Partner Reading Project

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by Richard Watson1 view·Updated Sep 19, 2020
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  1. in this week's reading of the design of learning environment.
  2. Mhm first thing right off that had talked about us
  3. that things have changed over the last 100 years.
  4. The way of teaching it doesn't mean that they were
  5. teaching wrong, Ah, 100 years ago.
  6. Um, but methods have changed.
  7. Also, goals for outside, you know, goes for learning to
  8. change employment.
  9. And, yeah, how people work or what they do with
  10. that knowledge has changed.
  11. So now they have to reassess how they're learning what's
  12. being taught.
  13. Um, and how it's understand, understood.
  14. Similar with sports sports have changed over the last 100
  15. years, probably more rapidly recently with technology, um, and understanding
  16. statistics, different things on how they choose professionals for athletes.
  17. Um, also the equipment that's available to on them.
  18. And now we're even moving into video games.
  19. Sports video games is a sport which I think will
  20. be very popular here, you know, as it continues to
  21. rapidly grow.
  22. I think in the next 10 20 years it will
  23. probably a completely different discussion, um, for the same thing
  24. with education, it continues to evolve over time, and it's
  25. going to rapidly change to over the next decade or
  26. two also talked about the changes in educational goals.
  27. Right off was one of the first points.
  28. Um, we're moving from the factory model again, just pumping
  29. through the product, being students coming through a, you know,
  30. a factory line of preset way of teaching and things
  31. that they're gonna learn and then out spits the final
  32. project product.
  33. If you look at it again, relate mint to sports
  34. in our theme is factory.
  35. Yeah, mass produced items.
  36. It's not the top quality you want.
  37. You know, most professional athletes end up relying on custom
  38. made a better fit for purpose item for them that's
  39. molded directly to them.
  40. Um, so they take a current mold state of a
  41. foot if they're doing a shoe or a hand for
  42. a glove or head for the helmet on.
  43. And then, though of shoot teeth now weightlifting mouthpieces air
  44. showing to increase strength properly more than mouthpiece custom will
  45. increase your dead left on your bench press.
  46. Um, anyway, so with kids, you know, whatever current state
  47. that they're coming at, we're looking at okay, not all
  48. kids in the same they don't all have the same
  49. history saying background on every single subject.
  50. Especially, we looked at the current state of what kids
  51. are, and then we want to build and improve upon
  52. that current state.
  53. That's the new goal.
  54. So the two portions I read as partner to was
  55. assessment centered environment and keep principles on assessments are, um,
  56. providing the importance of providing feedback throughout continuously and especially
  57. in time for allowing them to do revision.
  58. So they do that through drafts of, you know, turning
  59. in rough drafts on presentations or or papers and then
  60. allowing them that feedback or doing testing or questions.
  61. You know, it could be formal or informal.
  62. Um, he back just to see if if it's right,
  63. the teacher I interviewed gave a good example on how
  64. he would he would just do it in the middle
  65. and asked for the feedback.
  66. Right then that's another point is it could be the
  67. feedback could be instantaneous.
  68. Um, or it could be, you know, later.
  69. Over time, it doesn't have to be, um right then
  70. and then Congrats.
  71. We need to make sure that feedback, uh, it matches
  72. with their learning goals.
  73. Each individual student And then they had two major usage
  74. formative and summited.
  75. So let's go over the formative first.
  76. So the formative kind of hit on that a little
  77. bit with the drafts.
  78. A za preparing for presentations A lot of times, some
  79. teachers will you do a mock presentation or a practice
  80. presentation that could give feedbacks and tweets right then that
  81. they that way, they have a better direction in sport.
  82. Um, if you have a coach that will provide that
  83. feedback instantly that we don't develop, that happens to, um,
  84. it's not.
  85. Practice makes perfect, but it's really perfect.
  86. Practice makes.
  87. So if you practice the wrong way a lot of
  88. times, a lot of times it takes more work.
  89. Toe. Get rid of that bad habit that you learn.
  90. So having that instant feedback right there, whether it's a
  91. coach or a video recording or something that allows you
  92. thio to see what you're doing wrong, Um, and then
  93. you want to make sure that they understand, um, what's
  94. being taught?
  95. The lesson, the material, and not just memorizing towards the
  96. test again.
  97. That's part of the problem when you have, you're just
  98. giving feedback at the end, Um, because it's too late
  99. at that point, and they're just memorizing e.
  100. That is handy, and that is important sometimes to Dio.
  101. But it's even better if they can't internalize it, not
  102. just memorize it.
  103. Um, and then the continuous feedback, which already hit on,
  104. provide feedback throughout, and not just at the end.
  105. Then another important thing of the formative assessment is being
  106. able to self assess teaching the students to be able
  107. to assess themselves and assess the um, there appears as
  108. well, then that will help them not only in school
  109. but also in life, uh, sports.
  110. If you're able, you know the professional, the ones that
  111. achieve are the ones that can send.
  112. Look at what they're doing wrong, um, for what?
  113. They could do better.
  114. And they become again experts in that field.
  115. They're experts at whatever they're currently doing.
  116. If it's baseball player, they're they're an expert at that
  117. swing. They know exactly what they did wrong the moment
  118. they did wrong, because they've done it right 100 times
  119. on they've learned how to self assess and self correct.
  120. They can also get feedback to their peers.
  121. That's a lot of times I come better than than
  122. just from a teacher anyway.
  123. Um, the other no form of assessment is the summit
  124. tive the sensitive It's it measures what was learned again.
  125. A test at the end, um, feedback on a paper
  126. corrections. It's unfortunately it is the most used.
  127. It's often used infrequently because it's only done usually at
  128. the end of it, and by then it's a little
  129. late because, yeah, they're moved on to the next item
  130. once they get that grade.
  131. But it is important to because it's just like a,
  132. you know, athlete sports.
  133. Your training for that event in that event helps measure
  134. your training.
  135. I did enough because I was able to accomplish this
  136. Iran. You know, I met my time I was first
  137. place, or I might have been fifth place last time
  138. and now in fourth place this time.
  139. So there's little corrections obviously worked out.
  140. Um, and I do sports often.
  141. Right now, it's I do a lot of jiu jitsu,
  142. and we make those micro adjustments and feedback.
  143. Every day for the tournament in the tournament is the
  144. overall test.
  145. Then I get my feet back at the end on
  146. whether my hand is held up and I'm on the
  147. the podium getting my medal, but again, that happens only
  148. at the end.
  149. So I need those micro feedbacks continuously ahead of time
  150. rather than that one time every other month or so
  151. when I can.
  152. And that was the reading.