Chichportich summative assessment
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This document is a rubric for evaluating PowerPoint presentations on the topic of MyPyramid. The rubric assesses the presentation based on 6 categories: completion of project by due date, creativity, proper English, concluding thoughts, and presentation. For each category, the rubric provides criteria for scores of 4, 3, 2, and 1 to evaluate level of completion, effort, preparedness, and other factors.
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The GT Independent Study Project (ISP) allows students to research a topic of their passion. Students will complete much of the project outside of class time. The culminating event is an ISP Showcase where students present their research projects to the public in the school library. A rubric is provided to grade the projects based on categories like eye appeal, depth of understanding, interactive elements, and overall impression. Note taking requirements are also outlined, ranging from 30 to 40 note cards depending on the student's grade level.
Ailacte
This document outlines how Seattle Pacific University uses blogging portfolios (bPortfolios) to promote reflective practice among pre-service teachers. It discusses how bPortfolios are set up, how students are supported in using them, how reflection and integration of standards are fostered, and how formative and summative assessments of bPortfolios are conducted. Faculty provide guidance and feedback to help students deepen their understanding of teaching and learning. Overall, the document presents bPortfolios as an effective online tool for critical reflection that can enhance professional learning and development.
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Chichportich formative assessment
This document discusses formative assessment strategies used during a lesson on creating personal food pyramids and balanced menus. The teacher will monitor class participation and understanding through discussions and checking students' food pyramid diagrams. During group work on writing balanced menus, the teacher will circulate to ensure students comprehend the material and stay on task. Later, the teacher will check completed food logs to monitor student work outside of class, and review storyboard drafts for a computer lab activity to provide individualized assistance during the project.
Chichportich student pp
Kara Thrace kept a food log for one day that included breakfast, snacks, lunch, dinner and dessert. Her meals contained a variety of foods from the major food groups like grains, vegetables, fruits, dairy and protein. While she struggled to eat some healthy foods like green beans, overall she found keeping a balanced food log and eating healthy was not as difficult as she expected and she felt better after eating this way.
Chichportich teacher pp
The document provides instructions for students to create a PowerPoint presentation analyzing the nutritional content of their healthiest day of eating based on a food log. Students are to write a storyboard, develop slides on their meals and snacks categorized by food groups, and conclude with reflections on what they learned. Examples of slide content and outlines are provided. The presentation will be graded based on completion, proper English, creativity, thoughtful reflection, and presentation skills.
Chichportich tech unit_outline
Students will learn about MyPyramid and nutrition over 14 days through various activities including categorizing foods on the food pyramid, creating their own pyramid, keeping a 5-day food log, and presenting their findings in a PowerPoint. They will learn to identify food categories, create balanced meals and evaluate their own diets. Students will use computers and PowerPoint software to build presentations on one day from their food log to share what they learned. The unit aims to teach students to make healthy eating choices.
Chapter 1
Schools must change to prepare students for emerging challenges and technology can help students learn and adapt to today's information. For technology use in schools to improve, teachers need to be aware of its benefits and be fully prepared to use available resources. Standards and equity require designing learning experiences using technology that affirm diversity and provide equal access, while managing resources and enhancing outcomes. Key elements for 21st century learning include emphasizing core subjects and skills, using modern tools to develop skills, teaching and learning in modern contexts, and recognizing required new content areas.
Chapter 1
Schools must change to prepare students for emerging challenges and technology can help students learn and adapt to today's information. For technology use in schools to improve, teachers need to be aware of its benefits and be fully prepared to use available resources. It is important to design learning experiences using technology that provide equitable access and enhance outcomes for all students, including those with special needs. Key elements for 21st century learning include emphasizing core subjects, learning skills, using modern tools, teaching in relevant contexts, and recognizing new content needs.
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What will you get from this session?
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Presented by Vladimir Iglovikov:
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Chichportich summative assessment
- 1. PowerPoint Evaluation: MyPyramid Name: ____________________________________________________________ Title of Presentation: _________________________________________________ CATEGORY 4 3 2 1 Completion of Project is complete Project is not entirely Project is less than Student has little or Project by assigned on the date complete, but student 50% completed, no work completed date assigned and is is able to give solid but student can still and cannot present able to present presentation present some of at all the project Creativity Project is creative Project utilizes many Project shows little Project shows little and utilizes color, creative techniques, effort or creativity, to no creativity and illustrations, font, but there is evidence though some is all in default and illustrates of lack of effort techniques such as formatting student’s color are still personality evident Proper English Project has no Project has few Project has several Project has many grammar or spelling grammar or spelling grammar or grammar or errors errors spelling errors spelling errors Concluding Concluding Concluding Thoughts Concluding Concluding Thoughts Thoughts page page shows some in- Thoughts page Thoughts page shows much in- depth critical thinking shows little in-depth shows no in-depth depth critical and substance critical thinking and critical thinking and thinking and substance substance substance Presentation Student speaks Student shows Student is not Student is not at all clearly, shows enthusiasm and prepared for prepared and enthusiasm, gives performs solid presentation, but stumbles greatly. eye contact, and is presentation, but still tries to show Shows no prepared for stumbling or lack of enthusiasm enthusiasm presentation preparedness is evident