“It is simply this: do not tire, never lose interest, never grow indifferent—lose your invaluable curiosity… It’s as simple as that.”
Librarian of Congress James H. Billington put a priority on digitizing the entire collection. He was the lead for putting the Library of Congress resources online at http://loc.gov. During his tenure the library’s analog collections increased from 85.5 million items in 1987 to more than 160 million items in 2015. Librarian Billington retired in 2015. He died last week.
Read more about Librarian Billington’s life at this link: https://www.loc.gov/item/n80020417/james-h-billington-1929/
Happy Thanksgiving… What Thanksgiving wouldn’t be complete without Abraham Lincoln’s Thanksgiving Proclamation
I do therefore invite my fellow citizens in every part of the United States, …, to set apart and observe the last Thursday of November next, as a day of Thanksgiving and Praise to our beneficent Father who dwelleth in the Heavens. And I recommend to them that while offering up the ascriptions justly due to Him …, they do also, with humble penitence for our national perverseness and disobedience, commend to his tender care all those who have become widows, orphans, mourners or sufferers in the lamentable civil strife in which we are unavoidably engaged, and fervently implore the interposition of the Almighty Hand to heal the wounds of the nation and to restore it as soon as may be consistent with Divine purposes to the full enjoyment of peace, harmony, tranquility and Union.”~October 3, 1863
Lincoln and Thanksgiving (2016). Retrieved from: https://www.nps.gov/liho/learn/historyculture/lincoln-and-thanksgiving.htm
“There is nothing so practical as a good theory” Kurt Lewin (Lewin, 1951, p. 169).
Kuhn, M. H. (1951). LEWIN, KURT. Field Theory of Social Science: Selected Theoretical Papers. (Edited by Dorwin Cartwright.) Pp. xx, 346. New York: Harper & Brothers, 1951. The ANNALS of the American Academy of Political and Social Science, 276(1), 146–147. https://doi.org/10.1177/000271625127600135
Yesterday, I participated in a panel discussion at CCE Finland. #CCEFinland
The panel discussion addressed assessment. For my pre-panel post from yesterday, click here.
Here are my Top Ten Key Take-aways and my post-panel reflections:
1.) Every one of the 17 countries in attendance struggled with the concept of assessment.
(2.) When the topic of assessment is mentioned, most folks jump to the “summative” aspect when really there are at least 7 additional types of assessment.
(3.) In many countries, according to attendees, it is parents who are driving the standardized scoring. They want to know their child’s percentile number from the test and assign a heavy value on this numeral. IMHO: students feel this as pressure and not evidence of caring.
(4.) I advocate that there are five necessary forms of assessment, well really 6 forms of assessment that form a holistic representation of student learning.
(5.) Most testing /student assessment around the globe involves regurgitation of facts at lowest level of Blooms and with no inclusion of Krathwohl.
(6.) The push for Teacher assessment is gaining momentum (again) (but I question its overall value).
(7.) My recommendation is to teach the language of the test – this is not teaching to the test is it decoding and deciphering.
(8.) Most of what students are tested over is not rememberd by the students after the test.
(9.) Experiential learning and storytelling is a hook that helps memory
(10.) Educators are very interested in helping students achieve their very best learning snapshot through assessment.
It is a career highlight to serve on a panel discussion addressing assessment.
My Basic Question regarding assessment is “How Do We Know if They Are Getting Better at Learning… and we do we blame if they Aren’t?”
My question comes from my colleague John Barell who has written a book by this same title.
I asked this question to my national teacher professional groups and I received answers from many of them.
How do we know if we are sufficiently preparing the students of today for the challenges of the 21st century? Inquiry-based education leads to problem-solving and provides specific steps for pre, formative and summative assessment that informs instruction of 21st century skills.
Included in Dr. Barell’s book are examples that show how to use today’s technology in the classroom and how to use inquiry to develop and assess students’ ability to:
My PLN was a great resource of information. I received information, advice, and resources from educators in 10 states. Special thanks to Dr. Joyce King who provided so many timely resources.
One thing that stood out to me was the amount of summative assessment that currently occurs in U.S. classrooms. Specifically, testing days in the U.S. average 50 days out of 180 of state-standardized events plus 10 teacher-generated summative course-specific events per semester (20) for a total of 70/180 = 39%. The 39% figure does not count other forms of assessment such as formative assessment, reflection, student self- assessment, etc…
Check the blog tomorrow for my Top Ten Take-aways from the Panel Discussion.
Helen Teague, Citizen Reporter
#CCEFinland #Creative100 #HarnassingImagination