The document discusses structuring pedagogy and assessments to make students' thinking visible. It talks about creating problem-based assignments that demonstrate students' understanding and having students reflect on what they have learned. The document also discusses designing assessments that provide feedback, are aligned to standards, and reveal students' conceptual strategies for solving problems in order to help teachers and students learn.

1. Darren Kuropatwa
http://adifference.blogspot.com
ACSD #14 August 10, 2007

2. What you know about math?

3. The problem is ...
what do grades mean?

4. It started with ...
... a terse comment

5. Student Voices to Expert Voices

6. Structuring the pedagogy ...

7. Structuring the pedagogy ...

8. Structuring the pedagogy ...

9. Structuring the pedagogy ...
The Learning Pyramid

10. (re)Structuring the pedagogy ...

11. (re)Structuring the pedagogy ...
...the twin pyramids

12. Listen to an Expert Voice ...
who learns in depth ...
The Assignment
Think back on all the things you have learned so far this
semester and create (not copy) four problems that are
representative of what you have learned. Provide annotated
solutions to the problems; they should be annotated well
enough for an interested learner to understand and learn
from you. Your problems should demonstrate the upper limit
of your understanding of the concepts. (I expect more
complex problems from a student with a sophisticated
understanding than from a student with just a basic grasp of
concepts.) You must also include a brief summary reflection
(250 words max) on this process and also a comment on what
you have learned so far.

13. Listen to an Expert Voice ...
who publishes for the world ...

14. Listen to an Expert Voice ...
and the world replies ...

15. The Age of Innovation

16. Be largely performance based ...
We need to know how students apply content knowledge to
critical-thinking, problem-solving, and analytical tasks
throughout their education, so that we can help them hone
this ability and come to understand that successful learning is
as much about the process as it is about facts and figures.

17. Performance based ...

18. Make students’ thinking visible.
The assessments should reveal the kinds of conceptual
strategies a student uses to solve a problem.

19. Make thinking visible ...

20. Generate data that can be acted upon.
Teachers need to be able to understand what the assessment
reveals about students’ thinking. And school administrators,
policy makers, and teachers need to be able to use this
assessment information to determine how to create better
opportunities for students.

21. Build capacity in both teachers and students.
Assessments should provide frequent opportunity for
feedback and revision, so that both teachers and students
learn from the process.

22. Building capacity ...

23. Be part of a comprehensive and well-aligned continuum.
Assessment should be an ongoing process that is well-aligned
to the target concepts, or core ideas, reflected in the standards.

24. The Rubric v1.1

25. Reflections ...
mine ...

26. Reflections ...
and theirs ...

27. Next time ... some changes ...

28. Next time ... some changes ...

29. Next time ... some changes ...

30. Reflective comments ...

31. Success ...

32. Credits
Photos
What a Child Sees
http://flickr.com/photos/thomashawk/176785431/
An all A's grades report now considered ornamental
http://flickr.com/photos/mavisbal/347518574/
Yer Blues
http://flickr.com/photos/snowriderguy/177425082/
Reflect
http://flickr.com/photos/myrtepeert/149231528/
IMG_8118
http://flickr.com/photos/tookie/183503927/
Video
Walk alone
http://flickr.com/photos/pensiero/124403282/
Phases of a Total Lunar Eclipse What You Know About Math?
http://flickr.com/photos/fortphoto/183865953/ http://youtube.com/watch?v=-9wq2WAH-Qk
Truth Taylor Mali on what teachers make
http://flickr.com/photos/nuudls/177668934/ http://www.youtube.com/watch?v=RxsOVK4syxU

33. Why “A Difference?”

34. thanks