Descriptive Essay Lesson

Descriptive Essay Lesson-67
And, even the best teacher will still be prone to errors of bias – this kind of comparative decision making will help protect us against that.This kind of exercise is a brilliant, efficient way to rewrite or write your curriculum for teaching writing, right from primary school.” which is why I am quite obsessive about looking at evidence of impact. But, using comparative judgement, all those 20 ideas keep getting compared to each other, until we end up with the best one.

Applause to @NSMWells in first place and @ashmore_edu just in second place, with infit scores of 0.73 and 0.74 respectively. This also reveals that increasing the number of judgements helps – they judged 72, 50 and 37, respectively.

Fourth on the list is a teacher at my school, only in his second year of teaching. I came in at fifth place, with 0.89, although I made only 19 judgements (I didn’t want to make too many in case I was way out of line with the rest of the judges) No, really!

For example, as predicted, I would not have picked the number one choice as my own.

For me, the second option is more powerful, and I would probably have placed the winning idea third – but I was wrong.

I’ve made several videos showing students that planning the ending is actually sufficient when writing a story.

The activities above, however, suggest that students can craft a great ending without planning. The stunning premise of this book is that experts never hold enough information to make the best decisions.However, if we can aggregate the opinions of a wide range of people who have different parts of the whole picture, the aggregated judgement is as good or better than the smartest expert in the group.In other words, we can't look at the painting and immediately say "that's a house" or "that's a bowl of fruit." To the untrained eye, abstract art looks a bit like a child's finger-painting--just brightly colored splotches on a canvas. Avoid abstract language—it won’t help the reader understand what you're trying to say! Concrete: The sun was shining and a slight breeze blew across my face. Concrete: I liked writing short, rhythmic poems and hated rambling on about my thoughts in those four-page essays. It also revealed 4 teachers who had scores of over 1.2.What should they do, or you do if you lead a department?The top two suggestions might both be viewed as a planning template.We could simply tell our students to follow these as a plan, no matter what the question.Again, my instinct is that we don’t prioritise sentence variety, and it is for this very reason.However, our instincts as experts in English appear to have told us that this will automatically improve the whole piece of writing – even in the assessment objective in which it is not directly assessed.


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