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Chapter Four – Describing Success January 23, 2014

Posted by jennienorgaard in ECS 410.
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In chapter four, it talks about the different ways in which success can be looked at. It talks about the idea that if teachers are not clear with what reaching success is suppose to look like for their students, how will they ever know/determine when their students have been successful? It emphasizes the importance it is for teachers to provide their students with a variety of different learning examples so their students can meet and strive for these standards. Students always ask questions like; “what do you expect to be done”, “is this good enough”, or “what does excellence look like?” These are all questions that relate to standards and learning outcomes. As teachers, I think it is extremely important to provide your students with a variety of samples demonstrating the criteria that is needed and expected for each assignment. If the criteria aren’t clearly set out for our students we are not allowing them the potential to achieve success. It is important to have a clear criteria set forth for the students so they can demonstrate their learning to their full potential, and samples are also a great way to give the students ideas of what is expected from them. This chapter deals mainly with different samples in which you can use in your classroom, which are most effective in different situations, how to use them and how they can help your students. I think that providing your students with these samples is one of the best ways to explain how you want things to be done. It is also a great source of feedback for your students and it helps the students understand how they can improve from these different samples that are provided for them. By providing these examples, it allows your students to demonstrate/represent their learning in ways they feel more confident and comfortable with. This way students don’t feel obligated to do an assignment in a certain way if they learn better or can demonstrate their learning more effectively in a different way. This way it doesn’t limit the ability to demonstrate what they know. 

From the hiking boots in this chapter, it asks us to collect a range of samples and analyze them to help our students recognize the importance of them and what to focus more on. I believe that providing students with different samples of work is one of the best ways to help them identify what is expected for the assignment. From these samples, the students can get a better understanding of what is expected for the assignment, get an idea of how long the assignment should be and get an idea of different topics/ideas they can do their assignment on. From this, the students can then identify if their thinking process is along the same lines, if they need to change what they were going to do or if they should take a totally different approach to the assignment than what they had originally had in mind. Apart from providing students with different samples of assignments I think it is key to include the feedback from these samples as well. This way students get a better understanding of not only what is expected but they also get an idea of how they can improve from these samples. This is a great way of providing a risk free environment in your classrooms! This way we are not providing barriers for our students and their learning abilities. Instead, we are guiding them in the correct direction to help them succeed in their learning. 

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