Complete portfolio Diana Londoño 2018 Complete Portfolio 2018.

Chapter 10 Assessment in the Partnering Pedagogy

1. What are the roles of assessment, in general and in partnering?
2. What types of assessment are most useful for partnering
students?
3. How can we assess the progress of all participants in the
educational process?

USEFUL ASSESSMENT

Beyond Just Summative and Formative

Ipsative Assessment

Rrefers to beating your personal best.25 Ipsative is the kind of

assessment used, for example, in sports. No one gives you a number or

letter grade.

REAL WORLD ASSESSMENT

“360-degree”

whereby a person’s work is assessed not only by his or her

bosses and peers but also by the people who work for him or her. An

equivalent for teachers would be if you were assessed each year not only

by your administrators, but also by your fellow teachers and your students.

SELF ASSESSMENT

ASSESSING PARENTS’ PROGRESS

Parents, as everyone knows, are crucial to their kids’ education. Today

most parents are caught, just as we all are, in the great changes of our

times, and most are as perplexed as the rest of us about what to do.

-Involve your students’ parents as much as you can.

Use as much technology as you can to communicate to parents what

you are doing, in whatever language(s) they speak.

Encourage your students to share their positive classroom experiences

frequently with their parents, and their enthusiasm,

Chapter 9 Continuous Improvement Through Practice and Sharing

1. How can I (and my students) continuously improve through
iteration, practice, and sharing?
2. How can I (and my students) move to higher levels of
partnering?
3. How can I (and my students) eliminate boredom?

Most current students have been schooled, up till now,
under the old paradigm of being told and asked to regurgitate. Learning on
their own, with their teacher as a coach and guide, is a new experience for
most of them.

There are three main routes to continuous improvement: iteration,
practice, and sharing.


ITERATION 

 Repeat a process until you get the goal
 Remove things that doenst work

, keep a journal.

A great strength of the partnering pedagogy is

that not every student has to do things the same way.                  

Taking Motivating Strategies From Video Games

The designers of the best games

manage to accomplish many of the things we, as partnering teachers, are

looking to do to motivate our students, so we can and should use many of

the same motivational techniques that game designers use.

The older, predigital generation was raised not to share—their motto was “knowledge is power; keep it close to the vest"
while the generation of digital natives (which includes most of our students) has grown up thinking that sharing information (by posting, blogging, texting, tweeting, etc.) is precisely how you get recognition and power. The motto of the younger generation, if it had one, would be
“sharing is power.”

Prensky suggest that the best way to share info is making a short video, other way is spaking with colleagues.

PARTNERING TIPS

Talk with your students,

Find and consult with colleagues who teach in your subject and

grade level who have tried this before and have been successful.

Search the Web for good examples of partnering. The best

places to start are probably YouTube, SchoolTube, and

TeacherTube.

Think about the tools (nouns) associated with those verbs.

Prensky conclude giving several advices of how the  teachers could be successful becoming partnering teachers, its important been conscious with the difficulties it could appear in the way, that doesnt mean its impossible.it just needs more effort and patience

Chapter 8 Let Your Students Create

1. How can I elicit maximum creation from my students related to
their learning?
2. How can I help my students engage in world conversations?
3. How can I continually raise the bar for my students’ creations?

A REAL, WORLD AUDIENCE

today’s students can create for, and share their work with, a world
audience.

TEACHERS TIPS

Ask yourself: What could my students create and share with the

world that would enhance their learning? Now go ask your students

the same question. Are there differences between their ideas and

yours? Encourage your students to create and share those things, and

jointly review whatever feedback arrives.

be careful not to praise work, or evaluate

it highly, just because it uses technology.

When asked to
communicate something, express an opinion, or give a logical explanation,
it is fine if students want to write a traditional essay. But a blog post,
video, animation, game, game design, or even a rap song might
demonstrate equally well that they know and understand the material.

Carefully listening to
students and letting them act on their likes and desires

Chapter 7. Understanding the Nouns, or Tools

GUIDING QUESTIONS

1. Am I familiar with all the types of tools available?

2. Can I guide students to the right tools for the skills they are learning?

3. How do I get more information when I need it?

In this chapter Prensky is giving us a several list of many nouns or (tool) that could be useful in the class depending of the subject the students’ needs to learn.

The following tools are the ones that Hames an I choose for our subjects:

ARTS:

3D (Three-Dimensional) Printers.

VERBS supported by these tools:

exploring, experimenting, modeling, designing, innovating,

tinkering, making, presenting.

Animation Tools:

Adobe ,

. VERBS supported by these

tools: writing, creating, designing, making.

Comics Creation Tools: This software makes it easy for

students to create and tell stories in the multiple-panel style of

comic books. Mashon.com,

Flash: This software program sold by Adobe, is the tool now

used for almost all the animation found on the Web, and the free

Flash Player is built in to every new web browser

ENGLISH

Spelling and Grammar Tools: 

Microsoft Word and other word-processing programs are often taken for granted.

Audiobooks: 

VERBS supported by these tools:

reading, listening, finding, reflecting, thinking critically, personalizing.

Big Think: 

(www.bigthink.com) creates, and posts short videos from well-known experts in a

variety of fields.

ARTS AND ENGLISH

Alternate Reality Games (ARGs) These games involve

combinations of computer and real-life elements that require players to solve complex puzzles and problems by combining information from a wide variety of sources. 
VERBS supported by these tools: analyzing, exploring, finding, listening, reading, searching, verifying, watching.

Collaboration Tools: These software tools enable individuals and teams at various computers to work together from anywhere in the world.

Social Networking Tools: Facebook (cf), MySpace, Twitter (cf), and LinkedIn, as well as virtual worlds such as Second Life and the young peoples’ worlds of Whyville and Club Penguin. Ning (cf) is an example of a social networking tool that can be created and customized by students and teachers.

chapter 6: Using Technology in Partnering

Guiding questions

1. What is the role of technology in partnering?

2. How can I ensure that students use all the technology available?

3. How do I choose the appropriate nouns, or tools, for students to use?

Teachers tips

Point out to students all technologies that are available.

watch carefully as students use the technologies and present with

them,

Encourage, or even require, students to make use of as many different

technologies as possible

ABOUT THE CELL PHONES.....

Hold a discussion with your students about whether and how they

want to use their cell phones for learning.

Games—The Great Potential Motivator

Prensky suggest many game games in ortder to help students learning, like: Dimension M and Lure of the Labyrinth for math, SlinkyBall and Waste of Space for physics, Darfur Is Dyingand Food Force for social studies, and The Grammar of Doom for English.

As a conclusion of the chapter, Prensky gives few solutions to the teacher who don´t have technology in their classes, one of them is pretend, manage hypothetical situations with their  students assuming  they have technology.

Chapter 5: Content to Questions, Questions to Skills

1. What is planning in partnering?

2. How do I translate the curriculum into guiding questions?

3. How can I focus on the appropriate verbs?

what does “planning” mean in

the partnering pedagogy?

the most important is almost

certainly translating the content of lessons into the questions you will ask

to guide students to the information and learning they need, without you

having to tell it to them.

CREATING GUIDING QUESTIONS

The partnering pedagogy is all about asking students

the questions before, rather than after

1. Big or overarching questions, which some may refer to as the goals or

objective of the lesson (but in question form).

2. More detailed incremental or supporting questions.

When planning, always think about what you can ask students, rather

than what you can tell them.

CONSIDER

1. Can my students understand the guiding questions?

2. Are the guiding questions open-ended, and do they require a complex

answer?

3. Will my students need to learn important content knowledge and a

variety of skills and tools to answer the guiding questions?

4. Do the guiding questions allow me to create a local context for the

topic(s) under study and have students solve a real problem?

Give students the questions, rather than the  answers

Relating Guiding Questions to Student Passions.

Frequent Decision Making

Socratic Questioning