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Issue 4, September 2018
In this issue, Susan-Marie Harding, Research Fellow, University of Melbourne, provides a synthesis of her 2018 IEA Assessment Conference presentation on teaching self-regulated learning skills, we continue to explore terminology in the educational space, and look at a case study focused on literacy conventions for improved communication skills and assessment consistency.
Teaching self-regulated learning skills
Students who are able to regulate their own learning can modify and monitor their behaviour using metacognition, motivation, self-awareness, and self-efficacy to reach a desired learning outcome. The evidence strongly supports the notion that students should be explicitly taught how to regulate their own learning so they have the capacity to become lifelong learners at school and into adulthood.
Terminology in brief
Our ‘Terminology in brief’ articles delve into terms mentioned in one or more of our articles or case studies. These are designed to assist understanding of subject and research specific terminology, which may not be equally understood across faculties and may be interesting and useful to readers. Shorter definitions can be found in our wordlist.
This article delves into the TEAL method of structuring paragraphs in the body of an essay. Each letter represents a different part of the structure: Topic sentence, Evidence, Analysis, and Link to the question.
Deliberate design, backward design, or backward planning, is a widely accepted concept that was first introduced to the education sector in the late 1940s by Ralph W Tyler in an era where administrators were preoccupied with student testing. Find out how deliberate design offers a planning framework for teachers to develop more purposeful and effective teaching.
Case studies in focus
Improving written responses through the use of subject-wide literacy conventions
In his case study, Jacob looks at identifying literacy conventions that students can utilise and teachers assess as a means of encouraging strong communication skills in extended written response, and improving assessment consistency.
Congratulations to the new Certified Educational Assessors graduates!
- Andrew Harris
- Catherine Pearce
- Jo Knight
- Mari Foody
- Sally Hodgson
A collection of quotes, articles, and other interesting references exploring broad themes around assessment.
The new art and science of teaching expands on the previous edition, The art and science of teaching, offering a framework for substantive change which places the focus on student outcomes.
- Marzano, RJ 2017, 'The new art and science of teaching', Solution Tree & ASCD, Indiana
Carol Ann Tomlinson and Jay McTighe discuss Understanding by Design and Differentiated Instruction and how to combine principles of the two to create lesson plans to teach essential knowledge and skills for the full spectrum of learners.
- Tomlinson, CA & McTighe, J 2006, Integrating differentiated instruction and understanding by design, ASCD, Virginia
Co-author, Grant Wiggins, provides an overview of Understanding by Design. Includes classroom examples.
- Wiggins, G 2012, 'What is UbD? Grant Wiggins answers, with video cases', Grant Wiggins, viewed 6 August 2018, www.youtube.com
Imagine where you want to be someday. Now, how did you get there? Retrograde analysis is a style of problem solving where you work backwards from the endgame you want. It can help you win at chess -- or solve a problem in real life. At TEDYouth 2012, chess grandmaster Maurice Ashley delves into his favorite strategy.
- Ashley, M 2013, 'Working backward to solve problems', Ted-Ed, viewed 8 August 2018, www.youtube.com
Understanding by Design (UbD) is a framework for improving student achievement. Emphasising the teacher's critical role as a designer of student learning, UbD™ works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.
- McTighe, J 2013, 'What is Understanding by Design? Author Jay McTighe explains', Hawker Brownlow Education, viewed 8 August 2018, www.youtube.com
In an era preoccupied with student testing, Tyler introduced the idea that curriculum should be dynamic, constantly evaluated and revised rather than static. There should be as much time spent on evaluating plans as there is on assessing students.
- Tyler, RW 1949, Basic principles of curriculum and instruction, University of Chicago Press, Chicago
Ralph W. Tyler discusses curriculum at the 1976 Milwaukee Curriculum Theory Conference. From the Museum of Education’s Readers’ Guide to Education exhibition
- Tyler, RW 2016, 'Historic video footage of Ralph W Tyler' at the 1979 Milwaukee Curriculum Theory Conference, Museum of Education's Readers' Guide to Education Exhibition, viewed 8 August 2018, www.youtube.com
William G Wraga explains the Tyler rationale in the historical context in which Ralph Tyler developed it in order to provide a greater understanding of the rationale.
- Wraga, WG 2017, 'Understanding the Tyler rationale: basic principles of curriculum and instruction in historical context' in Espacio, Tiempo y Educacion, vol. 4, no. 2, pp 227--252