Assessments presentetions
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The document discusses various types of authentic assessments that can be used in the classroom, including oral interviews, story or text retelling, writing samples, projects or exhibitions, experiments or demonstrations, constructed response items, teacher observation, and portfolios. It notes that authentic assessments should reflect meaningful learning opportunities where students can apply skills.
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Week 9.2 differentiation
All students
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Response: Worksheet
II. New Material
Tier 1:
Tier 2:
Tier 3:
III. Guided Practice
Tier 1:
Tier 2:
Tier 3:
IV. Independent Practice
All students: Practice worksheet
V. Review
All students: Exit ticket
Tiered Lesson Example
I. Review/Prerequisite Check (5 min)
- All students complete review worksheet independently
II. New Material (10 min)
Tier 1: Concrete model demonstration of addition
Tier 2: Representational model demonstration
Tier 3: Abstract model demonstration
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Engaging student in active learning
Here are some web tools that can be used to promote active learning:
- Discussion forums/boards - Allow students to discuss and debate topics, ask questions of each other.
- Wikis - Students can collaboratively create and edit content on a topic. Encourages participation and knowledge building.
- Blogs - Students can reflect on their learning by writing blog posts. Others can comment and continue the discussion.
- Google Docs/Slides - Real-time collaboration on documents and presentations fosters interaction and group work.
- Padlet - A virtual bulletin board where students can post responses, resources, ask questions in a low-stakes format.
- Kahoot! - Eng
Opportunities For Students to Review Curricular Content and to Develop Cooper...
When teachers initially attempt to redesign block-of-time lessons, they frequently ask about the format of a typical lesson. Numerous creative instructional approaches are possible within longer time frames; therefore, teachers should be cautious about relying too heavily on familiar daily instructional routines. As a general strategy, however, teachers might consider planning 3-4 activities during the instructional block, ensuring that at least one activity will involve direct and substantial engagement of students in the learning process. A block-of-time lesson could be structured in the following manner:
Review previous learning. In a sense, teachers who have previously employed traditional direct instruction methods should feel fairly proficient with this portion of the lesson provided, of course, that they include opportunities for direct student involvement. Approximately 20-30 minutes could be allocated for instructional input.
Student performance. Group experiences provide students with an opportunity to master the lesson content while engaging in hands-on activities. Experiments, cooperative learning, role-playing, case studies, and computer simulations can each be used to provide effective experiences. Approximately 30-40 minutes of the lesson may be devoted to this activity.
Guided practice/reteaching. Individual student mastery remains the foundation of effective teaching, and it is appropriate to incorporate guided practice (individually or with a group) so teachers can assess levels of student understanding. This component is especially critical for schools with alternate-day schedules, since students will most likely not have an opportunity to correct learning errors for two or more days. Teachers should reteach and reinforce the day's objectives, provide closure, and assign homework. Time allocated for review, reteaching, and homework should be 5-15 minutes.
A cautionary note: Larger blocks should not be viewed by either teachers or students as a method for routinely permitting students to complete homework assignments in class. Valuable instructional time will be forever lost, with resultant decreases in student achievement.
Teacher Effectiveness Coach Success Factors
Put Students First
- Analyzing student work
- PD with direct impact on student learning
- Is intended learning of lessons showing up in student work?
- Observation of student and teachers
- Ask students what they are learning
- Interview students: what are they learning? Why? How are they doing?
- Student Engagement feedback to teacher. On-task behavior, improvement over time
- Shift focus from accountability to administration/district mandates to students and outcomes
Achieve Results
- Utilize relevant and timely data
- Follow through on commitments
- Shift and enlarge or narrow focus as needed
Source: https://ebookschoice.com/opportunities-for-students-to-review-curricular-content-and-to-develop-cooperative-learning-skills/
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The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
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Assessment of learning
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
EdTech
This document outlines the ASSURE instructional design model for selecting appropriate media and methods for teaching. It includes 6 steps: 1) Analyze learners, 2) State objectives, 3) Select media and materials, 4) Utilize materials, 5) Require learner performance, and 6) Evaluate. Examples are provided for each step, such as administering assessments to analyze learners or using demonstrations and exhibits as media. The document also discusses different modes of instruction like the enactive mode of learning by doing and the iconic mode of using images, as well as levels of learning from receiving information to origination of new ideas.
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The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
introduction_3337_01
This document provides an overview of an introductory education course for pre-service secondary teachers. The course focuses on developing professional instructional skills like lesson planning, assessment design, and classroom management strategies. Students will examine educational guidelines, construct lesson plans, develop age-appropriate curricula, practice teaching skills, and explore current theories. Assessment will include microteaching demonstrations, lesson plans addressing diverse learners and assessments, a unit plan, a classroom management project, and a content area research paper. The goal is for students to develop the skills and dispositions needed for life as a classroom leader and reflective practitioner.
292c2a19ba723ec02eeeb4f59fac5f35e7e50b90-1633955297968.pptx
This document discusses various strategies and methods for teaching science, including:
- Teacher-centered strategies like lecturing and demonstrations.
- Student-centered strategies like cooperative learning, discussion methods, and individualized instruction.
- Inquiry-based methods like hands-on learning, problem-solving approaches, and the 5E model of engaging students in science concepts.
- Other techniques mentioned include the play-way method, questioning, and learning in the science laboratory.
21st-teaching-strategies (1).ppt
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
The art of teaching
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
Learner- Centered Approaches
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
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Assessments presentetions
- 2. If the students learn complex procedures most affectively when they have opportunities to apply the skills in meaningful ways. Assessments should be authentic reflections of these kinds of meaningful learning opportunities.
- 3. There are numerous types of authentic assessments used in classroom. 1. Oral interviews 2. Story or text retelling 3. Writing samples 4. Projects / exhibitions 5. Experiments / demonstrations 6. Constructed / response items 7. Teacher observation 8. Portfolios.
- 4. Students should be appropriate to become to this stage. How is it? Teacher realizes Advantage…..
- 5. Students` role Advantages..
- 6. It can be used in many ways ( informal or academic ) Teachers` role Advantages
- 7. A project may be conducted individually or in small groups and is often presented through o an oral or written report. Advantages..
- 8. Students might conduct an experiment in science using actual materials. Let`s make an experiment (oral presentation) Advantages…
- 9. This assessment often focuses on how students apply information rather than on how much they recall of what has been taught. Advantages..
- 10. Teacher often observes students` attention to tasks, responses to different types of assignments, or interactions with other students while working cooperatively toward a goal. Advantages…
- 11. It is a purposeful collection of student work that is intended to show progress over time. Advantages..