How do you generate an activity that requires a student response through technology?
How do you gather student responses through technology?
How do you interpret or diagnose the gap between where the student is and the desired goal through technology
How do you provide meaningful suggestions to help the student close the learning gap through technology?
© Harry Grover Tuttle, 2007
Here are a variety of hispanic streets. Please share with your Spanish teacher so that he/she can help the students to improve their speaking and writing through visuals.
CALLE
Calle de las flores, Andalucia, Espana
http://www.flickr.com/photos/guijarro85/1172646698/
Calle Zamora decorada para la navidad, Salmanca, Espana
http://www.flickr.com/photos/marioquartz/311952341/
Calle feliz, Iquitos Loreto Peru
http://www.flickr.com/photos/pierre_pouliquin/267491002/
Calle que lleva nuestro nombre, Montevideo, Uruguay
http://www.flickr.com/photos/car_tav/342443115/
Calle Obispo with the Hotel Ambos Mundos (Hemingway’s haunt), Havana, Cuba
http://www.flickr.com/photos/paulmannix/314096627/
Calle Santa Isabel, Madrid, Espana
http://www.flickr.com/photos/photocapy/399184789/
Calle del leon (hisortia, Madrid, Espana
http://www.flickr.com/photos/nafria/411676144/
Fútbol en la Calle 26 de Marzo #8, Montevideo, Uruguay
http://www.flickr.com/photos/cuducos/1633470952/
Calle del diamante, Xalapa, Mexico
http://www.flickr.com/photos/63095335@N00/361694634/
Frutería. Calle San Esteban. Sevilla, Espana
http://www.flickr.com/photos/gonzalez-alba/1458921303/
A stall in Calle Heredia, Santiago de Cuba, Cuba
http://www.flickr.com/photos/barrycornelius/802221898/
Pinturas en la Calle El Conde, Santo Domingo, República Dominicana.
http://www.flickr.com/photos/tecnorrante/99238955/
Other Spanish (Hispanic) images:
Spanish streets – Calle
https://eduwithtechn.wordpress.com/2007/10/30/spanish-street-callescenes-photos-from-flickr/
Spanish sports –Deporte
https://eduwithtechn.wordpress.com/2007/10/19/spanish-sport-deporte-pictures-from-flickr-for-student-conversations/
Spanish transportation Transportes
https://eduwithtechn.wordpress.com/2007/09/26/spanish-language-transportes-transportations-from-various-hispanic-countries/
Spanish restaurant Restaurante
https://eduwithtechn.wordpress.com/2007/09/16/restaurant-pictures-from-flickr-for-spanish-and-other-language-conversations/
If you have ideas you would like to share about the problems that students have in being fluent speakers and, if possible, the possible solutions, please add as a comment. For example, some students can not keep a conversation focused on the topic – a solution is to start them with a series of pictures about the topic or for them to focus on a specific problem such as an ordering problem in a restaurant.
I’ve been looking at rubrics online. I’ve been very frustrated.
Most rubrics do not explain the differences between the quality levels of Advanced, Proficient, Growing, and Starting in the standard. Can your students really improve by reading the rubric? Do they know the difference in the quality expected in each level?
Some typical comments which supposedly describe the quality:
Advanced – Has complete explanations;
Proficient – Adequately explains the information;
Growing – Has some of the information;
Starting- Has a little of the information
What does this mean to a student who received a Starting designation? How does the rubric indicate that he/she has to do to improve?
Most rubrics do not distinguish between which categories are critical and which are helpful. For example, in writing the message (the critical part) is supported by grammar conventions (helpful). Without a sound message, it does not matter how grammatically correct the message is. Unfortunately, usually the message and grammar conventions are given the same weight.
Perhaps three questions (Sadler, 1989) will help you to evaluate a rubric:
Does it clearly indicate the standard and the high quality expected for the standard?
Does it clear indicate to the student how the student’s present performance compares to this standard and quality?
Does it clearly indicate to the student how to close the gap between where the student now is and the expected high quality of the standard?
Does your rubric clearly indicate what next steps the student is to take to improve in the standard? If not, then probably it is not a student formative learning rubric but a teacher grading rubric.
W I K I Wonderful Information Kids Inspired
I did a presentation today on improving students’ in-depth and comprehensive learning through a wiki.
I showed:
How students can create their own class textbook.
How students can summarize and clarify textbook chapters.
How students can work on projects together with a shared repository for materials, ideas, and drafts.
How students can do individual long term projects (term paper, science report, etc.) using the wiki as a scaffold.
How students can use a Wiki as a presentation tool.
How educators can do formative assessment during any stage of the students’ projects instead of waiting until the end to assess since the educators can see what changes have been made by which students.
How else do you promote in-depth and comprehensive standards-based learning through a wiki?
Harry Grover Tuttle 2007
Written feedback can be a powerful tool for helping students to move forward in their learning. However, if we bombard the students with too much feedback, the students will shut down. Do you remember ever getting an English paper with more red marks than your original writing? Did you feel that it was hopeless to try to write?
Written feedback has the advantage that the student can refer to it over and over again. With oral feedback, the student may forget what was said.
Some techniques for effective written feedback:
– Sandwich your improvement feedback between what the student did well in terms of the standard.
– Focus on one to two critical aspects only. Do not comment on all five components of your Science lab report rubric.
– Word process your comments so that students can read them! If students hand in their work in digital format, you can add your comments in the appropriate places
– Word your feedback in student understandable talk.
– Instead of telling , asking questions
– Be positive or neutral, never negative!
– Be very concrete about what the student needs to do to improve. Avoid “Write better”, “Enlarge ideas,” and “Be specific.” Create a word processed list of concrete suggestions so that you can easily cut and paste.
-Review your written feedback notes for students to see if you need to do whole class, small group, pair or individual focused instruction.
– Allow an opportunity for the student to re-do the work. Student learning is the purpose, not a summative grade.
What other techniques do you use to give written formative feedback?
Education with Technology Harry G. Tuttle