doubet part 2a sa handout · 2011. 2. 23. · 2/22/11 6 spending’a’million’ dollarsonmy’...

2/22/11

1

Beyond the Test: Using Authen,c Assessment to Drive Instruc,on and Capture Student Engagement and Understanding

NESA Spring Educators Conference

Kris>na Doubet, Ph.D. James Madison University Harrisonburg, VA

Part 2: Designing Differen,ated Summa,ve Assessments to Capture Student Engagement and Understanding

NESA Spring Educators Conference

Kris>na Doubet, Ph.D. James Madison University Harrisonburg, VA – USA

What’s the Measure of a “Quality” Summa6ve Assessment?

1.__________________

2.___________________

Reflect

Revise

Revise

Reflect

Big Ideas of discipline/ Understanding of student development

Objec6ves: Understandings, skills, and facts; standards integrated

2/22/11

2

Over Arching Principle: What Would an Expert Do?

How do I make sure an Assessment is Authen>c?

•  Think about what an expert in the field would do.

•  Consider the GRASPS format (UbD): – Goal – Role – Audience – Situa>on – Product/Performance – Criteria for Success

Language Arts Example •  Goal: To convey the “story” of a novel through music

•  Role: Movie Producer

•  Audience: Various Songwriters

•  Situa>on: A novel, ___________, is being made into a major mo>on picture

and is in need of a soundtrack. You must choose 6 songs to represent this novel

in a soundtrack and convince the songwriters to give you permission to use

these songs in the compila>on

•  Performance: Choose a song that would represent the book’s theme, perspec>ve, major conflicts, main character(s), sebng, and plot (6 songs total)

and compose some sort of communica>on (lecers, emails, phone or Skype

transcripts, etc.) to the songwriters documen>ng your explana>on of why each

song is a perfect match for the story element you’ve chosen it to represent.

You must also, in the process, convince the songwriters that the story is worthy of their acen>on and that it is worthy of representa>on by their song.

Readiness

Learning Profile

Interest

If tasks are a close match for their skills

If tasks ignite curiosity or passion

If the assignment encourages students to work in a preferred manner

2/22/11

3

The “Readiness” Connec>on •  Goal – Growth •  Grouped according to READINESS for a par>cular learning task – What is the difference between “readiness” and “ability”

–  How do we determine “readiness?” –  How would this encourage flexible grouping?

– Who might benefit from this, especially?

The “Readiness” Connec>on

•  Goal – Growth •  Grouped according to READINESS for a par>cular learning task –  “Readiness” reflects an understanding of the dynamic nature of intelligence

–  Readiness is determined by forma>ve assessment –  “Readiness” mixes students up and facilitates flexible grouping because readiness changes depending upon the par>cular skills required

–  “Readiness” recognizes that gihed students aren’t gihed in everything and that struggling students have areas of strength, too.

Social Studies KUDs (M. Davis) •  Students will UNDERSTAND THAT…

–  …different experiences produce different perspec>ves –  …our perspec>ves determine our values and beliefs –  …when perspec>ves differ, conflict can result

•  Students will KNOW… –  Patriots, Loyalists (Tories), King George III, First and Second Con>nental

Congresses, Declara>on of Rights, Olive Branch Pe>>on, Thomas Paine’s Common Sense, Declara,on of Independence

–  The perspec>ves represented, addressed, and neglected by the Declara,on of Independence

•  Students will BE ABLE TO… –  Compare and contrast the perspec>ves of key players in the American

Revolu>on –  Analyze and evaluate the acempts by the Patriots to change Bri>sh and

Loyalist perspec>ves –  Dis>nguish the values revealed by the Declara,on of Independence –  Create responses from perspec>ves of underrepresented groups of people

Social Studies Example

•  Expert in the field (Film Consultant)

•  Design a GRASPS task: –  Goal – To ensure all historical perspec>ves are accurately represented in modern-‐day media portrayals

–  Role – film consultant for a remake of ______ (book/ar>cle)

–  Audience – the film’s producers, directors, actors –  Situa>on – This film was about to go to press when one of the producers realized the film was not telling the whole story. You’ve been hired to make edits and revisions/addi>ons

–  Product/Performance – You will revise the “script” with notes to the producer about suggested edits and revisions. You will also supply at least one addi>on to represent a missing perspec>ve. This scene can be wricen, story-‐boarded or filmed

–  Criteria for Success – See rubric

2/22/11

4

What’s the Point?

Readiness

Growth

Interest Learning Profile

Motivation Efficiency

Mo>va>on Occurs when we have a

kinship with . . .

Interest in . . .

Passion for what we are

aTemp6ng to learn.

Interest

Piaget, 1978

•  Adapted from Ellyn Shaw, Environmental Science, Boise ID

Science Learning Menu ON Chemical Problems in the Environment

Main Dishes and Side Dish:

• Goal – To inform the public about environmental issue in their community

• Role -‐-‐ Environmental Consultant

• Audience – Town Council Mee>ng Acendees

• Situa>on – You have been hired to research and report on the past pacerns, current condi>ons, and future trends of an environmental issue. Be sure to stress the impact his problem will have on your community.

• Product – Mul>-‐media Presenta>on

Desserts:

See Dessert Menu for addi>onal Roles, Goals, and Products

Main Dishes – Do ALL Side Dishes – Pick ONE Desserts – Do as MANY as you like

Science Menu ON Chemical Problems in the Environment

Intended student outcomes (e.g. big ideas, facts, skills) • Understandings:

• The environment is a system; change to one part of the system results in changes in the other parts. • Humans and their natural environment exist in an interdependent relationship with one another. To be an effective citizen, it is necessary to know how to deal with problems related to science and technology

• Facts • Chemical problems that currently affect our environment • Location and characteristics (cause and effect) of these problems

• Skills: • Discuss environmental problems in terms of location and impact • Trace past and present trends and predict future patterns • Utilize charts and graphs to display findings

2/22/11

5

•  Select a chemical problem in the environment and –  Define and describe the difficul6es is presents –  Be sure to discuss why, where, and to whom/what

•  Your choices are: –  Global warming/Greenhouse effect –  Ozone deple6on –  Acid Rain –  Pollu6on –  Water Pollu6on (including thermal pollu6on and land/ground pollu6on)

•  Develop a mul6media presenta6on that… –  …includes an annotated map showing where the problem exists, what/

who is affected by it, and the degree of impact –  …describes present and future solu6ons –  …presents your recommenda6ons.

MAIN DISHES (You must do ALL of these…) SIDE DISHES (You must do at least one of these…)

•  Determine the approximate costs of the problem of one badly affected region and develop a graphic that shows total costs and what makes the costs (for example: Health costs, clean-‐up costs, lost revenues from land, etc.)

•  Develop a 6meline of the evolu6on of the problem over the last 100 years, including significant dates, and factors that contributed to the change. Take the 6meline into the future based on your current understanding of trends associated w/ the problem.

DESSERTS (You may do as many of these as you like)

•  Create a Gary Larson-‐type cartoon or an editorial cartoon that makes a commentary on the problem. See your teacher for examples.

•  Prepare a fic6onalized account, but based on scien6fic fact, of a person who lives in a badly affected area. Your goal is to put a human face on the problem.

•  Develop a 60-‐second YouTube public service announcement to raise audience awareness of the problem and introduce posi6ve ac6ons ci6zens might take to improve the prognosis for the future.

Spending a Million Dollars on my Dream Learning Goals: Students will understand that…we can represent the same mathema>cal

rela>onships in mul>ple ways; math helps us to communicate and make decisions

Students will know…propor>ons, decimals, frac>ons, percents, equivalence, various forms of graphs

Students will be able to…research per>nent mathema>cal facts; budget to $1,000,000; represent rela>onships via decimals, frac>ons, percents, and graphs; reflect on learning.

Adapted from Clara Hockman in Teaching Reading in Social Studies, Science and Math by Laura Robb, NY: Scholas>c, 03, p.174).

$

ROLE: An Entrepreneur seeking a One Million Dollar Grant AUDIENCE: Grant Commission SITUATION: A local philanthropist is offering one million dollars to a start-‐up business that will bring economic growth to your community PRODUCT/PROCEDURE: Choose a future goal or “dream” and conduct research to find out exactly how much it would take to make that dream come true. Compile a grant applica>on including a budget not to exceed $1,000,000.00 and give a detailed breakdown of how and where the money will be spent. Represent this informa>on graphically as well as via decimals, percents, and frac>ons. Keep a log of sites visited, decision making process, and final conclusions about your dream and what math has revealed about achieving it.

2/22/11

6

Spending a Million Dollars on my

Dream: A Horse Farm

45%

24%

10%

5%

4%

4%

2% 1.6 %

1

%

Category Total Fraction Decimal Percent

Land $240,000 240,000 1,000,000

0.240000 24%

Building Materials

$450,000 450,000 1,000,000

0.450000 45%

8 Horses $ 40,000 40,000 1,000,000

0.040000 4%

Farm Equipment

$100,000 100,000 1,000,000

0.100000 10%

Food (Initially)

$ 20,000 20,000 1,000,000

0.020000 2%

Horse Supplies

$ 50,000 50,000 1,000,000

0.050000 5%

Vet $ 16,000 16,000 1,000,000

0.016000 1.6%

2 Farm hands

$ 30,000 30,000 1,000,000

0.030000 3%

Trainer $ 40,000 40,000 1,000,000

0.040000 4%

Utilities $ 10,000 10,000 1,000,000

0.010000 1%

Insurance $ 4,000 4,000 1,000,000

0.004000 .4%

3%

A RAFT… •  …is a creative, fun strategy that encourages writing across the curriculum.

•  …can be used in in the following manners: –  A Unit “Hook” –  A “Sense-Making Activity” within a unit (lesson) –  A Summative Assessment at the end of a unit –  A Jig-saw –  A Test Review

•  All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to student readiness levels.

RAFTs can… •  Be differen>ated in a variety of

ways: readiness level, reader/nonreader, learning profile, and/or student interest

•  Be used as summa>ve products •  Be used to reinforce specific skills by

keeping one column consistent while varying the other columns in the RAFT grid Be created by the students (or include a blank row for that op>on)

Possible RAFT Formats

•  Adver>sement •  Advice Column •  Applica>on •  Cartoon •  Commercial •  Editorial •  Email •  Essay •  Eulogy •  Facebook Profile

•  G-‐chat •  Interview •  Invita>on •  Memo •  Monologue •  News Story •  Pamphlet •  Pe>>on •  Resume

o  Skit o  Slogan o  Tape o  Text Message

o Warning o Wall Post o Will

o  Debate o  Yearbook

2/22/11

7

Equivalent Frac>ons

ROLE AUDIENCE FORMAT TOPIC

1/4 1/8 Picture with captions

I don’t care if you LOOK bigger, I AM bigger

1/2 2/4 Text Message

Can you believe we’re twins?

1 3/5 8/5 Conversation I think we’re the same. Let’s see…

Becy, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC

•  Could each be used as a summa>ve assessment?

•  If yes, what would be the common criteria for success?

•  If not, how would you use it… or how would you change it to make it suitable for use as a summa>ve assessment?

•  When you’re finished, use the template to begin designing your own RAFT

Sample Research in Support of Interest Differen>a>on

Csikszentmihalyi, M. (1990). Flow: The psychology of op,mal experience. New York: Harper and Row.

•  Condi6ons for flow are clarity about purposes and the par6cipant’s sense that the task is within his or her capacity to act. Flow encourages the par6cipant to seek out new challenges to grow. Interests foster skills needed to develop talent. Flow is the strongest predictor of student engagement and of how far he or she progresses in a content area.

Renninger, K. (1990). Children’s play interests, representa>ons, and ac>vity. In R. Fivush & J. Hudson, Knowing & remembering in young children. Cambridge, MA: Cambridge University, Emory Cogni>on Series, Vol. 3, 127-‐165.

•  When students are interested in what they study, there is a posi6ve impact on both short and long term memory.

CAT -‐ 2010

What’s the Point?

Readiness

Growth

Interest Learning Profile

Motivation Efficiency

Tomlinson ‘03

2/22/11

8

Learning Profile

It’s all about Efficiency: How do you learn – or share what you’ve learned – best?

Sternberg’s Triarchic Theory of Intelligence

Sternberg posits that there are three types of intelligence:

Creative

Analy>cal

Prac>cal

We all have some of each of these intelligences, but are usually stronger in one or two areas than in others. We should strive to develop as fully each of these intelligences in students, but also recognize where students’ strengths lie and teach through those

intelligences as ohen as possible, par>cularly when introducing new ideas.

Hertberg/Doubet – UVA – 2006

Source: Sternberg, R. (1997) What does it mean to be smart? Educational leadership. 54, 6. Accessed 1/25/2004 from http://www.psych.utoronto.ca/~reingold/courses/intelligence/cache/sternext.html.

Why does this Macer?

The study found that “Students whose instruction matched their pattern of abilities performed significantly better than the

others. Even by partially matching instruction to abilities, we could improve student achievement.”

A Yale study, based on the premise that intelligence has analytical, creative, and practical aspects, shows that if

schools start valuing all three, they may find that thousands of kids are smarter than they think.

Teaching Triarchically

•  Offering students choices that reflect Sternberg’s three intelligences:

•  Crea>ve Intelligence •  Prac>cal Intelligence •  Analy>cal Intelligence

•  These assignments are centered around the same learning goals, but are designed for their intelligence strengths. This way, students learn new material more efficiently and successfully.

•  The goal is to eventually strengthen all three realms of intelligence – to stretch students beyond their comfort zones.

2/22/11

9

I Like… •  Designing new things •  Coming up with ideas

•  Using my imagina>on

•  Playing make-‐believe and pretend games

•  Thinking of alterna>ve solu>ons

•  No>cing things people usually tend to ignore

•  Thinking in pictures and images

•  Inven>ng (new recipes, words, games)

•  Supposing that things were different

•  Thinking about what would have happened if certain aspects of the world were different

•  Composing (new songs, melodies)

•  Ac>ng and role playing

Sternberg & Grigorenko, 2000

Intelligence Type – Robert Sternberg

This type of intelligence is demonstrated by those who are crea6ve, insighful, intui6ve, innova6ve, or able to cope easily with new situa6ons. These people do not always do well on tradi6onal methods of assessment, because they are able to see “around” the ques6ons – to think outside the box.

Source: Sternberg, R.J. (1997b). A triarchic view of giftedness: Theory and practice. In N. Colangelo & G.A.Davis (Eds.), Handbook of gifted education, 2nd Ed. (pp. 43-53). Boston: Allyn and Bacon

Three different types of intelligence:

I Like… •  Analyzing characters when

I’m reading or listening to a story

•  Comparing and contras>ng points of view

•  Cri>cizing my own and others’ work

•  Thinking clearly and analy>cally

•  Evalua>ng my and others’ points of view

•  Appealing to logic •  Judging my and others’

behavior

•  Explaining difficult problems to others

•  Solving Logical problems

•  Making inferences and deriving conclusions

•  Sor>ng and classifying •  Thinking about things

Sternberg & Grigorenko, 2000


This is the type of intelligence typically thought of as “school smart” It can include linear and sequen6al ability. Students with this type of intelligence are able to dissect something and understand its parts. Analy6c giiedness is most oien measured by tradi6onal scholas6c/intelligence tests.


Three different types of intelligence, cont’d:

2/22/11

10

I Like… •  Taking things apart and

fixing them

•  Learning through hands on ac>vi>es

•  Making and maintaining friends

•  Understanding and respec>ng others

•  Pubng into prac>ce things I learned

•  Resolving conflicts

•  Advising my friends on their problems

•  Convincing someone to do something

•  Learning by interac>ng with others

•  Applying my knowledge

•  Working and being with others

•  Adap>ng to new situa>ons

Sternberg & Grigorenko, 2000 BACK


People with this type of intelligence are able to put ideas into ac6on. They can apply knowledge and insight to everyday realis6c situa6ons; hence, they are good “nego6ators” and know how to “work the system.” They can “put wheels” on the analy6c and synthe6c intelligences.

Three different types of intelligence, cont’d:


Example: Persuasive Techniques

Crea6ve Roughly sketch a story-‐board of a new book in which Pigeon uses more effec>ve argumenta>ve techniques than he did in the previous book. Include an “authors note” that explains your choices.

Prac6cal Which of Pigeon’s

argumenta>ve techniques have people

used with you? How effec>ve were they?

Explain. What kinds of techniques usually work

best on you?

Analy6cal Evaluate the pigeon’s argumenta>ve techniques. What was his most convincing point and why? What was his

least convincing point and why? Give him some specific pointers to improve his power of persuasion.

Learning Goal for Ac>vi>es: Students will understand that our power of persuasion depends upon our choice of tools.

Persuasive Techniques

Adapted from: Sternberg, R.J. (1997b). A triarchic view of giftedness: Theory and practice. In N. Colangelo & G.A.Davis

(Eds.), Handbook of gifted education, 2nd Ed. (pp. 43-53). Boston: Allyn and Bacon.

Psychology: Freud’s Dream Theory 1.  Design an experiment to test a theory of dreaming 2.  Compare Freud’s theory of dreaming to Crick’s theory. 3.  What are the implica>ons of Freud’s theory of dreaming for your life?

Literature: Wuthering Heights 1.  In what ways were Catherine Earnshaw and Daisy Miller similar? 2.  Why were Catherine and Heathcliff cruel to each other? How do you see

that play out in real life and what can be done about it? 3.  Write an alterna>ve ending to the novel uni>ng Catherine and Heathcliff in

life.

Mathema6cs 1.  Describe a story or case study illustra>ng how “catastrophe theory” might

be applied to psychology 2.  How is this mathema>cal proof flawed? 3.  How is trigonometry applied to the construc>on of bridges?

Which set could be assigned “as is”?

2/22/11

11

Creative Thinker

Acracted to novelty, likes to produce knowledge or ideas instead of consuming them, sees the world from a unique perspec>ve, ohen prefers working alone, does not like to be rushed toward comple>on of tasks, ohen works in “bursts,” with long periods of incuba>on (which can look like unproduc>veness) followed by quick, highly produc>ve working periods, ohen has unique sense of humor.

Needs: support with sebng deadlines and >melines, open-‐ended assignments with structure, assignments that allow for crea>ve thinking and novel products, support working with other students, frequent outlets for crea>ve thought, support with turning “ideas” into “reality.”

Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and becer way to ____________. Make connec>ons between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspec>ves to help us think about ____________.

CREATIVE Prompts

Applications of Triarchic Teaching For Crea,ve Thinkers… Examples Across the Curriculum: CreaDve

•  (a) Create an alterna>ve ending to the short story you just read that represents a different way things might have gone for the main characters in the story.

•  (b) Invent a dialogue between an American tourist in Paris and a French man he encounters on the street from whom he is asking direc>ons on how to get to the Rue Pigalle.

•  (c) Imagine if the government of China keeps evolving over the course of the next 20 years in much the same way it has been evolving. What do you believe the government of China will be like in 20 years?

•  (d) Suppose that you were to design one addi>onal instrument to be played in a symphony orchestra for future composi>ons. What might that instrument be like, and why?

•  (e) Predict changes that are likely to occur in the vocabulary or grammar of spoken Spanish in the border areas of the Rio Grande over the next 100 years as a result of con>nuous interac>ons between Spanish and English speakers.

2/22/11

12

Analy>cal Thinker

Likes to break things into its parts, likes to know how things work, enjoys facts as well as ideas, likes to argue, acracted to logical thinking and logical ideas, likes to “think” as opposed to “doing,” typically does well at school tasks, enjoys solving problems, can focus for long periods of >me on a single task, may balk at “crea>ve” assignments, likes to find one, right “answer,” may see things as black and white

Needs: assignments that require thought as opposed to rote memoriza>on, extended assignments that allow for focused, long-‐term study, “problems” to figure out, >me to discuss ideas with others, support with how to present ideas in a non-‐argumenta>ve way, support with listening to and accep>ng others’ ideas, opportuni>es to struggle with open-‐ended ques>ons that have no right/wrong answer

• Show the parts of _________ and how they work. Explain why this is important. • Explain why ____________ works the way it does and defend your answer. • Diagram how _____________ affects ____________ and explain why this rela>onship is important. • Iden>fy the key parts of ____________ and explain how they affect one another. • Present a step-‐by-‐step approach to _____ and defend your proposal.

ANALYTICAL Prompts

Applications of Triarchic Teaching for

Analy,cal Thinkers Examples Across the Curriculum:

AnalyDcal

•  (a) Analyze the development of the character of Heathcliff in Wuthering Heights. Is he a becer person at the end? Explain.

•  (b) Cri,que the design of the experiment (just gone over in class or in a reading) showing that certain plants grew becer in dim light than in bright sunlight.

•  (c) Judge the ar>s>c merits of Roy Lichtenstein’s “comic-‐book art,” discussing its strengths as well as its weaknesses as fine art.

•  (d) Compare and contrast the respec>ve natures of the American Revolu>on and the French Revolu>on, poin>ng out ways both in which they were similar and those in which they were different.

•  (e) Evaluate the validity of the following solu>on to a mathema>cal problem and discuss weaknesses in the solu>on, if there are any.

•  (f) Assess the strategy used by the winning player in the tennis match you just observed, sta>ng what techniques she used in order to defeat her opponent.

2/22/11

13

Prac>cal Thinker

Likes to see the real-‐world applica>on of things, excellent at implemen>ng plans, a “doer,” highly effec>ve in making things “happen,” organized, less interested in ideas than in ac>on, likes to move and do when learning, can be an excellent leader, may struggle with crea>vity-‐for-‐crea>vity’s-‐sake assignments, may resist comple>ng assignments for which they see no real-‐world purpose, can work very well in group situa>ons, may not be tradi>onally “book smart”

Needs: Hands-‐on ac>vi>es, assignments that are connected to the real world, opportuni>es to share ideas with prac>>oners and experts, experiences with more crea>ve, open-‐ended ac>vi>es, support with being pa>ent with ac>vi>es for which they see no immediate applica>on, opportuni>es to lead (even when they are not the highest achievers, these students can be highly effec>ve at leading groups and delega>ng responsibili>es)

• Demonstrate how someone uses ________ in their life or work. • Show how we could apply _____ to solve this real life problem ____. • Based on your own experience, explain how _____ can be used. • Here’s a problem at school, ________. Using your knowledge of ______________, develop a plan to address the problem

PRACTICAL Prompts

Applications of Triarchic Teaching for

Prac,cal Thinkers Examples Across the Curriculum:

PracDcal

•  (a) Apply the formula for compu>ng compound interest to a problem people are likely to face when planning for re>rement.

•  (b) Use your knowledge of German to greet a new acquaintance in Berlin.

•  (c) Put into prac,ce what you have learned from teamwork in football to making a classroom team project succeed.

•  (d) Implement a business plan you have wricen in a simulated business environment.

•  (e) Render prac,cal a proposed design for a new building that will not work in the aesthe>c context of the surrounding buildings, all of which are at least 100 years old

2/22/11

14

Evalua>on Criteria •  Do all three assignment op>ons address the same learning goal(s)?

•  Do all three assignment op>ons seem to employ the same degree of rigor?

•  Does each of the assignment op>ons match its profile’s descrip>on?

It’s Your Turn!

•  Develop a Sternberg assignment for your content area. Use the Triarchic Template or follow these steps: –  Begin by establishing your Learning Goals –  Use the prompts found in your packet to help you brainstorm different task op>ons for each intelligence preference. Then, select and refine one task from each preference. Describe it in detail (sufficient explana>on for students to complete)

–  Devise and describe an introduc6on or hook (4), evalua6on criteria (“e.g., each answer must include…”, or a rubric) & closure for the tasks.

Tips for Teaching Triarchically

•  Some of the >me, teach analy>cally, helping students learn to analyze, evaluate, compare and contrast, cri>que, and judge.

•  Some of the >me, teach crea>vely, helping students learn to create, invent, imagine, discover, explore, and suppose.

•  Some of the >me, teach prac>cally, helping students learn to apply, use, u>lize, contextualize, implement, and put into prac>ce.

•  Some of the >me, enable all students to capitalize on their strengths.

•  Most of the >me, enable all students to correct or compensate for their weaknesses.

•  Make sure your assessments match your teaching, calling upon analy>cal, crea>ve, and prac>cal as well as memory skills.

•  Value the diverse pacerns of abili>es in all students.

Sample Research on Learning Profile Differen>a>on

Grigorenko, E. and R. J. Sternberg (1997). “Styles of thinking, abili>es, and academic performance.” Excep,onal Children 63, 295-‐312.

•  Students taught with a learning profile match outperformed those taught in a more tradi6onal manner.

-‐ Grigorenko & Sternberg, 1997. -‐Sternberg, R., Torff, B., & Grigorenko, E. (1998). Teaching triarchically improves student achievement. Journal of Educa>onal Psychology, 90, 374-‐384. -‐Saxe, G. (1990). Culture and cogni>ve development: Studies in mathema>cal understanding. Hillsdale, NJ: Erlbaum.

•  There are achievement benefits to addressing student learning profile or thinking preferences during the learning process, even if the final assessment is not in the learner‘s preferred mode.

Sternberg, R., Torff, B., & Grigorenko, E. (1998). Teaching triarchically improves student achievement. Journal of Educa,onal Psychology, 90, 374-‐384.

•  Students who learned and expressed learning in preferred learning modes outperformed students who did not have that opportunity.

CAT -‐ 2010

doubet part 2a sa handout · 2011. 2. 23. · 2/22/11 6 spending’a’million’ dollarsonmy’...

Documents