This clip used in Sir Ken Robinson's presentation at EduTECH 2014 and shows the results of a simple experiment that regarding how articulated expectations of a right answer influence the creative effort / capacity of students to take risks.
When the pressure is taken off and students' work is graded satisfactory or not - rather than graded A to E, students feel free to take more risks - hence be creative.
Sugata Mitra's research showed that if adults step aside, and give less 'help' children can work out so much more for themselves - and the learning really becomes their own.
Ewan McIntosh relayed how we as teachers are often satisfied with students first or second attempts and demonstrated the power of continual feedback from a wider audience in promoting more superior student work.
Sugata Mitra's research showed that if adults step aside, and give less 'help' children can work out so much more for themselves - and the learning really becomes their own.
Ewan McIntosh relayed how we as teachers are often satisfied with students first or second attempts and demonstrated the power of continual feedback from a wider audience in promoting more superior student work.
The school library is in a pivotal position to offer opportunities and conditions conducive to cultivating creativity in learners. How can we also make it a place where students can gather real feedback on their work in order to improve?
Read more: Grading Systems - SCHOOL, HIGHER EDUCATION - Students, Grades, Teachers, and Learning - StateUniversity.com http://education.stateuniversity.com/pages/2017/Grading-Systems.html#ixzz34EwtnJn9
