What is ‘connect-extend-challenge’ and what does it mean? In my opinion, it is a way to improve learning by analysing the process or ‘how we learn’. It is also useful for planning to ensure that for any given topic the three steps are included. It is a method useful in both teaching and self-evaluation and I will use it to evaluate my own learning and teaching.
I used to think that all of my tasks had to be completed and checking books was important. Now I think that some tasks are more important than others and need prioritising whereas some tasks don’t really need to be done.
Charles Hummel’s framework of the ‘tyranny of the urgent’ relates the importance of a task against the urgency to complete it to create a diagram (shown below). Tasks are assigned to a quadrant in order to prioritise them.
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The first quadrant is labelled ‘important but not urgent’ and most teaching tasks should fall here, these are the things we consider important. For me, these are planning and preparation. Time spent planning and clearly thinking things through is never a waste and no activity can effectively contribute to learning without the right materials prepared ahead of time.
The second quadrant is labelled ‘important and urgent’ and many tasks fall here although they should not. For me, these tasks are thinking of new activities and assessing the students as they learn in class. It is important to be able to think of activities ‘on the go’ and use new ways to demonstrate and practise ideas, especially in my position as an English as a second language teacher to primary students in Bangkok, Thailand.
The third quadrant is labelled ‘urgent but not important’ and tasks that fall here are usually the unavoida...
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...framework of the ‘tyranny of the urgent’ relates the importance of a task against the urgency to complete it to create a diagram (shown below). Tasks are assigned to a quadrant in order to prioritise them
“In 40% of studies feedback had a negative effect on performance.” (Kluger and DeNisi, 1996)
Assessment is counter-productive when it is “grade only marking” or “grade and comment”. (Black and Wiliam, 2009)
Formative assessment is "the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning." (Cowie and Bell, 1999)
“We learn when we teach because we rehearse ideas and improve.” (Bruner)
“Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people and then inside the child.” (Vygotsky, 1978).
This is also important at creative activities help improve our development skills this could range
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
The main argument put forth in this article is that Nolen believes that “we need to better understand the connections between teachers’ assessment practices and students’ motivation and engagement in terms of the social systems in which they exist.” (Nolen, 320). She goes on to discuss the significance of formative assessments providing feedback and how this feedback can be used to measure the gap between current and desired performance. This article took into account the “balance of multiple purposes for assessing and providing feedback”. (Nolen, 321). Nolen goes on to state how teachers provide useful information to students in regards to self-assessment but are often just as concerned with student’s emotional issues such as motivation to learn. This article illustrated the connection and significance of student motivation and feedback in regards to formative assessments. It was also helpful to read that even when the feedback on formative assessments is clear, the assessment may still not produce the desired effect on student engagement and learning. This is the central focus question I have and will find out regarding using formative assessments with my students. This article reaffirmed the validity of my action research topic and gave me a realistic outlook on
...able units using periods of available time. Focus on the task at hand by mentally establishing successful outcomes and working back to identify the steps that lead there. Make a daily, prioritized schedule of tasks and events. Write things down for memory’s sake and to keep a clutter free mind. Time management is a skill that needs to be practiced, and once perfected, it will make light of any busy schedule for any busy person.
Regardless of how the curriculum is organized, administrators must assure there is a balance of content areas addressed in the curriculum so that children develop a broad foundation of skills and knowledge that will prepare them for success in kindergarten and beyond (Gadzikowski 2013). Everyone has a role to play and giving children the opportunity to learn is the main reason why the education field has set standards and guides to help plan a high-quality program and effective curriculum. Make decisions based on the learning and developmental needs of children, focus on their cognitive, affective and physical domains, use classroom management techniques and daily schedules to enhance their experience and pay attention to your programs philosophies,
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Bliss, Edwin C. Getting Things Done: The ABC's of Time Management. New York: Scribner, 1993. Web. 10 Apr. 2014.
The purpose of formative assessment is to find where students are in their learning. This type of assessment is carried out day-to-day, in every lesson. Its outcomes will help the teacher on making well-founded judgements about pupils' understanding of concepts, deciding what the next learning steps should be and, therefore on planning effectively. In addition, other purpose of formative assessment is to provide students with inmediate feedback about their performance.
It is therefore, vital for the students to realize the actual root causes of poor time management and arrest the same in good time. Some of the stated causes include: lack of prioritizing tasks, lack of setting personal goals, failing to manage distractions, procrastination, multitasking and last but not least in effective scheduling of tasks.
Even though this contradicts the acceptance of “Quantity over Quality,” as mentioned before in the paper, I have never approached this path in order to avert procrastination due to the fact, that I instrumented the process of accomplishing a lot of task before focusing on one assignment. Even though we will be stressed and occupied with many tasks, and the person will be overwhelmed with anxiety to finish an assignment, I have never attempted to practice this theory of being solely fixated on a single duty. Thus having no attempt in testing this
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
When you’re in the midst of a busy day, it’s easy to get carried away with tasks
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.
“Busyness does not equal productivity. Activity is not necessarily accomplishment.” It is because of this that leaders must prioritize; they must always think ahead and know how everything relates to the overall vision. A leader must be able to recognize when it is necessary to reprioritize as situations shift and change.
The inclusion of engaging activities in this course is not completely clear from the information provided in the syllabus. While details about the texts that will be covered throughout the tentative course outline are shared, there is very little information on the actual learning activities that will be completed by students. In several areas of the syllabus, lists of activity types are given without description. It is stated that students will conduct research, work in groups, keep journals, and take quizzes, but there is no additional information about the expectations or format these assignments will take. The depth of knowledge on these activities is unclear, but may be an area of concern. Rigor is mentioned, but not substantiated with examples or evidence. While this may not be indicative of the actual learning experiences that students complete in class, the actual information on the syllabus guides the reader to the conclusion that students will primarily remain in the lower levels of Bloom’s Taxonomy, for example remembering and understanding, in regards to thinking skills accessed (Ainsworth, 2010, Reeves, 2006). With additional explanation, any confusion or doubt about the focus and purpose of the assignments for this course would be