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0 sats \ 0 replies \ @cryotosensei OP 9h \ parent \ on: What have you learnt at/from SN this year? meta
The hope Bitcoin yields is life-changing
Gemini operates in Singapore, and yes I had those questions too.
The worst thing about Gemini recently is that I have to declare the source of my funds every time I receive a payment - is it from my wallet or someone else’s? I stopped using it after that
Do new ideas come to your mind as you walk, even if you don’t feel like you have captured anything particularly worthy?
lol I haven’t entirely mastered Obsidian. I still haven’t figured out how it is supposed to be my second brain haha
What is the title of your and @grayruby’s podcast ah? I knew you mentioned it before, but I didn’t make a note of it. Sorry.
Ah! No wonder you are/were into freebitcoin’s prediction games haha
20 sats \ 1 reply \ @cryotosensei OP 21 Dec \ parent \ on: Ramen at Kumamoto Station food_and_drinks
Well it made you realise your tolerance limit for spiciness xP
Thank you for this candid and comprehensive coverage of your testing methods and philosophies. I bookmarked your comment & consider it as part of my professional development.
I think it’s awesome that you set yourself a boundary that it’s not your job to teach your kids how to write. Setting boundaries is so vital to assuaging teacher’s guilt (because there is always more that we can do for our students but if we keep giving n giving and have nothing left in our tank, are we good for our students). It sets your mind free to focus on impart content and critical thinking skills. I can feel your conviction with regard to your classroom discussions xP. Even for unmotivated and least-progress students, I believe that they can be reached. Taking the focus on assessments and just exploring how to apply this concept encourages them to process the content. And this is the best we can do in our classroom.
Given that you @Shugard is going to be a father soon, I would suggest that you explore structures and processes so that you can replicate your assessments year after year rather than have to slog through students’ work every year.
In regard to your resistance about MCQ tests, how about giving your students a list of high-frequency, high-utility words at the start of your course? I teach dyslexic students myself and find that preteaching the vocab gives them more time to assimilate it into their minds. Also, when you set tests, I’m sure you will keep your sentences short and sweet and use images and charts and diagrams to aid reading. Perhaps you can design the kind of MCQ test that you yourself will be challenged and excited to take.
In regard to writing assignments, instead of essays, would case studies be feasible? In Singapore, for economics, we have a paper in which students are required to apply their understanding of concepts on case studies, let’s say inflation in the developed world. If you want to raise the bar, you can have two case studies and get them to compare between them *cue evil laugh 👿 *. The good thing about case studies is that you break the marks allocation assigned for an essay into smaller parts, say 3-4 questions. This makes marking more manageable and breaks the monotony. Your students will also benefit because they will be less likely to lose control of their ideas while writing haha.
The last thing I want to say is that we use a Terms of Specification which is aligned with Bloom’s Taxnomony. Specifically, when we set a major assessment, we must allocate 50% to remembering and understanding, 30% to applying and analysing and 20% to evaluating or even creating. Something like that. I think this will help you when you craft your tests. Even if you set straightforward items that you deem as giveaway questions, you don’t have to feel so shitty about it because hey, you have the remaining 20% aimed to protect the integrity of your assessment.
Just my two sats’ worth