Lane+Clark

=Lane Clark = Wow! I'm really glad that I came to this course and only wish more of our cluster had taken up the opportunity. On Day One Lane looked at: Lane's thinking is applicable in primary, intermediate and secondary areas. She is often in New Zealand and one presenter I would definitely look at to speak to our whole cluster. @http://www.laneclark-ideasys.com/index_new.htm
 * the subjectivity of assessment and how we use criteria - the need to moderate and unpack, e.g. so what does "mature argument" REALLY mean?
 * Blooms and its revisions - why it CAN'T be hierarchical
 * using graphic organisers for thinking - to develop skills, processes and content
 * the importance of content and key events - how can we solve problems of the future if we don't look at how powerful key events in the past have been in shaping our present?

 If it is your intention to truly prepare our students for the 21st Century and avoid a return to the 20th C within our classroom practice then this is the course for you! Teachers make every other profession possible and in a fast changing world, deciding what to include and what leave out is important.

if it’s your intention to increase student engagement, and foster each student's ability to learn how to learn for themselves; if you aim to cultivate social support and enable and empower learners to realise high expectations then this workshop is for you.

If we aspire to promote deep knowledge and deep understanding; if we believe in rigorous curriculum that connects to real-world contexts and is truly significant for our students - we need to change the way our classroom learning is planned, implemented, assessed and evaluated.

This workshop invites you to examine current beliefs and practice. It offers a fresh and practical approach to re-thinking and re-engineering how teachers teach and how learners learn. It brings to life the revised NZ curriculum.

This intensive workshop provides the road map to designing consistently objective, fair, valid, educative, comprehensive and transparent assessment practice. You will develop your ability to design criteria for student use that directly links to the standards provided in your curriculum documents. You will explore the relationships that exist between brain research and criteria, thinking process and criteria, learning process and criteria; and develop the practical skills to engage your learners in student self-assessment, evaluation, goal setting and monitoring.

Student-written reports; student led interviews; and an approach that empowers learners to independently develop rigorous criteria will be examined.

Continue/Begin your journey toward the design of truly effective criteria for teachers and kids!