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香港六合彩

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忙冲过来。这速度,看得教练直叫香港六合彩停,哎,你现在倒跑得快嘛,平时叫你跑个五十米冲刺跟要命似的。王峰顾不得向教练解释,忙向马老师说...

忙冲过来。这速度,看得教练直叫香港六合彩停,哎,你现在倒跑得快嘛,平时叫你跑个五十米冲刺跟要命似的。王峰顾不得向教练解释,忙向马老师说,马老师,饶香港六合彩一次吧,香港六合彩一夜没睡,您就别追究了吧。追究什么?班主任一头雾水,搞不清王峰说什么。子允反应过来,瞪着大眼看王峰。这下轮到王峰雾水了,不知说错了什么话,香港六合彩从子允的眼神中得到提示,不要再说这事。噢,我是说不要追究香港六合彩……可惜为时已晚,班主任的思维已经被拉回到昨天,你说的是赵子允请家长的事吧?你不说我倒忘了。掉头对子允冷声道,哎,你家长什么时候来?王峰知道犯下大错,恨得抽了自己一耳光,马老师怪我多嘴,您就……子允看了眼王峰,摇着头用手捂脸。这是极其失望无奈的表现,是情不自禁跟中国队球员学的,香港六合彩做这动作的机会比较多。马老师见状,笑着对王峰说,你可真够朋友,可惜这次帮了倒忙。我说今天怎么没印象见过香港六合彩,原来还有这么一档子事。谢谢你。又转头对子允道,说句话嘛,别低着头像劳改犯。因刚对王峰笑过,对子允的话也改变许多,显然香港六合彩今天的心情比昨天好。我……我没什么好说的,我没请香港六合彩,香港六合彩太忙,没时间。子允又看王峰,王峰愧疚地向子允使眼色陪罪。子允理解香港六合彩,苦笑一下。我早猜到了,你这样的学生是不会乖乖回去跟家长说的。说这句话时,丝毫没有责怪的意思。子允琢磨不透马老师的想法,不敢轻易言语。那你准备什么时候跟你家长说?我不是什么时候都有空。呃……那等你有空再请香港六合彩来吧。子允壮着胆子取笑道。你不觉得我现在有空吗?马老师的口气硬起来。香港六合彩不喜欢自己的说话方式,子允倒吸一口冷气,身体蔫得像泄尽气的球,我……其实想……请香港六合彩的,毕竟老师是为我好……可香港六合彩晚上很晚才有空,比如十一点十二点,你看,这个时间您有空吗?说到这,子允才觉得该像王峰那样使用您。这话显然发挥效果,马老师忍住笑的脸上泛上一层红晕,你说我那么晚会有空吗?其实我现在也没空,不过在我有空前,你最好表现好些,不然我随时都有可以抽出空。子允咧开嘴笑开了,香港六合彩忽然觉得马老师很可亲很可爱,谢谢,谢谢马老师,我会以实际行动表现好的,您尽管放心。一定,一定,马老师,我会监督子允做到。王峰逮到补救机会,并用这样的话把离开的马老师伺候十几米远。教练跟在后面,而教练后面的子允却一屁股歪坐地上。送走班主任,王峰给队员们布置颠球练习,加强香港六合彩对球性的熟悉,自己则偷懒和子允聊天。想不到这么好的结果,不过要不是你,我也不会被老师盘这么久。子允还有些怪王峰的意思。是哎,我知道错了。王峰憨笑着挠了挠有些时尚气息的短发。不过,要不是你说出来,说不定我会畏缩一学期,说不定一学期都熬不到就得精神分裂了。现在太轻松了,轻松的滋味原来这么宝贵。Yohoo!子允伸开双臂大叫两声

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香港六合彩 香港六合彩 Presentation Transcript

  • Assessing Scientific Inquiry
    • Presented by:
  • Goals for Scoring Sessions
    • Learn to reliably score student work using the Scoring Guide.
    • Understand that knowledge of the scoring guide is needed to elicit scorable student work.
    • Score student work--anchor papers, “new” candidate anchor papers and your own students’ work.
    • Have fun and learn from each other!
  • A Science Challenge!
    • What do you know about straws and how you can use them to move objects?
    • We claim: “Characteristics of the straw will control how far you can blow the cotton ball”
    • Carry out a quick investigation (10 minutes)
    • As a team, report your findings to the group.
  • Assessing Your Inquiry
    • Fantastic!
    • Good
    • So-so
    • Needs work
    • Embarrassing
  • Enter the Scientific Inquiry Scoring Guide…
    • It defines the important aspects of a task,
    • provides clear assessment guidance,
    • and promotes uniformity of assessment and feedback to students/teachers .
  • Oregon's Scientific Inquiry Scoring Guide
    • Was developed to include the following…
      • Science content mastery as assessed with a standardized knowledge and skills test and
      • Science process which must be experienced and practiced.
        • Process (via work sample) is assessed using the scoring guide
  • What are the scoring dimensions?
    • 4 Dimensions :
    • Forming a Question or Hypothesis
    • Designing an Investigation
    • Collecting and Presenting
    • Analyzing and Interpreting Results
    • Can you build the scoring guide?.. Puzzle Activity
  • A, N, C Pattern…  
  • A,N,C…The Mysterious “Threads”
    • What do the “Threads” represent?
    • Why were they created?
    • Which are more important?
  • A, N, C…
    • A: Application of Scientific Knowledge
    • N: Nature of Scientific Inquiry
    • C: Communication
  • Scientific Inquiry in Your Classroom
    • Which dimensions do you already spend the most time doing in the classroom?
    • Activity: Chart your own classroom investigations into a dimension.
  • Scientific Inquiry
    • Scoring Scale
    6 5 4 Exemplary Strong Proficient 3 Developing 2 Emerging 1 Beginning
  • Scientific Inquiry Key Distinctions
    • Within the Threads…what differentiates a 3 and a 4?
  • Important Issues!
    • What do we mean by “preponderance of evidence?”
    • Can evidence from throughout the work be used to score each dimension?
    • Did you know, beginning this year, one work sample is required per year beginning in 4 th grade?
    • Phase In Schedule and Work Sample Guidelines and FAQ documents are located in Science Teaching & Learning to Standards http://www.ode.state.or.us/tls/science/
  • OK, OK Let’s do some scoring already!……But first, some rules.
    • Rules of the Road for scoring…
      • We are not here to change the guide.
      • We are not here to dispute the anchor papers or the tasks.
      • We ARE here to understand that experienced teachers have reached scoring consensus.
      • We ARE here to calibrate our scoring .
  • Scoring the First Anchor Paper!
    • The anchor paper: “for each Benchmark”
      • Met the Standards in each dimension
      • Why this score?
      • Make notes and discuss with a partner.
  •  
    • Assessment is only truly successful when results are used to improve instruction for individual students. -Johnson, 1987
    Scoring to Improve Student Success : Words of Wisdom
  • Remember the rules…
    • Rules of the Road for scoring…
      • We are not here to change the guide.
      • We are not here to dispute the anchor papers or the tasks.
      • We ARE here to understand that experienced teachers have reached scoring consensus.
      • We ARE here to calibrate our scoring.
  • Scoring more papers …
    • Remaining Anchor papers
    • Score each paper (whole numbers…be brave…and don’t peek!)
    • Compare at table, reach consensus?
    • Tally scores/reveal anchor scores
    • Be sure to align yourself with consensus scores.
  • Scientific Inquiry Documentation Sheet
  • Scientific Inquiry Scoring Sheet
  • Learning from student work…
    • What do we tell the student?
    • What do we learn as the teacher? How does this inform our instruction?
    • T-CHART the feedback …
  • End of Session #2 
  • Goals for Session #3
    • Introduce formative assessment
    • Provide Research Base
    • Develop and apply process for formative assessment
  • Formative Assessment and the Scoring Guide
    • Scoring Guide is intended to be more than a final assessment tool.
    • Teachers and Students both can improve inquiry skills through use of the scoring guide.
  • Value of Feedback
    • Research suggests FEEDBACK is MORE important than grades.
  • Research Basis of Formative Assessment
    • Writing assignment with students using well-known scoring criteria
    • Three treatments - Students received
      • Grades alone
      • Grades + feedback
      • Feedback alone
    • Performance improved only in group that received feedback alone!
    • ( Butler,R. 1987 and 1988)
      • Student work
          • Scoring guide
      • Scores Feedback
      • (For state/district) (For students/teachers)
    The Role of Formative Assessment in Inquiry
  • Formative Assessment Process Targeted Oregon Science Standards Student Inquiry Work ID gaps between standards and student work Classroom Instruction? Student Performance? What should we do? What should students do?
  • Practicing Feedback
    • Look at the chosen piece of student work
    • Use Highlighting colors
    • Make notes as you identify gaps; note implications for both student and teacher.
    • T-chart recording
  • Classroom Issues
    • Time to score PLUS time to generate feedback
    • Who provides feedback ( can students help each other)?
    • Forms of feedback
  • The Journey Continues For more information contact Leslie Phillips, Office of Assessment and Evaluation, Oregon Department of Education [email_address] or 503-378-3600 Ext. 2317