an Internet research company, the number of online users in the 2-to-11 age group rose 19% to 15.1 million in December 2006, from 12.6 million in December 2002. Nevertheless, many parents still seek out toys familiar to them from their youth and many toddlers can still be found playing with the box their fancy new electronic toy came in.
______________________________________________________________________________
This article could be of interest to all of us who are looking for something different and within the trend of XXI century.
Source: Yahoo! News
March 26, 2007
HOW-TO: QuickFlinks ATOMIC LEARNING
Creating no-linear links to slides in PowerPoint (PowerPoint LA-Math Links)
QuickFlicks Popup');
generator.document.write('');
generator.document.write('');
generator.document.write('');
generator.document.write('');
generator.document.write('');
generator.document.write('This tutorial ? Copyright 2007 Atomic Learning, Inc. All rights reserved.');
generator.document.write('');
generator.document.close();
}
-->
Do you want to jump around some in your PowerPoint presentation? Learn how to do non-linear linking of slides using the Math Links Lesson Accelerator at http://www.atomiclearning.com/la_mathlinks.
Play Windows VersionPlay Macintosh version
? Copyright Atomic Learning
Note: If you are using a pop-up blocker, please disable it before clicking the above links. Or, use these links to bypass the pop-up: Windows Mac
Note: You need the free Apple Quicktime Player to view this content.
I underlined what seems most important
Technology&learning / Hot topics / assessment and testing
Accountability: Meeting The Challenge With Technology (con'td)
Talking to the Public
Accountability Resources
Accountability Discussion
An Interview with Anthony Amato
Alternative Assessment
One area of tension that arises as educators focus on accountability and high-stakes testing is the discrepancy between what we can test and what we want students to learn. It is widely believed that the academic "basics" that make up a significant portion of the content standards in subjects such as reading and mathematics can be, at least partially, measured by good multiple-choice tests. But what of the other, harder-to-measure performance skills that also appear on virtually every list of state standards?
In their 2001 report, Key Building Blocks for Student Achievement in the 21st Century, the CEO Forum (www.ceoforum.org) outlined some of these crucial skills. "In the rapidly changing economy," they wrote, "there is a corresponding shift in the skills and abilities that students will need to thrive in the future. These 21st-century skills include digital literacy, inventive thinking, effective communication, teamwork, and the ability to create high-quality products."
Lots of attempts have been made in recent years to develop alternative assessment tools-many of them technology-based-although we still have a long way to go in this arena. Writing is probably the subject that has received the most attention from designers of performance-based assessments. Many states now include open-ended writing assignments as part of their mandated tests, and others are considering adding a writing component in the future.
These assessments include a mix of traditional test items and more open-ended performance tasks. For example, to test reading comprehension, students are asked to read a passage, answer several questions about it, and then use what they've read to write a short essay. Harcourt has also added performance sections to its Stanford 9 standardized tests in several subject areas and offers an electronic version of its writing assessment tool that can be taken online.
I advocate a balance between traditional and progressive. Yes, I want kids to do well on tests, but that includes the most important test of all: lifeý.I donýt want an airplane pilot who just did well on the written test (the traditional measure). I want a pilot who also did well in applying what was learned to wind shear, electrical failure, or mechanical failure.
ýIan Jukes, director, InfoSavvy Group
_____________________________________________________________________
Does this sound familiar?
Working with Reluctant Teachers
Wesley Fryer
Many teachers feel overwhelmed with all the demands on their time, and some see technology as just one more thing on an already overloaded plate. There are solutions that staff developers can use to help them.
A staff developer recently asked, "Teachers in my school are very unsure about the effective use of technology. Last year, teachers were required to do at least three computer projects in a year. None of them did more than what they were required to do, and some of them were trying to get away with one. I got all kinds of negative comments about doing computer projects. The teachers believe computer activities are just a waste of time, and students should focus on reading and math. After all, teachers are held accountable for their students' math and reading test performance. Computer competency is their last and least concern. In order to influence teachers' view on learning and create a more technology friendly school, I would like to find out how technology use impacts students' learning and improves test scores."
This situation with reluctant teachers is not unique. Here are a few ideas that may help.
Enthusiasm is Contagious
Focus on the few teachers in your building who are very enthused about using technology. Help them and try to find ways to enable them to integrate technology use within their instruction. Technology integration is best when it works by modeling, rather than by administrative order/fiat. The best people to convince other teachers in your building (that using technology with kids is a good idea) are the other teachers in the building. The video, Keys to Technology Integration is online
");
//-->
Publicize Success
When teachers in your building have success using technology, find ways to publicize the success and champion that teacher and what they are doing. Talk with your principal about this strategy. Call in the district newsletter editorial staff, local newspaper, TV media contacts, etc. Work with the district PR people. The message needs to get out: kids respond when technology is used, and this has a positive impact on student achievement.
(Editor's Note: Send your success story to techlearning.com for publication.)
Read Books
For example, read David Warlick's book "Raw Materials for the Mind." He is a great teacher and practical thinker on instructional technology integration issues like the ones you are facing. I highly recommend his website, Landmarks for Schools as well as the ideas he espouses.
Subscribe to and Read Magazines
Technology and Learning as well as TechEdge, created by the Texas Computer Education Association. Both have good articles and ideas on technology integration. I also highly recommend "Learning and Leading with Technology" which is an ISTE publication
Literacy Framework
Read and get familiar with the Engauge framework, and share this with others on your campus and in your district. Engauge is a great framework for looking at the importance of 21st Century literacy skills and what we must be doing as classroom teachers to prepare students for their future!
Dear colleagues;
Sorry for being so slow to go through all that interesting information. Besides what we talked about in the February session, here are some notes that could be of some interest for all of us. Hope you have a real nice holiday, and a better end of the school year. Sincerely. Gloria Castro C.
I think this is what we should be aimed to but…
Even though we do not have this $ support, we could do something with the idea of the games
PUBLICATIONS/ TECHNOLOGY & LEARNING/ T&L NEWS
GAMES FOCUS STUDENT’S ATTENTION
It's not so much the games as it is the engagement that is transforming the learning experience at Chicago's North Kenwood/Oakland Charter School. Darrell Johnson, the school's social studies teacher and technology coordinator has developed a role-playing game that leverages the fact that all the school's students own laptops that they use throughout the school day. Students create their own digital characters for the game and then work together to recreate the Roman Empire. Students have found the game engaging and some prefer it to their recreational use of more mainstream videogames. Johnson's students also create podcasts and study poetry by creating and producing hip-hop music videos. The innovative approaches are supported by the charter school's partnership with neighboring University of Chicago. Nichole Pinkard, a University of Chicago computer scientist who is studying digital learning in Chicago schools, is using North Kenwood as a pilot for an after-school program called Digital Youth. The program brings in musicians, artists, engineers, programmers and other mentors to teach sixth- through eighth-grade students how to work with digital media. More than 60% of Kenwood's middle school students participate in at least one of the digital after-school clubs, which include robotics and programming, digital video production, digital music production, hip-hop poetry and graphic art design. With the support of a $1.6 million, three-year grant from the MacArthur Foundation, Pinkard plans to expand the pilot to 20 more Chicago schools. Parents, who at first were skeptical of some aspects of the program, report that their children are more self-confident and positive about school, more organized and more critical consumers of television and recreational videogames as a result of their exposure to technology at school.
I find this information particularly interesting, not that our students are on it already but… in a few years they will come with a computer-tied mentality. What are the today schools doing to cope with it?
Toys Get More Interactive
Toy Fair, where retailers get their first view of toys that manufacturers will make available for the Holidays, underlined the growing dominance of electronic and interactive toys, even for the youngest set. Aware that younger and younger children are using the Internet and videogame consoles, toy manufacturers showed off stuffed animals that feature registration codes that children input at the associated Web site to access games and activities and keypads that plug into computers and take kids directly to the games section of a selected character's Web site. The keypads address one of parents' real fears turning young children free on the Internet — by incorporating security features that do not allow a child to leave the selected web site. The online connection also makes it possible for manufactures to update and enhance games to keep the child engaged. According to Nielsen/Net Ratings Inc., an Internet research company, the number of online users in the 2-to-11 age group rose 19% to 15.1 million in December 2006, from 12.6 million in December 2002. Nevertheless, many parents still seek out toys familiar to them from their youth and many toddlers can still be found playing with the box their fancy new electronic toy came in.
______________________________________________________________________________
This article could be of interest to all of us who are looking for something different and within the trend of XXI century.
Source: Yahoo! News
March 26, 2007
HOW-TO: QuickFlinks ATOMIC LEARNING
Creating no-linear links to slides in PowerPoint (PowerPoint LA-Math Links)
QuickFlicks Popup');
generator.document.write('');
generator.document.write('');
generator.document.write('');
generator.document.write('');
generator.document.write('');
generator.document.write('This tutorial ? Copyright 2007 Atomic Learning, Inc. All rights reserved.');
generator.document.write('');
generator.document.close();
}
-->
Do you want to jump around some in your PowerPoint presentation? Learn how to do non-linear linking of slides using the Math Links Lesson Accelerator at http://www.atomiclearning.com/la_mathlinks.
Play Windows VersionPlay Macintosh version
? Copyright Atomic Learning
Note: If you are using a pop-up blocker, please disable it before clicking the above links. Or, use these links to bypass the pop-up: Windows Mac
Note: You need the free Apple Quicktime Player to view this content.
I underlined what seems most important
Technology&learning / Hot topics / assessment and testing
Accountability: Meeting The Challenge With Technology (con'td)
Talking to the Public
Accountability Resources
Accountability Discussion
An Interview with Anthony Amato
Alternative Assessment
One area of tension that arises as educators focus on accountability and high-stakes testing is the discrepancy between what we can test and what we want students to learn. It is widely believed that the academic "basics" that make up a significant portion of the content standards in subjects such as reading and mathematics can be, at least partially, measured by good multiple-choice tests. But what of the other, harder-to-measure performance skills that also appear on virtually every list of state standards?
In their 2001 report, Key Building Blocks for Student Achievement in the 21st Century, the CEO Forum (www.ceoforum.org) outlined some of these crucial skills. "In the rapidly changing economy," they wrote, "there is a corresponding shift in the skills and abilities that students will need to thrive in the future. These 21st-century skills include digital literacy, inventive thinking, effective communication, teamwork, and the ability to create high-quality products."
Lots of attempts have been made in recent years to develop alternative assessment tools-many of them technology-based-although we still have a long way to go in this arena. Writing is probably the subject that has received the most attention from designers of performance-based assessments. Many states now include open-ended writing assignments as part of their mandated tests, and others are considering adding a writing component in the future.
These assessments include a mix of traditional test items and more open-ended performance tasks. For example, to test reading comprehension, students are asked to read a passage, answer several questions about it, and then use what they've read to write a short essay. Harcourt has also added performance sections to its Stanford 9 standardized tests in several subject areas and offers an electronic version of its writing assessment tool that can be taken online.
I advocate a balance between traditional and progressive. Yes, I want kids to do well on tests, but that includes the most important test of all: lifeý.I donýt want an airplane pilot who just did well on the written test (the traditional measure). I want a pilot who also did well in applying what was learned to wind shear, electrical failure, or mechanical failure.
ýIan Jukes, director, InfoSavvy Group
_____________________________________________________________________
Does this sound familiar?
Working with Reluctant Teachers
Wesley Fryer
Many teachers feel overwhelmed with all the demands on their time, and some see technology as just one more thing on an already overloaded plate. There are solutions that staff developers can use to help them.
A staff developer recently asked, "Teachers in my school are very unsure about the effective use of technology. Last year, teachers were required to do at least three computer projects in a year. None of them did more than what they were required to do, and some of them were trying to get away with one. I got all kinds of negative comments about doing computer projects. The teachers believe computer activities are just a waste of time, and students should focus on reading and math. After all, teachers are held accountable for their students' math and reading test performance. Computer competency is their last and least concern. In order to influence teachers' view on learning and create a more technology friendly school, I would like to find out how technology use impacts students' learning and improves test scores."
This situation with reluctant teachers is not unique. Here are a few ideas that may help.
Enthusiasm is Contagious
Focus on the few teachers in your building who are very enthused about using technology. Help them and try to find ways to enable them to integrate technology use within their instruction. Technology integration is best when it works by modeling, rather than by administrative order/fiat. The best people to convince other teachers in your building (that using technology with kids is a good idea) are the other teachers in the building. The video, Keys to Technology Integration is online
");
//-->
Publicize Success
When teachers in your building have success using technology, find ways to publicize the success and champion that teacher and what they are doing. Talk with your principal about this strategy. Call in the district newsletter editorial staff, local newspaper, TV media contacts, etc. Work with the district PR people. The message needs to get out: kids respond when technology is used, and this has a positive impact on student achievement.
(Editor's Note: Send your success story to techlearning.com for publication.)
Read Books
For example, read David Warlick's book "Raw Materials for the Mind." He is a great teacher and practical thinker on instructional technology integration issues like the ones you are facing. I highly recommend his website, Landmarks for Schools as well as the ideas he espouses.
Subscribe to and Read Magazines
Technology and Learning as well as TechEdge, created by the Texas Computer Education Association. Both have good articles and ideas on technology integration. I also highly recommend "Learning and Leading with Technology" which is an ISTE publication
Literacy Framework
Read and get familiar with the Engauge framework, and share this with others on your campus and in your district. Engauge is a great framework for looking at the importance of 21st Century literacy skills and what we must be doing as classroom teachers to prepare students for their future!
Dear colleagues;
Sorry for being so slow to go through all that interesting information. Besides what we talked about in the February session, here are some notes that could be of some interest for all of us. Hope you have a real nice holiday, and a better end of the school year. Sincerely. Gloria Castro C.
martes, 30 de enero de 2007
bienvenida
Dear friend;
This is the first of many pages you will be opening to improve your work at the English class. I hope this will be useful and rewarding. If you need more information don’t hesitate to get in touch with me in class or by this means. Gloria Castro C.
This is the first of many pages you will be opening to improve your work at the English class. I hope this will be useful and rewarding. If you need more information don’t hesitate to get in touch with me in class or by this means. Gloria Castro C.
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