How to Know What Students Know

Autor/inn/en	Himmele, William; Himmele, Persida
Titel	How to Know What Students Know
Quelle	In: Educational Leadership, 70 (2012) 1, S.58-62 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Prompting; Feedback (Response); Student Participation; Learner Engagement; Thinking Skills; Cognitive Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Benutzerführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	"Total participation techniques" provide teachers with evidence of active participation and cognitive engagement from all students at the same time. These techniques function as formative assessments that help teachers accurately monitor progress, provide feedback, and modify instruction. Compared with the traditional question-and-answer scenario, they give teachers a lot more bang for their buck. One caution here: Teachers can have all their students participate in an activity and still provide a pretty shallow and forgettable learning experience. Great learning experiences need to include two components--high participation and high cognition. The first is obvious: All students need to actively participate in the activity. The second may not be so obvious: Ideally, all students should be immersed in activities that rely on higher-order thinking. Higher-order thinking makes the content stick. It requires students to make meaning by analyzing, making connections, and evaluating. It is much more student-constructed than teacher-delivered--and students love it. To ensure total participation and cognitive engagement in their classrooms, teachers must continually address the following questions: What higher-order prompts would support students in thinking deeply about the content? What quick tools can they use throughout their lesson that will give them evidence that each student is using higher-order thinking? This article offers some strategies that work. (Contains 3 figures.) (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10