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Reep inservice unit_planning_web-version_4-23-10


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Reep inservice unit_planning_web-version_4-23-10

  1. 1. Unit Planning 2: Culminating Assessment REEP All Staff In-service April 23, 2010
  2. 2. Agenda <ul><li>Welcome & Introduction </li></ul><ul><li>Motivation: Teacher Share </li></ul><ul><ul><li>Unit sketches </li></ul></ul><ul><ul><li>Library field trips </li></ul></ul><ul><li>Presentation: Culminating Assessments (CA) at REEP </li></ul><ul><li>BREAK </li></ul><ul><li>Practice: Pair work with the CA template </li></ul><ul><li>Application: Homework Assignment </li></ul><ul><li>Reflection/Evaluation </li></ul>
  3. 3. <ul><li>2/08: Community Building & Varying the Task </li></ul>5/08: Initial Assessments & Grouping Strategies 9/08: Goal Setting & Student Conferencing 1/09: Learning Styles & Learning Cycle 9/09: Unit Planning: Overview Today: Unit Planning: Culminating Assessment In-Service Series: Meeting All Students’ Needs
  4. 4. Today’s Objective <ul><li>Teachers will increase knowledge and skills in… </li></ul><ul><ul><li>planning units to meet all learners’ needs </li></ul></ul><ul><ul><li>designing culminating assessments </li></ul></ul>
  5. 5. Level Group Discussion: Unit Planning 1 Homework <ul><li>Share your unit sketch and discuss the reflection questions. </li></ul>
  6. 6. Library Field Trips
  7. 7. Session Outline <ul><li>Teacher presentations </li></ul><ul><ul><li>a. Emily Vandermade (200-250) </li></ul></ul><ul><ul><li>b. Ibrahim Alaya (400-450-550) </li></ul></ul><ul><li>Library fieldtrip project plan as culminating assessment </li></ul>
  8. 8. What is a Culminating Assessment? (CA) <ul><li>Extended, performance-based </li></ul><ul><li>To assess mastery of language and life skills </li></ul><ul><li>Opportunity for Ss to practice non-language skills </li></ul><ul><li>… and to be involved in planning the task and assessing their own performance </li></ul>
  9. 9. Goal of CA(s): <ul><li>Enable Ss to demonstrate their ability to access and navigate a particular system…using language as well as non-language skills </li></ul>
  10. 10. Standards of Assessment <ul><li>REEP level descriptors </li></ul><ul><li>Ss' demonstrated ability to access and navigate the U.S. system as described in the unit objectives </li></ul>
  11. 11. When do you do Culminating Assessments? <ul><li>Mid-cycle* </li></ul><ul><li>End of cycle* </li></ul><ul><li>* Any time </li></ul>
  12. 12. An Effective Culminating Assessment… <ul><li>is level appropriate </li></ul><ul><li>assesses performance in a new way, but measures what has been taught (no new skills) </li></ul>
  13. 13. An Effective Culminating Assessment… <ul><li>simulates a real life task </li></ul><ul><li>is practical </li></ul><ul><li>is reliable </li></ul><ul><li>is acceptable to learners as a valid activity </li></ul><ul><li>includes technology where appropriate </li></ul>
  14. 14. An Effective Culminating Assessment… <ul><li>Enables Students to: </li></ul><ul><li>practice non-language skills </li></ul><ul><li>actively demonstrate what they know </li></ul><ul><li>demonstrate language proficiency as described in the REEP Level Descriptions </li></ul>
  15. 15. An Effective Culminating Assessment… <ul><li>Enables Teachers to: </li></ul><ul><li>assess students’ language proficiency </li></ul><ul><li>assess students’ performance on unit goal </li></ul><ul><li>document performance and provide feedback to students </li></ul>
  16. 16. Types of CA Activities <ul><li>Simulation/Role Play </li></ul><ul><li>Problem-solving </li></ul><ul><li>Projects </li></ul><ul><ul><li>Employment project </li></ul></ul><ul><li>Oral Presentations </li></ul>
  17. 18. Library Field Trip as a CA 300/350 <ul><li>What opportunities do you see for assessment, and for which skills? </li></ul>
  18. 19. Library Fieldtrip Steps <ul><li>Get buy-in / explain </li></ul><ul><li>“ Hunt” library website </li></ul><ul><li>Make travel plans </li></ul><ul><li>Plan library activities </li></ul><ul><li>Reflect on our trip </li></ul><ul><li>Record our stories </li></ul>
  19. 20. “ Hunt” the library website in pairs during lab class.
  20. 21. Make travel plans together.
  21. 22. “ How will you get to the library?” Make travel plans together. (cont’d) Drive Get a ride Take the bus Walk Name
  22. 23. Report back. “ Where is…?” Plan library activities together. the computer lab DVDs children’s books the checkout counter downstairs upstairs Where is …? Where are…? The children’s books are downstairs, next to the periodicals. The checkout counter is downstairs, next to the front door.
  23. 24. We asked questions about English books, activities for children, and late fees during the librarian’s presentation. We read fliers and brochures about services and activities at the library. We went on a tour of the library and listened to the librarian. Use photos we took in a shared writing activity.
  24. 25. “ Congratulations, class!” Record stories about our experience.
  25. 26. “ Library is good place to teach yourself to learn more English.   The first step in library with my classmates was with my teacher Michele Cona. That trip was very wonderful .   In library we found all help with library clerk . After that we make a tour in the library . We  found the books about English language and the video,  and there many way to learn English like : audiobook, videocassette , DVDs ... as we  ask the library clerk about any thing if we don't know it. After that we got the library card . It became for us to use it for many way to learn English like, How  to borrow a book a video, How to return any thing you borrow. Really, library is a good space to make yourself better with English. ” -- A.G.M. Reflect and write about our Trip to the library.
  26. 27. Library Field Trip as a CA <ul><li>What opportunities do you see for assessment, and for which skills? </li></ul>
  27. 28. Let’s Look at the CA Template <ul><li>Statement of the task </li></ul><ul><li>Goal of the task </li></ul><ul><ul><li>Students will demonstrate their ability to access and navigate community systems using the lifeskills learned in the unit and level appropriate language skills. </li></ul></ul>
  28. 29. Let’s Look at the CA Template <ul><li>Type of activity </li></ul><ul><li>Language Skills To Be Assessed: </li></ul><ul><ul><li>The REEP Level Descriptions for _____ are the standards against which learner performance on this activity should be measured.  </li></ul></ul>
  29. 30. <ul><li>Technology Skills </li></ul><ul><li>Estimated Time </li></ul><ul><li>Resources & Materials   </li></ul><ul><li>Steps/Plan </li></ul><ul><ul><li>Instructions for teachers  </li></ul></ul><ul><ul><li>Instructions for students  </li></ul></ul><ul><ul><li>Assessment [including student self-assessment] </li></ul></ul>Let’s Look at the CA Template
  30. 31. Meeting All Students’ Needs with CAs <ul><li>Community building </li></ul><ul><li>Vary the task </li></ul><ul><li>Grouping strategies </li></ul><ul><li>Learners’ goals </li></ul><ul><li>Learning styles </li></ul><ul><li>if you want more info about this, all is available online </li></ul>
  31. 32. Break
  32. 33. Practice: Pair work with the CA template <ul><li>Work in level pairs: </li></ul><ul><ul><li>Review the level objectives for the Community Unit </li></ul></ul><ul><ul><li>Using the REEP template, plan a culminating assessment around a library field trip </li></ul></ul>
  33. 34. Application: Homework <ul><li>Between now and the next in-service: </li></ul><ul><ul><li>Choose a unit and design a CA </li></ul></ul><ul><ul><li>Complete a reflection checklist </li></ul></ul>
  34. 35. Unit Planning 2: Culminating Assessment REEP All Staff In-service April 23, 2010