A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
Personality development includes boosting one’s confidence, improving communication and language speaking abilities, widening one’s scope of knowledge, developing certain hobbies or skills, learning fine etiquettes and manners, adding style and grace to the way one looks, talks and walks and overall imbibing oneself with positivity, liveliness and peace.
A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
Personality development includes boosting one’s confidence, improving communication and language speaking abilities, widening one’s scope of knowledge, developing certain hobbies or skills, learning fine etiquettes and manners, adding style and grace to the way one looks, talks and walks and overall imbibing oneself with positivity, liveliness and peace.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Need some ideas to assist in EOG preparation? We have everything you need, EOG remediation with a twist! Unit lap book preparation from beginning to end with visuals, foldables, organizers and content all spiraled together in one clear unified study guide. Come see what we have to offer, we promise you will not leave empty handed.
Presenter(s): Diana Dubisky, Broxie Pone and Maria Caras
Professional developmentDarius WashingtonGrand Canyon EADD.docxpauline234567
Professional development
Darius Washington
Grand Canyon EAD
December 2, 2022
Introduction
Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows;
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
2
Outline
Learning objective
Agenda for the session
Activities aligned to mission and vision of school
Techniques for incorporating state and district standards
Accountability plan
Gagné’s 9 Events of Instruction
Learning objective
Learning objectives
Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement.
Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission.
3
Objective 1
Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement
Objective 2
Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement
Objective 3
Providing teachers with tools necessary for maximizing time spend on quality instruction
Agenda for session
The topics that will form the agenda is as follows;
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
4
Introductions
Objectives of the PD
Purpose of PD sessions
Discussion
Closing
Schedule
The schedule for the items t be discussed is as follows;
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
5
Introductions
8:30 am- 8:40 am
Objectives of the PD
8:40 am- 8:45 am
Purpose of PD sessions
8:45- 8:50 am
Discussion
8:50- 9:20
Closure
9:20 – 9:30
Activities aligned to mission and vision of school
Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
ITC:41 - Using Backward Design to Build Better Courses.pptxStan Skrabut, Ed.D.
How focused are your courses? Do you have clear objectives? Are students meeting your objectives? Are students overwhelmed by your content? If you employ backward design, you can ensure that all the elements are needed and help students achieve your objectives.
Backward design is an instructional design strategy for developing courses. With backward design, you start by creating your objectives. Next, you create your assessments. Finally, you develop your instructional content. The result is a tighter course that focuses on exactly what you want your learners to know.
In this presentation, I am going to breakdown the elements and process for implementing backward design. I will also touch on developing objectives and Bloom’s revised taxonomy for learning.
YouTube: https://youtu.be/3ds-voLTaNI
Podcast: https://tubarksblog.com/itc41
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3. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
What are the most important elements of effective
lesson design?
Setting clear objectives
What do you want students to be able to do and understand?
Aligned objectives to the Common Core State
Standards (CCSS)
Assessments
Assignments
Activities
4. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
Why are good learning objectives critical to
planning effective instruction?
Objectives are important because they are what a
student must achieve to accomplish what the teacher
states is to be learned, comprehended, or mastered.
(Wong, 1998)
Objectives are actions that are going to take place.
A teacher must use these to continually make sure that the
class is aligned and is on course.
5. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
Sample learning
objective
Specify and partition a
whole into equal parts,
identifying and counting
unit fractions by drawing
pictorial area models.
This objective is “good”
because:
Clear
Concise
Assessable
Is aligned with the CCSS
– 3.NF.1
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the quantity
formed by a parts of size
1/b
6. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
What are common pitfalls in planning effective
planning?
Designing a lesson plan starting with assignments or
activities first.
Not aligning objectives with CCSS
Activities are not measurable
Rushing through content
7. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
How to avoid common pitfalls in lesson planning?
“Learning should be considered a comprehensive, holist
ic, transformative, and wide-ranging
process that integrates academic learning, goal setting,
student experiences, and assessment, processes
that are often considered independent of each other.”
(Newman, 2013)
Begin with the end goal in mind
What is it that you want students to be able to do or
understand at the end of this lesson?
Think ahead
How will this objective and activities connect with future
learning concepts?
8. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
What is backwards design?
Backwards design is a way to design lessons beginning
with the focus standard and determining the final
outcome.
Determine what is it you want students to be know or be able
to do at the end of the lesson.
Next, design an assessment to measure students.
Then, determine which activities or assignments will best help
students reach that outcome.
Finally, you teach the content based on what you have outlined
and prepared for this content.
9. EFFECTIVE LESSON DESIGN AND BACKWARDS
DESIGN
How does the CCSS Initiative play a role in designing
effective instruction?
While the Common Core State Standards significantly reduced
the number of standards that must be covered, there are still
choices to be made. These include deciding which topic to
start teaching, which outcomes to start with, how to scaffold
skills and knowledge appropriately, and which standards to
break into smaller units, which to teach continuously, and
which to teach as a whole (Wiggins & McTighe, 2012).
11. BACKWARDS DESIGN VS. TRADITIONAL MODEL
Begin with the learning
outcome
Develop assessments before
assignments
Focuses on the desired goals
of the lesson
Begins with choosing
activities and assignments
Focuses on inputs
Develop assessments after
assignments
Starts
with the
learning
standards
13. MODELING THE PROCESS
Identifying desired outcome
Select standard
3.MD.A.1- Draw a picture graph and a scaled bar graph to
represent a data set with several catgories. Solve one- and
two-step “how many more” and “how many less” problems
using information presented on scaled bar graphs. (CCSS,
2013)
Determine outcome
At the end of this lesson students will be able to draw a scaled
bar graph that represents a given data set.
14. MODELING THE PROCESS
Assessment Evidence
Exit Slip – Favorite Color
Draw a scaled bar graph using the given set of data
Red- 7
Yellow- 3
Blue- 6
Green- 3
Orange- 4
15. MODELING THE PROCESS
Learning Activities
Concept Development (I do – We do – You do)
Teacher models constructing a scaled bar graph
Teacher models every step it takes to create a scaled bar
graph, explicitly explaining the parts of a bar graph and how
to use the data set to create a scale and how to label each
part of the graph
Teacher and student construct a scaled bar graph
Students work constructing a scaled bar graph with
assistance from teacher
Students work independently to construct a scaled bar graph
Students should use the previous examples to guide their
work. Using the steps to help them complete the bar graph.
16. MODELING THE PROCESS
Assessment
Teacher will use an “exit slip” to assess students’
understanding of the concept.
The assessment was created in step 2 of the design process
Exit Slip – Favorite Color
Draw a scaled bar graph using the given set of data
• Red- 7
• Yellow- 3
• Blue- 6
• Green- 3
• Orange- 4
17. MODELING THE PROCESS
Feedback
Teacher will use this
assessment to provide
feedback to students
New Topic
After completing the
lesson and assessing
students’ understanding
the teacher will then
begin preparing for the
new topic
18. REFERENCES
Lemov, Doug (2010). Teach Like a Champion. Jossey-
Bass
Wong, Harry (1998). The First Days of School. Harry K.
Wong Publications
NYS Common Core Mathematics Curriculum (2013).
http://www.engageny.org/sites/default/files/resource/atta
chments/math-g3-m6-full-module.pdf
Newman, Richard (2013). Teaching and Learning in the
21st Century: Connecting the Dots. Bridgepoint
Education, Inc.