Part II - Transforming the Rhythms and Swings of Student Learning
- By Juanita Malonson Holliman, Ph.D.
- Published 07/7/2009
- Education
- Unrated
Juanita Malonson Holliman, Ph.D.
Dr. Holliman is available as a presenter and/or consultant for workshops and seminar on the topics of: Assessment and Evaluation of Student Learning Outcomes, Implementing Critical Thinking Across Curriculum, Critical Thinking Teaching Strategies, Interpreting Educational Standards for Accreditation of Nursing and Allied Health Programs, Adult Education/ Context of Society, and other educational themes.
View all articles by Juanita Malonson Holliman, Ph.D.
In Part I, Transforming the Rhythms and Swings of Student Learning to Deep Learning Outcomes (African-American News&Issues, Vol. 14 Issue 14, May 6-12, 2009), the major focus was that of defining “Assessment and Evaluation,” as the first step, toward an understanding of educational concepts needed in order to teach students how to achieve higher levels of reasoning and intellectual understanding across subjects. Educators in all subjects imagined, are in constant search of answers to the question: “How do I help students to reason through content and to achieve intellectually deep and lasting learning? Superficial learning is almost always “Lost in Translation.”
To be in the best position to teach students to reason and to acquire deep and lasting learning, teachers must first understand that the very foundation of all systems of education in America are rooted deep in “Standards,” or a set of values, ideals, and acceptable knowledge and skills, society believes a person should know and understand once the individual, has completed a course of study for example, in Elementary/High School, Medical School, Nursing School, Law School, Police Academy, Social Work, or in another discipline. Standards lay the foundation for teachers to develop and implement course objectives, student learning outcomes, course content, teaching strategies, and terminal program objectives. Transparency and accountability in all areas of education means embracing that special responsibility by teachers to assess and evaluate the effects of their teaching.
Over the course of years of teaching experiences, attendance at numerous “Teaching Strategies Seminars and Workshops,” as well as experimental use of various teaching strategies and assessment tools, I devised a “Grading Rubric,” experimented with several classes, and found it be very useful as a tool to teach students how to reason through any content (reading, writing, oral presentations, and testing).
To acquire knowledge and deep-learning students must first learn the capacity to reason. Initially, students are taught the use of a “Conceptual Framework” for use when reasoning through courses and content. The hypothesis being, that all subjects, consist of parts or elements such as: A Problem, A Purpose, Concept(s), Assumptions, and Information (2006 Foundation for Critical Thinking).
Figure I present a grading rubric designed for use by students in classrooms across educational spectrums.
Figure I
GRADING RUBRIC
Readings Assignments, Article Critiques, Formal Presentations and Writing Assignments
Name:
Date:
Assignment:
SCALE
______________________________
0 1 2 3 4 5
1. What is the Purpose of this assignment? What learning outcomes do you expect?
2. Identify and define major Concepts inherent in this assignment:
3. What are your Assumptions or belief about the topic?
4. What Problem(s) is being address in an attempt to find answers?
5. Point of View— Present your point of view of the issues versus the view points of others
6. Information— What other information, facts, personal experiences, and data you feel is needed in order to support a conclusion?
7. Self-Evaluation: Do you feel that the thoughts you have communicated were clear, accurate, Precise, relevant, significant, deep, clear an fair? (Explain why).
Dr. Juanita Holiman is a creative, resourceful educator, with wide ranging leadership and management experiences, unique to institutions of higher learning. Also, she has extensive experiences in developing academic policies and procedures, in addition to, a wealth of knowledge and expertise in designing and developing traditional and non traditional courses and teaching methodologies.
To be in the best position to teach students to reason and to acquire deep and lasting learning, teachers must first understand that the very foundation of all systems of education in America are rooted deep in “Standards,” or a set of values, ideals, and acceptable knowledge and skills, society believes a person should know and understand once the individual, has completed a course of study for example, in Elementary/High School, Medical School, Nursing School, Law School, Police Academy, Social Work, or in another discipline. Standards lay the foundation for teachers to develop and implement course objectives, student learning outcomes, course content, teaching strategies, and terminal program objectives. Transparency and accountability in all areas of education means embracing that special responsibility by teachers to assess and evaluate the effects of their teaching.
Over the course of years of teaching experiences, attendance at numerous “Teaching Strategies Seminars and Workshops,” as well as experimental use of various teaching strategies and assessment tools, I devised a “Grading Rubric,” experimented with several classes, and found it be very useful as a tool to teach students how to reason through any content (reading, writing, oral presentations, and testing).
To acquire knowledge and deep-learning students must first learn the capacity to reason. Initially, students are taught the use of a “Conceptual Framework” for use when reasoning through courses and content. The hypothesis being, that all subjects, consist of parts or elements such as: A Problem, A Purpose, Concept(s), Assumptions, and Information (2006 Foundation for Critical Thinking).
Figure I present a grading rubric designed for use by students in classrooms across educational spectrums.
Figure I
GRADING RUBRIC
Readings Assignments, Article Critiques, Formal Presentations and Writing Assignments
Name:
Date:
Assignment:
SCALE
______________________________
0 1 2 3 4 5
1. What is the Purpose of this assignment? What learning outcomes do you expect?
2. Identify and define major Concepts inherent in this assignment:
3. What are your Assumptions or belief about the topic?
4. What Problem(s) is being address in an attempt to find answers?
5. Point of View— Present your point of view of the issues versus the view points of others
6. Information— What other information, facts, personal experiences, and data you feel is needed in order to support a conclusion?
7. Self-Evaluation: Do you feel that the thoughts you have communicated were clear, accurate, Precise, relevant, significant, deep, clear an fair? (Explain why).
Dr. Juanita Holiman is a creative, resourceful educator, with wide ranging leadership and management experiences, unique to institutions of higher learning. Also, she has extensive experiences in developing academic policies and procedures, in addition to, a wealth of knowledge and expertise in designing and developing traditional and non traditional courses and teaching methodologies.