- Subject index
“This excellent book is up-to-date with the expanding role of technology in education and offers endless ready-to-implement suggestions and plenty of illustrative material while linking everything to brain research. It is easy to understand, thoughtfully crafted, and right on the mark.”
—Beth Madison, Principal
George Middle School, Portland, OR
Engage, motivate, and inspire students with today's best practices
This third edition of what has become a classic methods text reveals the most current approaches to inspire and motivate students. Donna Walker Tileston engages readers with real-life classroom examples, proven techniques for reaching every learner, and up-to-date strategies, all outlined in her reader-friendly style. She incorporates the latest research on brain-compatible pedagogy and learning styles throughout the updated chapters on today's most critical topics, including: Using formative assessment for best results; Integrating technology to connect students' school and home lives; Differentiating instruction to inspire every student; Connecting with children of various cultures, including those who live in poverty; Creating a collaborative learning environment
Each chapter includes helpful lists, charts, and graphs. New and veteran teachers will find a treasure trove of invaluable tried-and-true strategies throughout this handy reference.
Chapter 8: Evaluating Learning with Authentic Assessments
Evaluating Learning with Authentic Assessments
Educators use grades primarily (1) for administrative purposes, (2) to give students feedback about their progress and achievement, (3) to provide guidance to teachers for instructional planning, and (4) to motivate students.
Assessment has become an important topic in the last few years and not just because of the controversy about high-stakes tests and standards. Educators have come to realize that good assessment provides a wealth of information about the diverse learners in the classroom. Formative assessment allows us a peek at the prior learning of our students, the possible skill gaps, and the time needed by students to learn new information and processes. Assessment tells us, as teachers, whether the instructional practices we use ...