LVT assessment


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LVT assessment

  1. 1. AncientEgyptEDST6763 Differentiated unit of work<br />
  2. 2. ‘Learn About’ and Objectives<br />
  3. 3. The Layered Curriculum<br /> Layer C – Lower order thinking (gathering information). This category covers the basics of each objective<br /> Layer B – Middle order thinking (applying information). This category covers the objectives and allows students to apply that knowledge<br /> Layer A – Higher order thinking (comparing or evaluating information). This category covers the objectives and allows students to engage critical evaluation and look at a number of different perspectives.<br />
  4. 4. Gardner’sMultiple Intelligences<br />Students learn in different ways, and so a variety of activities must be included<br />
  5. 5. The Point System<br />Layer C activities are worth 10 points<br />Layer B activities are worth 20 points<br />Layer A activities are worth 30 points<br />By the end of the unit, students need to have done one Layer A activity and at least 2 layer B activities to pass.<br />
  6. 6. The Grades<br /> In order for students to achieve a grade C and pass the course they must have acquired at least 130 points<br /> In order for students to achieve a grade B they must have acquired at least 160 points<br /> In order for students to achieve an grade A they must have acquired at least 200 points<br />
  7. 7. Student Contract<br />One for every student<br />Outlines in student friendly terms the structure of the unit of work. <br />It is a record of agreement and can also work as a check list.<br />It includes the points awarded for Layers C, B and A.<br />Students are responsible for choosing their own assignments and work to obtain enough points to reach the grade they desire.<br />
  8. 8. Ways to Assess Student Learning<br />Students summarise verbally their written task to the teacher<br />Student’s teach their peers information from their assignment<br />Monitoring student discussion<br />Observing students work<br />Contract/assignment checklist will be marked off by the teacher as students complete each task<br />
  9. 9. Core Outcomes<br />Describes and explains the nature of history, the main features of past societies and periods and their legacy <br />Identifies the meanings, purpose and context of historical sources <br />Locates, selects and organises relevant information from a number of sources including ICT to conduct basic historical research <br />Selects and uses appropriate oral, written and other form, including ICT to communicate effectively about the past.<br />
  10. 10. Timetable<br />
  11. 11. Some Examples Layer C<br />Create a collage of Egyptian clothing<br />Write a diary entry describing the daily life of a woman in Ancient Egypt<br />Write a list of the key ‘responsibilities of a Pharaoh<br />Read an information sheet on the structure of Egyptian society and fill in a social pyramid<br />Choose 5 gods and create flashcards of information on them<br />Create a quiz about the steps of mummification and share it with a partner<br />
  12. 12. Layer C Worksheet Example<br /> Using a worksheet (available in the accompanying document), students must place the correct name next to each class on the social pyramid above.<br />
  13. 13. Some ExamplesLayer B<br />Create a timetable (can also be done as a comic strip) of the ways an ordinary Egyptian spent a typical day. Then create the same for an Egyptian Pharaoh.<br />Write a report that compares and contrasts a day of a typical Egyptian with that of your life<br />Pretend you are a pharaoh. Write a letter to a friend describing your day and include all of the things you might have done to govern society.<br />Write a song or rap describing the social hierarchy in Ancient Egypt. Include in your song reference to a number of different social groups and their rights.<br />pick one building commissioned by Ramesses II and research in detail. Draw a picture of the building and reflect on its uses.<br />
  14. 14. Layer BWorksheet Example<br />Pick a building commissioned by Ramesses II research in detail. Draw a picture of the building and reflect on its uses.<br />Research:<br /> <br /> <br />Uses:<br /> <br />Picture:<br />
  15. 15. Some ExamplesLayer A<br />Study some secondary sources concerning the discovery of the Rosetta Stone. In your opinion how significant was this discovery and how did it help historians understand Ancient Egypt?<br />Write a response to the question “in your opinion, was it right for the pharaohs to rule with absolute power?” explain the reasons behind your answer<br />Fill in a worksheet that answers a number of questions about a primary source. You must use your critical thinking and research other secondary sources in order to answer the questions. <br />Compare and contrast the old capital of Egypt to the New Capital under Ramesses II (Per-Ramesses), Discuss the significant changes that took place. In your opinion which capital was more successful?<br />
  16. 16. Layer A Worksheet Example<br />What does this source tell us? What are the hieroglyphic inscriptions?<br />Why do you think it is important that these records were written down?<br />There are not many records of government proceedings from that time, why do you think that might be a disadvantage to historians?<br />Research about what is known about the day to day proceedings of the governing peoples of Ancient Egypt. In your opinion, how well informed are we about what actually happened in the day-to-day running of Ancient Egypt?<br />The king-list in the temple of Sethos I at Abydos, showing the names of old kings<br />
  17. 17. References and Resources<br />References<br />Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York: Longmans <br /> Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. <br />Nunley, K. (2006) Differentiating the High School Classroom. Thousand Oaks, CA: Corwin Press<br />Useful Online Resources<br /> - A useful start point for the students to begin research on Ancient Egypt.<br /> - A new and easy-to-use way for students and teachers to present information.<br /> - A great resource for teachers incorporating layered curriculum into a unit of work.<br />
  18. 18. Thankyou!<br />EDST6763: Addressing Learner Diversity<br /> By Leigh-Anne McKinnon, Vanessa Westfallen and Teresa Wong<br />