Writing Objectives
2) We can stretch student's cognitive processing (as eluded to above) by ensuring that write objectives, teach, and evaluate consistently at the same cognitive level. We can ensure that by carefully selecting the right action verb in our objectives. I love lists, and the list of verbs Whittingotn provided is seen to the right. I have seen lists like this before, but I will keep this particular one on file to help me in the future.
My clarifying question is: "How can we best measure the cognitive level of our students so that we can write the best objective to challenge them?"
Group Work
In Brad's class we completed tasks in our own in-class groups. Our heterogeneous groups were assigned for us based on our own personality tests. I read that it is very important to take learner's skills into consideration. However you most often see groups formed by the "count off by 4" method. In Brad's class, much effort went into forming our groups and our groups were in place for the whole semester. How can we properly form groups if we want a heterogeneous mix, but are only in groups for a lesson or two or one project?
Final Thoughts
As we plan our lessons and units of instruction, we need to carefully consider our student's intelligence and cognitive levels. We need to make sure our objectives provide a road map that challenges them but does not make them feel lost. We also need to keep these things in mind when we assign, monitor, and evaluate group work.
Nate, I also love group work, but I can see the challenges that come along with it. Just as a question, when do you feel it is right to have group work? Sometimes I feel like I should know my students a little better before they run off and work within their groups. Just a thought!
ReplyDeleteI don't think it is something you introduce your first week. I feel like certain content opens it's self up to group work more than others, and that we will know that difference when it comes along.
DeleteWhat skills do you think we need to develop as teachers in order to better facilitate group work?
DeleteYou talk a lot about the limitations of group work. What i mean is are there certain skills we can improve in order to mitigate some of the potential issues with group work?
Thanks for sharing Nate.
ReplyDelete1) When incorporating Multimedia, make sure it works! (looks like a photo link broke)
2) I encourage you to continue digging into effective cooperative learning..there are places for long term and short term groups depending on what we are trying to accomplish!
Hmmm all links seem to work on my end. I will investigate both points you listed!
DeleteNate I also have so many questions on cooperative learning. Something I read is that the short term grouping with constant reevaluation of groups is beneficial. Here is one link http://www.edweek.org/tm/articles/2013/05/20/fp_olszewski.html
DeleteNate,
ReplyDeleteI assign groups a little differently. I look at each student and determine their weaknesses and strengths (which means you really have to know your kids and it might take a month or two for you to be able to "group" them this way). I group them strategically based on their differences. For instance, if I have a student who is super tech-savvy and one who is not, I put them together. Their collaboration will help one another in more ways than just completing the project. Another fun strategy I use is putting my high achievers with my low achievers. The kids who excel will help and mentor those who have a more difficult time. This helps by developing the high achievers leadership abilities and helps the low achievers accomplish their goals, which in turn makes them excited to continue to do their best.
Keep up the awesome work!