Using Classroom Assessment Techniques to Promote Student Learning (CATs)
Tuesdays, October 6, 13, 20, 2009
Noon - 1:00 PM EST
Barbara Millis, University of Texas San Antonio,
Ray Purdom, University of North Carolina Greensboro,
Doug Eder, Emeritus, Southern Illinois University Edwardsville
How classroom assessment techniques when carefully structured and monitored support the research on teaching and learning and prove very adaptable as “Low Threshold Applications (LTA) online.
Session outline: A research-based, theoretical foundation underlies our sessions. One summary of this foundation appears in the book “How People Learn,” edited by John Bransford et al. and published in the year 2000. This book summarizes important research undertaken during the immediately preceding Decade of the Brain and presents them as three principles.
1. Prior Knowledge: Students construct new knowledge based on what they already know (or don’t know).
2. Deep Foundational Knowledge: Students need a deep knowledge base and conceptual frameworks upon which to build and retain new ideas.
3. Metacognition: Learning is improved when students identify their own learning goals and monitor their own progress toward them. In other words, they learn better when they spend time reflecting about what they are learning.
Our three sessions will offer Low Threshhold Approaches that address these three principles.
Session 1 examines turn-key mechanisms that promote, and assess for, student use of what they already know in order to enhance learning of new material.
Session 2 offers several simple, research-based, pedagogical tools that precipitate deeper student understanding of material.Session 3 focuses on devices that promote “thinking about thinking,” that is, the processes that foster reflecting on and reframing of ideas. Throughout the three sessions, the emphasis is on effective, simple pedagogies that both teach and assess simultaneously.
All of the TLT Group’s online offerings include use of “low threshold” tools, examination of controversial issues, options for participants with a range of experience, and suggestions for assessment as you integrate what you’ve learned into your repertoire. Participants for this workshop should sign-in 15 minutes early for tech instructions and to meet others in the group; they also have the option of remaining online for a half-hour follow-up discussion immediately after the workshop.