Here are some additional resources to my post ‘roadmap’ concerning learning targets, success criteria, and considering when and how to modify, abandon, or double-down:
How Clear Expectations Can Inhibit Genuine Thinking in Students
Throughout that first week of school and on into the school year, Karen was reliably consistent with her students. Still, the thinking remained largely elusive, and the culture seemed never to approach a true culture of thinking. Classes started promptly with a review of homework. New procedures were cheerfully explained, questions answered, and new practice sets given for homework. True to her word, scores were posted on the bulletin board beside the door each week, and students were informed at the beginning of class if any assignments were missing or late. At times it seemed like each student in the class had made an internal calculation regarding how much attention needed to be paid to complete the homework successfully or prepare for the looming test. Each student operated just slightly below this threshold and rarely stretched beyond it, creating an atmosphere of compliance and passivity.https://www.kqed.org/mindshift/46442/how-clear-expectations-can-inhibit-genuine-thinking-in-students
A Critique of Instructional
Objectives by James McKernan*
The ‘objectives model’ of curriculum planning, predicated upon behavioral performances, has become the dominant form of curriculum planning in Europe and elsewhere in the world. This paper argues that the objectives model is satisfactory for training or instruction, but falls down when applied to a true sense of ‘education’. The paper outlines 13 limitations on the use of educational objectives. It is argued that those interested in using objectives are guided by evaluation as an assessment rather than principles of procedure for education. Education is about the process of ‘travelling’ on an educational journey – not about ‘arriving’ at a destination.
Keywords: instructional objectives, limitations of objectives, curriculum planning, process model.
A Grading Strategy That Puts the Focus on Learning From Mistakes
Alcala also projects “favorite mistakes” on the board that they talk about as a class. And students get time to look at their own mistakes and figure out where they went wrong. The other advantage of highlighting is that she can call attention to things that she won’t necessarily take points off for, but that she wants students to notice. For example, she might highlight that they didn’t put the correct units in a word problem. They got the math correct, so Alcala is not worried they won’t be able to move forward, but she wants to remind them that units are important.https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes