October19.assessment.te4014

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October19.assessment.te4014

  1. 1. TE 401: Teaching Social Studies to Diverse Learners October 19, 2011 Assessment Lesson Planning Debate Microteaching Instructor: Erik Byker
  2. 2. The COE’s 2011 Educational Technology Conference <ul><li>28th Annual Technology Conference Saturday, November 12th, 2011 8:30 a.m. – 3:30 p.m. </li></ul><ul><li>Erickson Hall – Michigan State University </li></ul><ul><li>$15 registration fee for students </li></ul><ul><li>Ed. tech presentations </li></ul><ul><li>Hands-on workshops </li></ul><ul><li>Certificate (for your professional portfolio) </li></ul><ul><li>Register at: http:// ctt.educ.msu.edu / </li></ul>
  3. 3. Agenda <ul><li>Community Profiles and Glogster </li></ul><ul><ul><li>http://youtu.be/MvC47fUANLk </li></ul></ul><ul><li>Assessment/Ch.12 Brophy & Alleman </li></ul><ul><li>Field Based Lesson Plan – Workshop </li></ul><ul><li>Reflections from the field </li></ul><ul><li>Microteaching: Debate Group </li></ul>
  4. 4. What is assessment? <ul><li>Determining what students know and can do </li></ul><ul><li>Process of gathering and interpreting information </li></ul><ul><li>Supports your planning, instruction, and evaluation of student achievement </li></ul><ul><li>Analysis of student accomplishments against specific goals and criteria </li></ul>
  5. 5. Purposes of Assessment <ul><li>achievement of objectives/meeting the standards </li></ul><ul><li>curriculum evaluation </li></ul><ul><li>instructional evaluation (how well am I teaching?) </li></ul><ul><li>sorting and screening students (MEAP testing) </li></ul><ul><li>public accountability and accreditation from the state </li></ul>
  6. 6. Ch. 12 – Brophy & Alleman <ul><li>Discussion director </li></ul><ul><li>2 authentic questions </li></ul><ul><li>1 text to self connection </li></ul>
  7. 7. Assessment Types – Ch. 12 Brophy and Alleman <ul><li>Authentic assessment – connects to “real-life” challenges (i.e., designing a lesson plan to teach in the field and microteaching) </li></ul><ul><li>Preliminary assessment – KWL charts, brainstorming (Seeing Student Thinking) </li></ul><ul><li>Formative assessment – assessments made during a unit (quizzes) </li></ul><ul><li>Summative assessment – assessments (tests and midterms) </li></ul><ul><li>Informal assessment – “checking for understanding”, self-assessment, (Metacognitive Moments) </li></ul><ul><li>Performance assessment – projects (Digital Storytelling) </li></ul>
  8. 8. Assessment & curriculum planning <ul><li>Objectives drive assessment </li></ul><ul><ul><li>Using specific action verbs: identify, debate, analyze, create </li></ul></ul><ul><ul><li>See Objective Verbs </li></ul></ul><ul><li>Assessment drives instruction </li></ul><ul><ul><li>Importance of preliminary assessment to identify prior knowledge </li></ul></ul><ul><ul><li>Like the Seeing Student Thinking assignment </li></ul></ul>
  9. 9. Field-based lesson workshop <ul><li>Examples are the best teachers </li></ul><ul><ul><li>Objectives are measureable verbs </li></ul></ul><ul><ul><li>Match assessments to your objectives </li></ul></ul><ul><ul><li>Wiki: http://te4014.wikispaces.com/Field-based+Lesson+Plan+Assignment </li></ul></ul><ul><li>Mantra: Know the content </li></ul><ul><ul><li>The objectives guide your activities; content shapes the objectives </li></ul></ul><ul><ul><li>Build content knowledge with help from 401 texts </li></ul></ul>
  10. 10. For Next Time <ul><li>Readings : </li></ul><ul><ul><li>Brophy and Alleman, pp.156-166 </li></ul></ul><ul><ul><li>Cohen 1994(a) – coursepack </li></ul></ul><ul><ul><li>Weinstein & Mignano – Ch.8 –Enhancing Students’ Motivation ( divided the chapter into small group readings – see next slide ) </li></ul></ul><ul><ul><li>Simulation Microteaching Group – any readings? </li></ul></ul><ul><li>REMINDERS: </li></ul><ul><ul><li>Email [email_address] by midnight Saturday, Oct. 22 – your five Seeing Student Thinking questions </li></ul></ul><ul><ul><li>Email [email_address] by midnight Saturday, Oct. 22 – a rough draft of Parts I and III of your field based lesson plan </li></ul></ul><ul><li>Continue to contribute your Global Texts </li></ul>
  11. 11. Ch. 8 – Weinstein & Mignano <ul><li>Realistic and the Expectancy * Value (pp. 223-226) Alli, Allison H., Alyssa, Anna </li></ul><ul><li>Increasing Expectations for Success (pp.227 – 230) Ashley, Becky F., Becky P., Ben, Briana </li></ul><ul><li>Effort and Outcome/Motivational Support (pp. 231-234) Chelsea P., Chelsie W., Christina, Gina, </li></ul><ul><li>Relatable Lessons/ Finished Products/Working with Peers (pp.235 – 239) Jenny, Joey, Josh, Kim, Laura </li></ul><ul><li>Extrinsic Motivation/ Problems w/Rewards (p. 240 through the second paragraph of p. 245) Meg, Megan, Miki, Molly </li></ul><ul><li>Motivating Underachieving Students (middle of p. 245 – p.248) Nataly, Sarah, Stephanie, Tina </li></ul>
  12. 12. Reflections from the field <ul><li>Lesson planning – what is the purpose? </li></ul><ul><li>How much are you noticing? </li></ul>

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