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Group presentation

  1. 2. Four Reasons To Ask Questions Control/ Organization Discover Direct Student Learning Create Critical Thinking
  2. 3. L ayering D eciding F ocusing E xtending
  3. 5. <ul><li>Evaluation </li></ul><ul><li>A way to find things out/gain insight into ones abilities </li></ul><ul><li>A positive component of the educational system if fairly and honestly applied </li></ul><ul><li>Applies to everything we do in life! </li></ul><ul><li>Reasons for Evaluation </li></ul><ul><li>To find out what is happening in the classroom </li></ul><ul><li>To find things out about students as well as oneself as a teacher </li></ul><ul><li>Provides the opportunity to see students in a variety of different and important ways, and if done well, it enables students to grow and mature </li></ul><ul><li>Encourages self evaluation where by the student has a sense of investment and responsibility in their own education, and therefore, their future </li></ul><ul><li>Goal of Education </li></ul><ul><li>Intellectual Maturity! </li></ul>
  4. 6. How Do Teachers Evaluate? Alternative Methods of Evaluation Dilemmas of Constant Evaluation What Are We Evaluating? Why Do Teachers Evaluate? Principles Of Evaluation Evaluation
  5. 7. 3 Principles Of Evaluation Criteria C=S Diverse S=ET IF
  6. 8. <ul><li>Principle #1: (Criteria Comprehension=Success) </li></ul><ul><li>Students should know and understand the criteria teachers use to judge what is: </li></ul><ul><li> Good/Bad </li></ul><ul><li> Correct/Incorrect </li></ul><ul><li> Successful/Unsuccessful </li></ul><ul><li>Principle #2: (Diverse Students=Diverse Evaluative Tools) </li></ul><ul><li>Every student is uniquely individual, therefore, to accurately gain insight into students knowledge, understanding, and abilities, it is important to use a variety of evaluative tools. </li></ul><ul><li>Principle #3: (Immediate Feedback) </li></ul><ul><li>Students should receive immediate feedback from their teachers as it encourages and motivates </li></ul><ul><li> </li></ul>
  7. 10. <ul><li>Diagnosis </li></ul><ul><li>Creating Marks for a Report Card </li></ul><ul><li>Encouraging Self Improvement </li></ul><ul><li>Reporting and Discussing Students with Parents </li></ul>
  8. 11. <ul><li>Use of a learning journal can help students to track how far they have come in their learning and give them something to be proud of. </li></ul>
  9. 12. http://rapidbi.com/management/learninglogs-learningjournals/ My Learning Journal What were three main things I learned from this unit? What have I changed my mind about, as a result of this session? What did we not cover that I expected we should? One thing I learned in this session that I may be able to use in future is… I am still unsure about…
  10. 13. <ul><li>Do you believe that final grades are representative of a students learning? </li></ul><ul><li>How do you plan to differentiate evaluation to include all learning styles and make evaluation fair? </li></ul>
  11. 15. <ul><li>Two forms of evaluation are often referred to as summative and formative. </li></ul>
  12. 16. <ul><li>Definition: Evaluation that leads to on-sight decision-making. </li></ul><ul><li>An example of formative evaluation would be a mad minute in math class, it is quick and allows you to know if the students are learning a particular topic in class. </li></ul>
  13. 17. <ul><li>Definition: Evaluation that wraps-up and serves as a final grading of what students have learned after the topic or unit has been completed. </li></ul><ul><li>An example of summative evaluation would be a final exam or a report card that gives final grades. </li></ul>
  14. 18. <ul><li>If we are evaluating everything this would mean not all evaluations would be formal. </li></ul><ul><li>What are the benefits of constant evaluation? </li></ul><ul><li>By evaluating everything it shows students that what you as a teacher are asking students to do is important. </li></ul><ul><li>By evaluating constantly you can easily have enough material to create a formal final evaluation such as a report card. </li></ul><ul><li>When students know their work will “count for marks” they tend to take their work seriously and strive to do well on assignments. </li></ul>
  15. 19. <ul><li>There are 2 problems with constant evaluation, </li></ul><ul><li>Students think that the only form of evaluation is a test </li></ul><ul><li>Students become dependant on marks as a way to motivate themselves, while learning is supposed to be a self motivating activity </li></ul>
  16. 20. <ul><li>There are many different forms of evaluation besides exams </li></ul><ul><ul><ul><li>Writing assignments </li></ul></ul></ul><ul><ul><ul><li>Journal writing </li></ul></ul></ul><ul><ul><ul><li>Student presentations </li></ul></ul></ul><ul><ul><ul><li>Cooperative skills, ie: group work </li></ul></ul></ul><ul><ul><ul><li>Physical skills </li></ul></ul></ul>
  17. 21. <ul><li>Assessing knowledge and comprehension </li></ul><ul><li>Assessing the application of skills </li></ul><ul><li>Assessing higher level thinking skills (including analysis and synthesis) </li></ul><ul><li>Assessing critical thinking </li></ul>
  18. 22. Video Interview!
  19. 24. <ul><li>Be Diverse! </li></ul><ul><li>Be Creative! </li></ul>
  20. 26. <ul><li>Student- created Review Games </li></ul><ul><li>Writing Rap Songs </li></ul><ul><li>Skits and plays </li></ul><ul><li>Creating Diagrams </li></ul><ul><li>Quizzes and Tests </li></ul><ul><li>Creating Word webs </li></ul>
  21. 27. <ul><li>Creating Quality Presentations </li></ul><ul><li>Completing Job Applications </li></ul><ul><li>Field Trips </li></ul><ul><li>Lab Work </li></ul><ul><li>Role-playing </li></ul><ul><li>Design Competitions </li></ul>
  22. 28. <ul><li>Portfolios </li></ul><ul><li>Writing Newspapers/articles </li></ul><ul><li>Designing a community </li></ul><ul><li>Book Studies </li></ul><ul><li>Problem Solving </li></ul>
  23. 29. <ul><li>Students Decide Goals </li></ul><ul><li>Students Become the Teacher </li></ul><ul><li>Students Design and carry out Questionnaires </li></ul>
  24. 31. <ul><li>Journal Writing </li></ul><ul><li>Conferencing </li></ul><ul><li>Student Presentations </li></ul><ul><li>Website Creation </li></ul><ul><li>Modelling </li></ul><ul><li>Interpretive Dance </li></ul>
  25. 32. Pictionary!
  26. 34. Goal/Intent/Focus/ Objective Nancy Brittany G Teresa Brittany K <ul><li>Purpose: </li></ul><ul><li>Clearly Stated </li></ul><ul><li>Maintained </li></ul><ul><li>Accomplished </li></ul><ul><li>Organization: </li></ul><ul><li>Clear </li></ul><ul><li>Effective </li></ul><ul><li>Content: </li></ul><ul><li>Major Points Given </li></ul><ul><li>Supporting Details </li></ul><ul><li>Adequate Elaboration </li></ul><ul><li>Response to listeners: </li></ul><ul><li>Eye Contact </li></ul><ul><li>Clarification </li></ul><ul><li>Gestures & Facial Expressions </li></ul><ul><li>Voice Control: </li></ul><ul><li>For Effective Delivery </li></ul>Overall Impression
  27. 35. Outside Sources <ul><li>Robert Nellis and Randy Johnson </li></ul><ul><li>Inside and Outside Textbooks </li></ul><ul><li>rapidbi.com/management/learninglogs-learningjournals </li></ul>

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