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ERIC Number: EJ1002442
Record Type: Journal
Publication Date: 2012-Sep
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-1784
How to Know What Students Know
Himmele, William; Himmele, Persida
Educational Leadership, v70 n1 p58-62 Sep 2012
"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.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A