Topics of the Day

I am not familiar with nor have I ever heard of this topic.

I understand Metacognition as learning strategies  and awarenss of how students learn and even how we teach. 

Inquiry is related by open-ended discussions, planning a goal and opening different boxes to implement it reminding each person how we sing and/or even present differently..

I do plan to open my and my choir's understanding of the music by brain storming about the composer's intent, music in general, opening up other boxes for discussion.  I will also try other ways of performance with soloists and the choir to achieve blend, singleness of spiritual thought, assessing their individual strengths and weaknesses as soloists and choir members.  I will also try to be more transparent as I develop the process to present a song. Why? Why not? I may even begin to coach more than one person to sing the same solo hoping to demonstrate the diversity and develop comparable analysis.

Other questions may develop as I open these boxes but the process is clear right now.

I thought Alison was clear, resourceful, and informative and her activity was thought provoking.

Everday Assessment in the Science Classroom

Chapter 5: Assessment of Inquiry by Richard A. Duschi

The focus on scientific inquiry needs to be on attainment of evidence and how it is used to generate and justify explanations.

Synthesize the research:

1.       The incorporation and assessment of Scientific Inquiry  in educational contexts need to form 3 integrated domains:

• The conceptual structures and cognitive processes used when reasoning scientifically.
• The epistemic framework used when developing and evaluating scientific knowledge and
• The social processes and forums that shape how knowledge is communicated, represented, argued and debated.

2.       The conditions for science inquiry learning and assessment improve through the establishment of:

• Learning environments that promote student-centered learning
• Instructional sequences that promote integrating science learning across each of the 3 domains listed above
• Activities and tasks that make the students’ thinking visible in each of the 3 domains and
• Teacher designated assessment practices that monitor learning and provide feedback on thinking and learning in each of the 3 domains

I look forward to reviewing the results of the study that evaluates the project based course vs. survey based course in terms of memory retention.  It will be helpful for me when presenting my project-based program at this year's open house.

Why are we stuck in the box of putting everyone and everything in a box.  I thought the push was on thinking outside-the-box.  Or, in fact, is this yet another box (in light of Dr. Grobstein sharing this morning there aren't any facts).

We tend to stop searching when we find something we like / are comfortable with.