Diversity 2010, 2, 331-352; doi:10.3390/d2030331 diversity ISSN 1424-2818 www.mdpi.com/journal/diversity Article Pre-Columbian Earthworks in Coastal Amazonia Stéphen Rostain UMR 8096 “Archéologie des Amériques” CNRS, Panthéon-Sorbonne University, Maison René Ginouvès, 21 allée de l’Université, Nanterre 92023, France; E-Mail: [email protected]paris10.fr; Tel.: +33-1-46-69-25-02; Fax: +33-1-46-69-25-08 Received: 4 December 2009 / Accepted: 28 January 2010 / Published: 2 March 2010 Abstract: As in other parts of Amazonia, pre-Columbian Indians have profoundly modified the coast of the Guianas. Between 650 and 1650 AD, Arauquinoid people occupied a territory that was approximately 600 km long and used the raised field technique intensively before the European conquest. They erected thousands of raised fields of various shapes, dug canals, ditches, and pathways, and built artificial mounds to establish their villages. All these earthworks changed forever the face of the coastal flooded savannas and their ecology. Such labor was probably organized under the leadership of a central authority: it seems that Arauquinoid societies were organized in a chiefdom system. Statistical calculations, based on the known surface area of raised fields and on their estimated productivity, suggest a population density of 50 to 100 inhabitants per km 2 . Pre-Columbian inhabitants of the Guianas coast carefully organized, managed and “anthropisized” their territory following a specific pattern. Keywords: Guianas; coast; savanna; agriculture; raised field; Arauquinoid; pre-Columbian Without mentioning the flooded Savannas that do not seem suitable for cultivation ([1], p. 51; author’s translation). OPEN ACCESS
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existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.
Scholarly approach to teaching:
Assessment 3
Carl Wieman
Science Education Initiative
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
(goals, objectives)
Learning outcomes, recall,…
Assessment 4
are statements that complete the sentence, “By this
end of this lesson/unit/course, you will be able to…”
begins with an action verb, typically chosen by the
cognitive Bloom’s Level of the outcome (remember,
comprehend, apply, analyze, evaluate, create)
clarify to the students and to the instructors the
what it means to “understand” the concept
[Intro Astronomy] deduce from patterns in the properties of
the planets, moons, asteroids and other bodies that the Solar
System had single formation event.
Scholarly approach to teaching:
Assessment 5
Carl Wieman
Science Education Initiative
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
assessment
Vocabulary check: assessment
Assessment 6
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
formative assessment summative assessment
Feedback and Practice that Enhance Learning [2]
Assessment 7
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning.
Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC
Feedback and Practice that Enhance Learning [2]
Assessment 8
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning.
[G]oals can direct the nature of focused practice, provide
the basis for evaluating observed performance, and shape
the targeted feedback that guides students’ future efforts.
[p. 127]
[T]argeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance.
[p. 141]
Feedback and Practice that Enhance Learning [2]
Assessment 9
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning.
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level
Aside: exploring these characteristics
Assessment 10
analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [1])
contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [1])
Scenarios
Assessment 11
feedback at
appropriate level
feedback not at
appropriate level
productive practice unproductive practice
practice is goal-directed practice not goal-directed
timely feedback untimely feedback
Find the person with the same
colored sheet as you. Fill out
the sheet together.
Feedback at Appropriate Level Feedback not at Appropriate Level sp
ort
/hobby _
_______________
ed
uca
tion
__________________
Productive Practice Unproductive Practice sp
ort
/hobby _
_______________
ed
uca
tion
__________________
Practice Goal-directed Practice not Goal-directed sp
ort
/hob
by _
_______________
ed
uca
tion
__________________
Timely Feedback Untimely Feedback sp
ort
/hobby _
_______________
ed
uca
tion
__________________
Assessment
16
What kind of assessment introduces and supports
goal-directed, productive practice while giving
timely feedback at an appropriate level?
Assessment 17
CTD Weekly Workshops: Assessment
tinyurl.com/AssessmentSp2013
Robert Talbert
tinyurl.com/RobertTalbertRubric
Poster and Presentation Grading Rubric
Rubrics…
Assessment 19
goal-directed
[G]oals can direct the nature of focused practice,
provide the basis for evaluating observed
performance, and shape the targeted feedback that
guides students’ future efforts.
targeted feedback
[T]argeted feedback gives students prioritized
information about how their performance does or
does not meet the criteria so they can understand
how to improve their future performance.
Rubrics…
Assessment 20
need to be given BEFORE and BUILT INTO assignment
outline what it takes to improve: path to improvement
offer an appropriate level of challenge (defined by
the learning outcomes)
support growth mindsets (see Dweck [3])
give students opportunities to practice being
metacognitive
Take Away:
Assessment 21
Plan your course
by synchronizing and
aligning your learning
outcomes, activities and
assessments.
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
References
Assessment 22
1. National Research Council (2000). How People Learn: Brain, Mind,
Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.
Cocking (Eds.),Washington, DC: The National Academies Press.