Two-Column Notes

Date:
10/26

Name:
Kristen Tabesh

Class/Subject:
EDTL 2760
Topic or Chapter
Educational Leadership, Newman and Wehlage

Page #

The Text Says

Notes (key concepts, direct quotes, etc.)

I Say
My notes, commentary

To define authentic achievement more

precisely, we rely on three criteria that are
consistent with major proposals in the
restructuring movement: (1) students
construct meaning and procedure
knowledge, (2) students use disciplined
inequity to construct meaning, and (3)
students aim their work toward production
of discourse, products, and performances
that have value or meaning beyond
success in school
Even activities that place students in the
role of a more active, cooperative learner
and that seem to respect student voices
can implemented in ways that do not
produce authentic achievement

It is hard to decide what achievement really

means to an individual. Does it mean they are
properly disciplined? Because some students
have very natural success in schools. While this
is not the case with most studentsI think it
something worth mentioning. I think intrinsic
motivation is also a big factor in student
achievement.

From knowledge is shallow (1) to

knowledge is deep (5), the next scale
assesses students depth of knowledge and
understanding. This term refers to the
substantive character of the ideas in a

Well I must say that I hope this is not always

the case. As a future teacher, I aspire to create
active lesson plans that lead to student success
and achievement. In every dull lesson plan that
I see or observeI try to find ways in my head
that I would do them better. Make them more
interesting.
I think it is interesting that this was mentioned
in this article. There are a lot of ways to
decipher if knowledge is shallow or deep.
One way teachers can really assess this is
through in class formal and informal

lesson and to the level of understanding

that students demonstrate as they
consider these ideas
Knowledge is treated unevenly during
instruction; that is, deep understanding of
something is countered by superficial
understanding of other ideas. At least one
significant may be presented in depth and
its significance grasped, but in general the
focus is not sustained

assessments. If the knowledge intake of the

students is shallow, you will be able to see
that in an assessment, and decide what needs
to be done with the student to make their
knowledge level reach deep.
I see this a lot during my field placement.
Students seem to have some very superficial
understanding of knowledge when they are not
understanding---but just want to get through
the work.

Connections to Previous Reading: I think that this ties in a lot to our previous reading from Bring Learning
Alive. This three page reading talks all about what essential questions need to be asked throughout a
lesson plan in order to reach a better understanding with students. This article also dissected what makes
good essential questions. Like the reading that was completed for Blog Post Seven, the reading from Bring
Learning Alive included a lot of examples that encourage students learning.