This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
The first step in your presentation is to write learning objectives. Learning objectives state what the learner will be able to do at the end of the training program or at the end of a phase of training. They describe the planned outcome of the training rather than the training process.
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
The first step in your presentation is to write learning objectives. Learning objectives state what the learner will be able to do at the end of the training program or at the end of a phase of training. They describe the planned outcome of the training rather than the training process.
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
A Power Point Presentation for children, students and the young to stimulate their logical, creative and divergent thinking...to think out of the box. Please download for some animated images.
Bahan ajar mata kuliah pengantar pendidikan, materi model pembelajaran inkuiri. yang di dalamnya terdapat pengertian, langkah-langkahnya, metode pembelajarannya, kelemahan, serta kelebihannya
[Scup] Tutorial: Como monitorar o Facebook com o Scup e extrair os melhores r...Scup
O que você vai aprender:
> Acompanhando o que falam sobre sua marca
> Buscas no Facebook
> Monitorando o que é dito no Facebook
> Monitorando mensagens privadas
> Monitorando mural de página, usuário e grupos do Facebook
> Construindo expressão de busca no Facebook
> Interagindo com usuários do Facebook
> Administrando sua fan page
> Publicando pelo Scup
> Classificando publicações
> Acompanhando o desempenho de sua página
EDPT 514 Assessment Strategies for Diverse LearnersAssessmentIEvonCanales257
EDPT 514: Assessment Strategies for Diverse Learners
Assessment/Impact Project
Cover Page
Submitted to: Dr. E. Foster
Submitted by: (your first and last name should be written in this space)
2021 Spring Semester
Assessment Component I: Learning About Students: Whole Class and Two Focus Students
An important step in planning assessment is to learn about your students. Provide information about the whole class and two focus students in the sections below. Select a class, a content area, and a unit of study (Unit Plan) to work with as you complete this project.
Whole Class Information:
Total Number of Students:
Number of Females:
Number of Males:
Age Range of Student:
Racial Composition (Ethnicity of Students): Black__ White__ Asian__ Hispanic __ Native American __ Island Pacific __ Other ___
Focus Students: Select two students from the class you described above. Select one student who is an English Language Learner and one student who has an identified special need that warrants accommodations/modifications. Complete the information below about the students including a response for each question.
· a description of what you learned for each of the students, and
· an explanation of how the information will influence your academic instructional planning, including assessment
Component I: Focus Students
1. Focus Student 1: An English Language Learner / English as a Second Language (may use an ELL/ESL student who is in a setting different from your school site such as a church-based program or Boys and Girls Club)
Gender:
Age
1. Why did you select this student?
2. What have you learned about this student’s linguistic background?
3. What have you learned about this student’s academic language abilities in relations to this academic content area?
4. What have you learned about this student’s content knowledge and skills in this subject matter?
5. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?
6. What have you learned about this student’s cultural background including family and home relevant to this academic content area?
7. What have you learned about this student’s interests and aspirations relevant to this academic content area?
8. Discuss other information relevant to this academic content area that you have learned about the student, (e.g., attendance, extracurricular activities, etc.)
B. Focus Student 2: A student with an identified Special Need (Specific Learning Disability)
Gender:
Age:
1. Why did you select this student?
2. How is the instructional challenge that he or she presents different from that of the other student?
3. What have you learned about this student’s content knowledge and skills in this subject matter?
6. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?
7. What have you learned about this student’s background including family and home rel ...
This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Deepening Understanding of Inquiry
1. Welcome to
Deepening Understanding of Inquiry:
Year 2 PTs & SPs
October 21, 22 & 24, 2013
SAN JOSE UNIFIED
SCHOOL DISTRICT
INSPIRING AND PREPARING ALL STUDENTS TO
SUCCEED IN A GLOBAL SOCIETY
2. Meeting Goals
• Deepen knowledge of Inquiry
• Understand the connection between
Inquiry and the California Standards for the
Teaching Profession
• Develop compelling Focus Questions
3. Impact of Inquiry on Your Practice
• At the beginning of last year, I
thought/believed/practiced __________.
• At the end of the year I changed the way I
___________.
• At the end of this year, I would like my
actions to reflect____________.
4. Continuum of Teaching
Practice
Review Inquiry from last year
(http://bit.ly/newfact)
• What was your Focus Area? (1)
• What was your Focus Question? (2)
• What California Standard for the Teaching
Profession did you address? (3)
5. Action research is teacher driven,
reflective practice.
• Intent is to change, improve and inform
teaching.
• Carried out in the classroom.
• Researcher identifies problem of practice.
6. Formative Assessment for California
Teachers (FACT)
Context for Teaching and Learning
Assessment of Teaching
and Learning
Inquiry into Teaching and Learning
(IIP Embedded Across)
Summary of Teaching and
Learning
10. How to find your focus area
4/28/13
CFUs using
hand ranking
(1-4)
Exit tickets
APK (Class
KWL)
11. How to find your focus area
Consider self-assessments, feedback, &
classroom experience to identify areas of
strength & growth
• What focus areas may this lead to?
• Write your focus area in C-1, Cell 1
• Choose focus CSTP in C-1, Cell 3
12. IIP#______
Date:____________
Individual Induction Plan (C-1)
Participating
Teacher:
Support
Provider:
District:
School:
Teaching
Assignment:
Content
Credential Area of Emphasis:
Area:
FOCUS OF THE INQUIRY: Determining what I need to know and be able to do
1. Based on findings from self-assessments, determine area(s) of focus.
2. Develop a focus question for this inquiry.
Culturally Responsive Formative Assessment
4. What are the anticipated measurable outcomes for student learning?
PLAN
3. Which CSTP element(s) will be addressed?
4.4 Planning instruction that incorporates
appropriate strategies to meet the learning
needs of all students.
ACTION PLAN: Examining research related to my focus question and applying new learning in my instructional setting
6. Research: Describe resources used
(e.g., talked to colleague. researched on-line. other)
7.
Application: Implementation of new
knowledge
8. Measurable Results: Impact on
teaching/student achievement
PLAN/TEACH
5. Date of
research
13. How to find your focus area
Consider self-assessments, feedback, &
classroom experience to identify areas of
strength & growth
http://bit.ly/newfact
• What focus areas may this lead to?
• Write your focus area in C-1, Cell 1
• Choose focus CSTP in C-1, Cell 3
15. What are the criteria for a compelling
Focus Question?
1. Explicit focus on improving teacher practice
2. Clear transformative and development in a
specific teaching context
3. Concise, open-ended & shouldn’t already
have an answer
4. Something the researcher has control over
5. Personally engaging
16. Cycle of Inquiry
How will incorporating pictorial input charts and sentence
frames improve students’ expressive oral language?
To what extent will utilizing explicit instruction of
communication and collaboration strategies impact
student confidence, classroom culture, and level of
academic discussion?
How can I establish a safe and rigorous learning
environment in which both self- and peer-assessment are
utilized in order to create a strong, final oral
presentation?
17. Craft and share your focus question
• Does it meet the criteria?
• How can it be improved?
• Write your focus question in C-1, Cell 2
18. Essential Components of Instruction
(C-2)
How will incorporating pictorial input charts and sentence
frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Follow
agreed-upon rules for discussions
Make arguments. State point of views and
convince other people of what you think
19. Essential Components of Instruction
(C-2)
How will incorporating pictorial input charts and sentence
frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Follow
agreed-upon rules for discussions
Written on board,
newsletter, tweet/text
Make arguments. State point of views and
convince other people of what you think
20. Essential Components of Instruction
(C-2)
How will incorporating pictorial input charts and sentence
frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Follow
agreed-upon rules for discussions
Written on board, newsletter, tweet/text
Make arguments. State point of views and
convince other people of what you think
21. Essential Components of Instruction
What will your students be learning
over the course of your Inquiry?
Write the targeted academic standard and
learning objectives in C-2, Cells 1 & 2
22. Data & Action Research
• What type of data is to be collected?
• Write your entry level assessment and
criteria for interpretation in C-2, Cell3
• Write your summative assessment and
criteria for interpretation in C-2, Cell 4
23. Essential Components of Instruction
(C-2)
How will incorporating pictorial input charts and sentence
frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Follow
agreed-upon rules for discussions
Written on board, newsletter, tweet/text
Make arguments. State point of views and
convince other people of what you think
24. Data & Action Research
• What type of data is to be collected?
•
•
•
•
•
•
•
Unit assessments
DRA
Observation checklists
Writing samples
Tickets Out the Door
Quick Checks
Communication Logs
•
•
•
•
•
•
•
Field notes
Written reflections
Observations
Student interviews
Focus groups
Pictures
Video
25. Data & Action Research
• What type of data is to be collected?
• What change do you hope to see in your
students as a result of this inquiry? C-1, Cell
4
• Needs to be quantifiable (a #!)
26. How is it going?
Review:
Focus Area
Compelling focus question
Academic content
Assessment measures
Within your SP/PT partnership, take
a moment to check in.
What questions do you still have?
27. Closure
• Please complete feedback forms
• Advice & Assistance Meetings in January
• Bus your tables
Editor's Notes
4:00 – 4:022m DarrenThank you for bringing your binders and signing in.
4:03 – 4:053m DarrenFormative Assessment for California Teachers (FACT) as a tool for Cycle of InquiryAgenda:Essential Question: In what ways does the inquiry cycle influence and support teacher growth?Outcomes, this is what you will walk away with tonight: a compelling focus question rooted within your self-assessment and reflections of last-year’s experience
4:05 – 4:105m DarrenSignificance/handoutThese wonderings help get to the significance of action research. It is only as powerful as it connects to personal explorations of your teaching practice. Upon reflection of it’s impact, noticing themes, changes, and new questions you can highlight it’s impact. Using these sentence frames as starting points, reflect upon your teaching or mentoring practice last year as well as some hopes for this year. After some silent writing time, you will share these thoughts with your SP and then we’ll ring the chime to have you move to share with another person, someone who’s fashion you admire or a look of mystique about them. What is the narrative of your change in practice last year. Looking forward, what would you like that narrative to say this year?Example of when Kelly & Darren answered this question. Focus of narrative is on YOU, the individual, not on your students. Reflection. Beginning, middle endUsually small but can be larger.
4:10 – 4:188m DarrenWe’re starting our work this evening by reflecting upon your Inquiry experience last year as a way to provide context, review the process, and trigger insights for your up-coming Inquiry. This year you’ll have an opportunity to deepen your understanding of the Inquiry process. You will want to use what you inputted in your Inquiry from last year to answer these questions. Take a moment to re-open your electronic portfolio and open C-1. Now, take a moment to first Think Pair Share PTs with your SPs. Then share at your table group. Write down your question from last year and using the rubric, self-assess it.
4:18 – 4:224m DarrenPair shareAction research is a type of social research usually conductedin a school setting. It might be a collaboration with a group of colleague or individual or even a larger scale effort. It’s about improving educational practice in a systematic way. Working with colleagues.It isn’t problem solving in the sense of trying to find out what is wrong, but how to improve an identified problem/concern.Usually small but can be larger.
4:22 – 4:231m DarrenOverview of FACTPurpose: Show the vision of the entire year. This is where you are going. We use Formative Assessment system to help teachers accelerate on their teaching practice.Flow chart of FACT with the first two modules Context and Teaching Learning
4:23 – 4:252m DarrenNow that we’re grounded in your work last year, we’re going to connect the Inquiry to the FACT, specifically the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT. As you may recall, these are the initial steps of the Inquiry Process, some of which you will have an opportunity to complete this evening.0: growth, interest to delve into further1: identification and developing a focus question to drive the inquiry2:
4:25 – 4:294m DarrenBasic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources. Highlight how there are multiple C-6 tools to use and each needs to be used once.
4:29 – 4:312 m DarrenNow we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
4:31 – 4:35Kelly4mPurpose/Rationale. Highlight and modelConnecting to a CSTPA focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,45m KellyLed my thinking a bit deeper and gave me language to frame my question. Going back and forth. PT shares/explores a few topics they want to improve upon or have been concerned about:The type of school that I work at now is very different than last year. I got some feedback from my kids that I need to target the needs of my kids more. PT/SP look through the CSTPs to see which ones match the concern/area for growth:I chose this CSTP because this is the one most related to formative assessment for diverse learners.SP coaches PT though reflection of past evidence and possible areas for growth. Model PT/SP how the conversation. Evidence. I use think pair share and I model, but I don’t do those consistently. Sometimes students make connections with their lives. I use sentence frames but they’re not levels. They aren’t meeting the needs of the kids. One things I could do is use sentence frames. With that in mind. My focus might be instructionally responsive sentence frames.
4:35 – 4:372m KellyQuestions.A focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,4
4:37- 4:392 min KellyShow the form and pull it up before you go get your sandwich
4:39 – 4:478m KellyQuestions.A focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,4
4:47 – 5:07About 20 min
5:07 – 5:103m Kelly Let’s make a handout/rubric for this. Gets at explanations, reasons, relationships. "How does….?" "What happens when….?" Is manageable and can be completed. Is close to your own practice. Provides you an opportunity to stretch. Provides a deeper understanding of the topic and is meaningful to you. Other thoughts to consider regarding explanations of action research. As you search for articles that increase your knowledge of the topic you'll find more and more articles that will help you refine your research question and identify new strategies and interventions.Ultimately, you might even rework your initial research question as you learn more about the topic and think about what intervention you hope to use in your classroom and what kind of data you'll need to gather. Throughout a project, the teacher researcher's question should be continually modified to create a closer fit with the classroom environment. Each month the teacher researchers returns to their research group to cast and recast their questions and plan how to collect dataon the new version of their questions.Focus on what or how as much as possible.
5:10 – 5:144m KellyHere, and on the snow white paper are some examples you may want to look to for inspiration as well as question frames or starters.
5:14- 5:4430 mStart with SP 10mSP move 5mSP move 5mBack to original SP 5m Whole group Share out 5mEasy movement to have SPs listen to and give feedback on multiple focus questions. Share out how yours changed and how you feel about it.
5:44 – 5:5713 m GitaOverview/directions of how to use this.Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists.Then, discuss/share how will learning goals be communicated to students and families? Newsletters,Web siteText messages,News blasts,Tweets,Displayed in classroomOn student work, explained by the teacher
5:44 – 5:5713 m GitaOverview/directions of how to use this.Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists.Then, discuss/share how will learning goals be communicated to students and families? Newsletters,Web siteText messages,News blasts,Tweets,Displayed in classroomOn student work, explained by the teacher
5:44 – 5:5713 m GitaOverview/directions of how to use this.Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists.Then, discuss/share how will learning goals be communicated to students and families? Newsletters,Web siteText messages,News blasts,Tweets,Displayed in classroomOn student work, explained by the teacher
5:58 – 6:046mGita1 m explanation5 m to find academic standard and complete cells 1 & 2Share examples of how to communicate with families and students: news letters, written on the board, tell the kids, websites etc. The student content related to your focus question. It includes what the students will be learning.You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Need to know a content standard and a learning objective. Be sure to also consider how will students be helped to connect the content to real life applications? And How will the learning goals be communicated to the students? Families? For Ed Specialists, also consider the alignment needed to connect with IEP goals or IFSPs.
6:04 – 6:106mGita1 m5 m to think of assessments and enter into C-2The before and after assessments. You will also have formative assessment during. You need to consider the academic standard you are teaching to, as well as the learning objectives for your students. Following are some examples of assessments you may consider.
5:44 – 5:5713 m GitaOverview/directions of how to use this.Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists.Then, discuss/share how will learning goals be communicated to students and families? Newsletters,Web siteText messages,News blasts,Tweets,Displayed in classroomOn student work, explained by the teacher
6:10-6:155 min GitaDRA = Developmental Reading AssessmentHow might you assess at the beginning? What sort of entry level assessments? How might you interpret these results? Cell 3How might you assess at the end of the unit? What sort of summative assessments would you use? How might you interpret these results? Cell 4Qualitative or quantitative?If you are going to focus on something like management, how might data be collected and measured for this?
6:15 – 6:194m GitaBack to the IIPWhat change do you hope to see in your students as a result of this inquiry? Measurable outcome.One change might be. All of my students will increase their score 1 point on the writing rubric in persuasive writing.If a performance assessment is used, looking at the changes in the student work, such as 90% of the class will be able to explain their thinking with a math problem. Another change might be, the bottom third of my class will increase their unit assessment in Algebra by 50%.