Do we usually forget about the objective we pursue, and what it is worse, do we inform our students of these aims?
Undoubtedly, many teachers commit this serious crime regardless of the level they teach: primary, secondary or higher education. The emphasis is put on content rather than on the desired results. From my point of view, this habit cannot be easily changed.
As Wiggins say, "we remain focused on textbooks and favored lessons ..." instead of deriving these resources from desired objectives. This malpractice may be catastrophic for our students. Wiggins describes very clearly this situation when he claims that some teachers "throw some content and activities against the wall and hope some of it sticks”. In other words, only hope or a mere academic accident helps students achieve understanding. In most cases, the lack of purposes inevitably leads to confusion or frustration in students. Even teachers may face confusion or dilemmas. Naturally, we ask ourselves later: why do my students do not learn anything? Why do they forget about everything?
Quite simply, the absence of planned results and the failure to inform students of these results are responsible for the misunderstanding in our students.
By adhering to Backward Design, we can sort out this curriculum malpractice. In fact, I have put into practice this backward design in my Cultural studies lessons. Clearly, students seem more oriented towards results. More importantly, they have a more positive outlook on the course.
Therefore, if you ask me, it is worth taking a chance on backward design.
domingo, 22 de noviembre de 2009
Hands-on without being Mnds-on
strong>Do we usually forget about the objetive we persue, and what it is worse, do we inform our students of these aims?
Undoubtedly, many teachers commit this serious crime regardless of the level they teach: primary, secondary or higher education. The emphasis is put on content rather than on the desired results. From my point of view, this habit cannot be easily changed.
As Wiggins say, "we remain focused on textbooks and favored lessons ..." instead of derived these resources from desired objectives. This malpractice may be catastrophic for our students. Wiggins describes very clearly this situation when he claims that some teachers "throw some content and activities against the wall and hope some of it sticks.". In other words, only hope or a mere academic accident helps students achieve understanding. In most cases, the lack of purposes inevitably leads to confusion or frustration in students. Even teachers may face confusion or dilemmas. Naturally, we ask ourselves later: why do my students do not learn anything? Why do they forget about everything?
Quite simply, the absence of planned results and the failure to inform students of these results are responsible for the misunderstanding in our students.
By adhering to Backward Design, we can sort out this curriculum malpractice. In fact , I have put into practice this backward design in my Cultural studies lessons . Clearly, students seem more oriented towards results. More importantly, they have a more positive outlook on the course.
Therefore, if you ask me, it is worth taking a chance on backward design.
Undoubtedly, many teachers commit this serious crime regardless of the level they teach: primary, secondary or higher education. The emphasis is put on content rather than on the desired results. From my point of view, this habit cannot be easily changed.
As Wiggins say, "we remain focused on textbooks and favored lessons ..." instead of derived these resources from desired objectives. This malpractice may be catastrophic for our students. Wiggins describes very clearly this situation when he claims that some teachers "throw some content and activities against the wall and hope some of it sticks.". In other words, only hope or a mere academic accident helps students achieve understanding. In most cases, the lack of purposes inevitably leads to confusion or frustration in students. Even teachers may face confusion or dilemmas. Naturally, we ask ourselves later: why do my students do not learn anything? Why do they forget about everything?
Quite simply, the absence of planned results and the failure to inform students of these results are responsible for the misunderstanding in our students.
By adhering to Backward Design, we can sort out this curriculum malpractice. In fact , I have put into practice this backward design in my Cultural studies lessons . Clearly, students seem more oriented towards results. More importantly, they have a more positive outlook on the course.
Therefore, if you ask me, it is worth taking a chance on backward design.
domingo, 8 de noviembre de 2009
Rubrics and Assessment
Could a student perform well on the test without understanding?
This question posed by Wiggins made me reflect on the countless occasions I have designed or have answered tests which do not show real understanding. The so-called objective tests in which students choose the best alternative or answer true or false cannot demonstrate by any means the successful students’ understanding in any subject.
Why then we insist on this type of evaluation when we teach history, reading or writing in English as a first or second language? Quite simply because we do not have the time to put into a practice a complex evaluation system which involves the gathering of several samples so as to get a clear idea of students’ performance. To make things worse, we focus more attention on the design of activities and assessment that are interesting and engaging for students, all of which to the detriment of real and reliable samples of understanding.
Rubrics in this respect can help us a lot. They are certainly the best assessment method to evaluate oral or written production. Holistic rubrics can be used when an overall impression is required. They yield the same score for product or performance. The products are judged differently in an analytic rubric. Traits can be scored distinctively. Wiggins recommends the use of the analytic rubric renders better quality of feedback.
In sum, whether we choose the holistic or analytic rubric, we need to opt for a rubric; otherwise, we will never have a chance to see real understanding in students. It can be hard work, but it is worth the effort in the long run.
This question posed by Wiggins made me reflect on the countless occasions I have designed or have answered tests which do not show real understanding. The so-called objective tests in which students choose the best alternative or answer true or false cannot demonstrate by any means the successful students’ understanding in any subject.
Why then we insist on this type of evaluation when we teach history, reading or writing in English as a first or second language? Quite simply because we do not have the time to put into a practice a complex evaluation system which involves the gathering of several samples so as to get a clear idea of students’ performance. To make things worse, we focus more attention on the design of activities and assessment that are interesting and engaging for students, all of which to the detriment of real and reliable samples of understanding.
Rubrics in this respect can help us a lot. They are certainly the best assessment method to evaluate oral or written production. Holistic rubrics can be used when an overall impression is required. They yield the same score for product or performance. The products are judged differently in an analytic rubric. Traits can be scored distinctively. Wiggins recommends the use of the analytic rubric renders better quality of feedback.
In sum, whether we choose the holistic or analytic rubric, we need to opt for a rubric; otherwise, we will never have a chance to see real understanding in students. It can be hard work, but it is worth the effort in the long run.
Suscribirse a:
Entradas (Atom)
