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,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

    1. 1. Assessing Scientific Inquiry Presented by:
    2. 2. 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!
    3. 3. 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.
    4. 4. Assessing Your Inquiry Fantastic! Good So-so Needs work Embarrassing
    5. 5. 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.
    6. 6. 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
    7. 7. 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
    8. 8. A, N, C Pattern…   2002 - 2003 Official Scientific Inquiry Scoring Guide Forming Question or Hypothesis Based on observations and scientific concepts, ask questions or form hypotheses that can be answered or tested through scientific investigations. Designing an Investigation Design a scientific investigation that provides sufficient data to answer a question or test a hypothesis. 6 A)   N)   C) A)   N)   C)  6 5 A)  N)   C)  A)   N)   C)  5 4 A)   N)   C)  A)   N)   C)  4  
    9. 9. A,N,C…The Mysterious “Threads” What do the “Threads” represent? Why were they created? Which are more important?
    10. 10. A, N, C… A: Application of Scientific Knowledge N: Nature of Scientific Inquiry C: Communication
    11. 11. 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.
    12. 12. Scientific Inquiry Scoring Scale 6 5 4 Exemplary Strong Proficient 3 Developing 2 Emerging 1 Beginning
    13. 13. Scientific Inquiry Key Distinctions Within the Threads…what differentiates a 3 and a 4?
    14. 14. 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 4th 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/
    15. 15. 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.
    16. 16. 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.
    17. 17. 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
    18. 18. 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.
    19. 19. 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.
    20. 20. Scientific Inquiry Documentation Sheet PAPER # F D C&P A&I COMMENTS
    21. 21. Scientific Inquiry Scoring Sheet Anchor Paper # Score Point F D C&P A&I 6 5 4 3 2 1 Anchor Scores
    22. 22. 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…
    23. 23. End of Session #2 
    24. 24. Goals for Session #3 Introduce formative assessment Provide Research Base Develop and apply process for formative assessment
    25. 25. 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.
    26. 26. Value of Feedback Research suggests FEEDBACK is MORE important than grades.
    27. 27. 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)
    28. 28. Student work Scoring guide  Scores Feedback (For state/district) (For students/teachers) The Role of Formative Assessment in Inquiry
    29. 29. 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?
    30. 30. 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
    31. 31. Classroom Issues  Time to score PLUS time to generate feedback  Who provides feedback ( can students help each other)?  Forms of feedback
    32. 32. The Journey Continues For more information contact Leslie Phillips, Office of Assessment and Evaluation, Oregon Department of Education leslie.phillips@state.or.us or 503-378-3600 Ext. 2317

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