🔥Teachers On Fire Podcast
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https://www.youtube.com/@TeachersOnFire 24-02-2018 01:07:31
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We can walk & chew gum.
Most assessment evidence should not be quantified, steer clear of a gradebook, & be used formatively.
AND
We can periodically examine the preponderance of evidence to verify learning (i.e., summative purpose)
It's not a zero-sum game.
#ATAssessment
Nothing like some Saturday time with someone in my time zone!
Thanks to Tim Cavey of 🔥Teachers On Fire Podcast for joining me in the virtual studio today for the #Optimalist . Exploratory conversation is my favorite.
Coming soon!
Ian Doktor 🔥Teachers On Fire Podcast
Chey & Pav
Lasting Learning with 𝓓𝓪𝓿𝓮 𝓢𝓬𝓱𝓶𝓲𝓽𝓽𝓸u Ed.D.
Teach Outdoors with Lauren MacLean - Teach Outdoors
Assessment, UDL, and Design Thinking: A Conversation with Lynnette Earle (she/her) 🔥 twitter.com/i/broadcasts/1…
After a gruelling week, I'm thrilled to record with some great people this morning:
🔥 Chip Baker- The Success Chronicles on the Success Chronicles
🔥 Lynnette Earle (she/her) on the Teachers on Fire podcast
🔥 Sara Candela on The Optimalist podcast
Looking forward to some great conversations!
Funny how when you take time to get to know ss and talk to them about their needs, the IEP is just extra validating info. Ss are not just documents, they are humans. #inclusion #bced Dr. Shelley Moore, PhD Lee Ann Jung, PhD
Julie Stern I take issue with 'all external validators' - as least as I read it. Teachers in a non-graded setting should still be assessing and giving feedback on learning, for multiple reasons. Good, positively-oriented feedback can be motivating, as well as constructive criticism.