ANNELIES DE GROOT
Item 11:
I coach students to mastery
Supporting Quotes
“Great teachers and coaches… take ownership of student learning and view student failure… as an indication of their own shortcomings” (Goodwin & Hubbell, 2013)
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“Viewing teachers as coaches, however, shifts that paradigm and places the onus on both pupil and coach to improve performance and develop mastery.” (Goodwin & Hubbell, 2013)
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“By engaging students in issues of concern to them, from global warming to world hunger, authentic learning awakens in learners the confidence to act” (Lombardi, 2007b)
Resources
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David Wees has many short blog posts that speak to different ways and reasons to ensure full content knowledge and application: https://davidwees.com/
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This presentation provides many examples of different types of assessments educators can use in the classroom to ensure comprehension: https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?slide=id.g583166bc_1_40
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This Edutopia Playlist has many videos on how to use varying assessments to measure growth towards mastery in students' learning: https://youtube.com/playlist?list=PL78DBBF9B5434D640&feature=shared
Application
Mastery means many things in the classroom. When coaching towards a standardized test, in theory it means completing 100% of the problems 100% of the time. In my opinion, it means being able to apply problem-solving skills to a wide variety of problems. Summative assessments in the test-prep classroom come in the form of full-scale practice tests, which provide data related to types of questions. Over time, these practice tests should show percent improvement. Ethan and I assess improvement regularly throughout classes through formative assessments, and gauge improvement class-by-class. The practice tests show direct application of skills and, in Ethan's case, a very adept application.