Neuroscience

The exploration of neuroscience highlights the intricate relationship between sensory input, motor development, and the value of prior knowledge in complex learning. Feedback mechanisms play a crucial role, while integrating various disciplines like math, geography, social skills, and physical education fosters a comprehensive learning environment.

Plus de détails

par Thomas Teepe

par Matías Marchant

par Stone Zhao

par Celine Dailly

Almarode - Assessment (from lecture Apr 5)

Three questions students should ask themselves every day:
What am I learning?
Why am I learning it?
How do I know I’ve learned it? (what does success look like)
OTF project - are missing last point, we need to create criteria for students “I can self regulate because…” need to have clear criteria so students can then reflect and input info into portfolio
IMPACT of student learning - can be small, moderate, huge - we need to look for how to make the large impact (everyone feels it)
1. Clarity (when both students and teachers can clearly answer those 3 questions)
What is an assessment capable learner?
Six characteristics:
What they understand & What they dont understand
their next steps
Tools to select to take next step
Constantly want feedback
Monitor own progress
Recognize own learning
Help others

Assessment Capable Visible Learners book

Research supports PROXIMAL next steps not far away
Self regulation in an academic context
Run this parallel with self reg of emotions/behaviour (go hand in hand)
Should help build self efficacy around these skills in order for them to help others

In terms of learning, FEEDBACK is more important - addresses where are my learners, and where I want them to go - the GAP

We don’t tell them the answer/hot to do it, we tell them where to go to be able to self-assess and self-monitor (give them the guidance to do it - prompting!)
Help them see where they are, where they’re going and what they can do to close the gap
If we do this, we are building assessment capable learners
We purposefully let them know the learning intention, purposefully let them choose strategies
Four years worth of learning in one year

For inquiry to work, all three for as and of need to be there
What do they need to master? Did they master the content?
OF- mastery
FOR- things we put in place daily to monitor learning - are they progressing in the learning as they
AS- scaffolding, to engage throughout