Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Learning Science Through Inquiry

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Teacher-TalkInquiry is the email discussion list for Learning Science Through Inquiry. Participants in the workshops, content guides, and Channel staff will participate in this discussion list throughout the broadcast of the workshop series.

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From: Meri Cummings ([email protected])
Date: Mon Nov 10 2003 - 10:44:14 EST

  • Next message: Kimberly Minton: "[Teacher-talkinquiry] Taking this workshop alone!"

    Hi, Mary Beth-

    I always include process science skills on my grade sheet. Processes
    are as important as parts of products. The best way I've seen to do
    this quickly is to use a check list of the skills you're looking for.
    It's faster to include a check than a number. You can even check the
    same box more than once or add a plus for additional emphasis. At
    whatever grading interval you choose (daily, weekly, quarterly), you
    can count all the checks as points for a grade.

    I hope this helps a little.

    Meri Cummings
    Center for Educational Technologies

    >Hello, folks.
    >Thanks to all of you who wrote me with suggestions for group grading
    >of projects in a grade-obsessive district. It's nice to see that
    >most of us seem to be in the same boat with regards to this issue,
    >and that a lot of my fellow teachers have backed me up in my
    >I have another question for y'all now. I just watched the video on
    >'embedded assessment,' and think this is a great idea. One of my
    >big concerns is that some of the kids I teach who really "get"
    >science aren't good producers, in that they don't necessarily write
    >well and thus don't get great grades on written projects and tests.
    >Conversely, some of my kids are real "producers," who will produce a
    >beautiful product when asked to write or produce a report, but who
    >don't really show much true understanding of deeper science theory.
    >I worry that I'm rewarding effort (which definitely has its place!)
    >but not always rewarding deeper, higher-level understanding of
    >I'd love to try to use more informal embedded assessment
    >(conversations, classroom observations) to somehow give credit to
    >all the kids - producers or not - who show strong science thinking
    >and problem-solving skills. My concern is how, in such a
    >grade-sensitive district, to go about rating students on such
    >informal observations. At some point, my observing that "Johnny
    >really thinks outside the box and comes up with clever solutions for
    >his group" has to be translated into a part of his calculated grade.
    >Does anyone have any suggestions? I'd love to hear them!
    >Forewarning: I've got 100 students in 5 classes; I'm never going to
    >make videos or audio tapes of all of them. It would take me all
    >year just to get to one class! :D
    >MB Clark

    Meri V. Cummings, Ph.D.                 E-mail:  [email protected]
    Laboratory Manager and                  Phone:   304-243-2499
    Science Resource Teacher                Fax:     304-243-2497
    NASA Classroom of the Future
    Center for Educational Technologies
    Wheeling Jesuit University                       @[email protected]
    316 Washington Avenue                           {----}
    Wheeling, WV  26003-6243                       ( >~~< )
    http://www2.cet.edu                            ^^ ~~ ^^

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