- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
http://www.nytimes.com/2011/01/21/science/21memory.html?pagewanted=2&_r=1&sq=to really learn, quit studying and take the test&st=cse&scp=1
This article, on the topic of assessments, discusses an experiment performed with students who studied information in different ways. They compared the outcomes, and concluded that different methods of studying/input cause different types of remembering/retrieving. Studies like this should inform our thinking about the best ways to test, preemptively how to TEACH, and how to teach students to study, for their maximum learning. Because learning is not just about performing well on a test, but about understanding, associating, and using the information productively in different contexts.
This article, on the topic of assessments, discusses an experiment performed with students who studied information in different ways. They compared the outcomes, and concluded that different methods of studying/input cause different types of remembering/retrieving. Studies like this should inform our thinking about the best ways to test, preemptively how to TEACH, and how to teach students to study, for their maximum learning. Because learning is not just about performing well on a test, but about understanding, associating, and using the information productively in different contexts.