0.6 Theory meets practice

A constructivist approach

The poet, Kabir, once said, "Wherever you are is the entry point." That quote asserts an alternative view from the "Start with the Ending" approach first offered atthe beginning of this course.

For A Teacher's Story that does not "start with the ending", but shows how a continually engagement in the present moment helpsboth teacher and students to learn and grow as they also assess, reflect, evaluate, (give and receive) effective feedback in a living curriculum,click here or on the document below:

To learn more about William Ayers and a constructivist approach to assessment and learning, click here.

Assignment 10: active reading and dialogue

Assignment 10: Active Reading and Creating Dialogue

HOW TO GET TO ASSIGNMENT 10:

One Way

To do this assignment, click on the link in color at the top of the page. When it appears, press "Save" and name the file so that you canwork on this assignment "off-line." You can type right on the assignment template. Be sure to save your assignment on a disk or on your computer harddrive.

Another Way

You can also copy the text below, and save it to your disk or computer.

GOAL: To reflect on A Teacher's Story and a constructivist approach to assessment through the use of a tool known as "Focused Freewriting."

GIVE: Feedback to others on their assignments at the TWB Learning Cafe.

Assignment 10: Active Reading and Creating Dialogue

• Choose a sentence or phrase within A Teacher's Story (on the previous page) that captures your attention. Re-type that sentence or phrase; put it inquotation marks. Now, use that sentence or phrase as a trigger to do a "Focused Freewrite" 2-3 paragraphs in length.
  A Focused Freewrite is when you use a phrase or sentence from something you've read as a trigger for free-form writing - that is,you write any thoughts, questions, stories that come to mind as it relates to this phrase or sentence. Focused Freewrites may end up2-3 paragraphs in length, and sometimes you'll stick to the trigger topic and sometimes your mind will wander into seeminglyunrelated places. Give yourself permission to move between "wandering" and coming back to writing about the topic.
• Choose a sentence or phrase within the William Ayers article (on the previous page) that captures your attention. Re-type that sentence orphrase; put it in quotation marks. Now, use that sentence or phrase as a trigger to do a "Focused Freewrite" 2-3 paragraphs in length.

Techniques, templates, and strategies

Behavior assessment

Tutorial on assessment

Assessment information and resources

Interviews, articles, videos and more about assessment

Experienced teachers talk about assessment

Innovative mathematical/visual assessment methods

These files are only available online.

Assignment 11: effectiveness of course 3

Congratulations on completing Course 3: Assessment Practices!

As you know, there are several other courses for you to choose from. However, before you begin another course, please send an emailto us at: ctm@teacherswithoutborders.org and let us know that you are ready to receive the "Effectiveness of Course 3 Survey." We ask that you completethis simple survey as your final assignment for Course 3.

We are eager to learn how to make this course even better. Thank you, in advance, for completing this survey as it will have anenormous impact for future versions of Course 3: Assessment Practices.

HOW TO POST TO YOUR E-PORTFOLIO

If you would like to learn how to post student reflections or other documents to your E-Portfolio, please click here .

SAVE YOUR STUDENTS' WORK

Save examples of your students' work as you go through these courses. You'll be glad you did. Course 5 asks you to post samples ofyour students' work for your final E-Portfolio.