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The document discusses various types of assessments used in education including formative assessments, summative assessments, standardized tests, teacher observations, quizzes, exams, projects, homework, and student self-assessments.
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1 Assessment Cards Large Complete
This document lists and defines various examples of formative assessment techniques including graphic organizers, comment-only grading, non-graded pre-assessments, graded pre-assessments, end of unit projects, homework, NCLB assessments, teacher observations, weekly quizzes, mid-year exams, student self-assessments, non-graded exit questions, student work analysis, probing questions, screening exams, algebra readiness tests, sharing assessment criteria with students, math worksheets, and unit tests. It also lists non-examples and things the author is unsure about.
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This document contains templates for planning PYP weekly units and lessons. The templates include sections for the central idea, learning objectives, lines of inquiry, concepts and skills, inquiry activities, materials, questions, and assessments. Teachers can use these templates to plan their instruction, focusing on the central idea, objectives, lines of inquiry, integration of subjects, and how student learning will be assessed.
Pyp week 6 plan
This document outlines the PYP Week 6 plan for a 5th grade class at Pan American Academy Charter School for the 2010-2011 school year. The central idea is how people have affected the world with mixtures and solutions. Objectives include determining concentrations in mixtures and investigating chemical reactions. Assessments include teacher observations and student response sheets. Lines of inquiry focus on solutions, chemical reactions, separating products, and investigating mixtures. The plan integrates connections to other subjects and includes inquiry activities like completing investigations and creating chemical reactions. Materials needed include lab equipment and chemicals.
PYP Exhibition: Generating investigation issues
A short presentation to guide an activity aimed to generate a list of possible problems that students might want to investigate
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Week 1 lesson plans pyp
The document outlines the daily schedule and activities for a science class unit on mixtures and solutions. Each day includes a morning meeting, direct instruction on the topic from 8:30-9:00, small group work at investigation centers from 9:30-10:15, and a reflection journal from 10:00-10:30. The unit focuses on introducing concepts like dissolving, mixtures, and solutions through hands-on activities. Students are assigned a home learning project to invent gorp recipes and research sodium chloride and low-salt diets.
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1 Assessment Cards Large Complete
This document lists and defines various examples of formative assessment techniques including graphic organizers, comment-only grading, non-graded pre-assessments, graded pre-assessments, end of unit projects, homework, NCLB assessments, teacher observations, weekly quizzes, mid-year exams, student self-assessments, non-graded exit questions, student work analysis, probing questions, screening exams, algebra readiness tests, sharing assessment criteria with students, math worksheets, and unit tests. It also lists non-examples and things the author is unsure about.
Pyp weekly plan5th grade
This document contains templates for planning PYP weekly units and lessons. The templates include sections for the central idea, learning objectives, lines of inquiry, concepts and skills, inquiry activities, materials, questions, and assessments. Teachers can use these templates to plan their instruction, focusing on the central idea, objectives, lines of inquiry, integration of subjects, and how student learning will be assessed.
Pyp week 6 plan
This document outlines the PYP Week 6 plan for a 5th grade class at Pan American Academy Charter School for the 2010-2011 school year. The central idea is how people have affected the world with mixtures and solutions. Objectives include determining concentrations in mixtures and investigating chemical reactions. Assessments include teacher observations and student response sheets. Lines of inquiry focus on solutions, chemical reactions, separating products, and investigating mixtures. The plan integrates connections to other subjects and includes inquiry activities like completing investigations and creating chemical reactions. Materials needed include lab equipment and chemicals.
PYP Exhibition: Generating investigation issues
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The document discusses three key rights that everyone has: the right to play, the right to a name, and the right to privacy. It asserts that while some rights can be lost through criminal offenses, core rights like these are still retained. It provides examples of these three rights and defines some related terms, reinforcing the central idea that all people have inherent rights regardless of their actions or circumstances.
Week 1 lesson plans pyp
The document outlines the daily schedule and activities for a science class unit on mixtures and solutions. Each day includes a morning meeting, direct instruction on the topic from 8:30-9:00, small group work at investigation centers from 9:30-10:15, and a reflection journal from 10:00-10:30. The unit focuses on introducing concepts like dissolving, mixtures, and solutions through hands-on activities. Students are assigned a home learning project to invent gorp recipes and research sodium chloride and low-salt diets.
PYP Unit of Inquiry Reflection
This document is a reflection form for a PYP unit of inquiry. It contains 13 questions asking the student to reflect on their experience during the unit. The questions cover what activities they did, what they liked and disliked, how they understood the key concepts, their feelings, positive and negative aspects, skills applied, and how their learning reflected the student profiles and attitudes. The student is asked to explain their choices and experiences in detail.
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Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.
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This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
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1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
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The document outlines various assessment tools used for student evaluation including graded and non-graded pre-assessments, mid-year exams, student self-assessments, end of unit projects, homework, weekly quizzes, math worksheets, unit tests, teacher observations, probing questions, screening exams, and state-mandated achievement tests. These assessments are intended to provide feedback on student understanding and progress throughout the school year.Continuum Of Emerging Teacher Leadership Formatted
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This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
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This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
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1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
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This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.Reflection T S L Criteria Formatted
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The document provides selection criteria for choosing a Teacher Leader to help lead a project aimed at building science and mathematics leaders in Michigan. An ideal Teacher Leader should have positive attitudes and dispositions, strong content knowledge in science and math, and leadership, communication and interpersonal skills to help guide the project to success. The document prompts selecting a Teacher Leader based on criteria that will further the goal of developing future science and math leaders in the state.Detailed Agenda Introduction To Leadership Formatted
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This document contains reflection questions for an introduction to leadership course. It asks students to reflect on their earliest leadership position, how they were identified as a potential leader, who recognized their leadership skills, why that person saw them as a leader, how that person shared expectations with them, what initial challenges they faced as a new leader, and how they overcame those challenges. It aims to help students develop self-awareness of their leadership journey and skills.Script For Teacher Leadership Activity Formatted
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The document discusses developing teacher leadership in mathematics and science education in Michigan. It notes that many current leaders are nearing retirement, so there is a need to identify and develop new teachers to take on leadership roles over the next few decades. It also states that teacher leadership is loosely defined and looks different in various schools and programs. The document advises that the goal is not to define teacher leadership but to help each team develop their own understanding of what it will look like in their situation. It relates that past experiences found teachers exceeded expectations for leadership roles when administrators collaborated with teachers on defining their responsibilities. The activity is intended to explore ideas around teacher leadership and construct a working definition for each team.More from Michigan Mathematics and Science Teacher Leadership Collaborative (20)
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1 Assessment Cards Large Formatted
- 1. GRAPHIC ORGANIZERS COMMENT ONLY GRADING Session 1, Formative Assessment 1
- 2. NON-GRADED PRE- ASSESSMENT GRADED PRE- ASSESSMENTS Session 1, Formative Assessment 2
- 3. END OF UNIT PROJECTS HOMEWORK Session 1, Formative Assessment 3
- 4. NCLB ASSESSMENTS STANFORD ACHIEVEMENT TESTS Session 1, Formative Assessment 4
- 5. TEACHER OBSERVATION WEEKLY QUIZ Session 1, Formative Assessment 5
- 6. MID-YEAR EXAMS STUDENT SELF ASSESSMENT Session 1, Formative Assessment 6
- 7. NON-GRADED EXIT QUESTIONS STUDENT WORK ANALYSIS Session 1, Formative Assessment 7
- 8. PROBING QUESTIONS SCREENING EXAMS Session 1, Formative Assessment 8
- 9. ALGEBRA READINESS TEST SHARING ASSESSMENT CRITERIA WITH STUDENTS Session 1, Formative Assessment 9
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- 11. FORMATIVE ASSESSMENT EXAMPLES NON-EXAMPLES Session 1, Formative Assessment 11
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