Formative assessment copy
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Formative assessments provide feedback to teachers and students to help modify teaching and learning activities. They help students understand what they know, don't know, and how to improve. The document discusses how formative assessments in a classroom help teachers change their curriculum to better meet student needs and allow students to close gaps in their understanding.
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Formative assessment copy
Formative assessments provide feedback to teachers and students to modify instruction and learning. They help students understand expectations and gauge their progress, and allow teachers to adjust their teaching to meet student needs. Formative assessments occur throughout the learning process.
Self-Portraits "As a Child" Student Drawings and Paintings 2015
This document lists the names of students who took the "Student Work Self-Portrait as a Child" class at UC Berkeley Extension in Spring 2015, taught by instructor Glenn Hirsch. The class focused on exploring portraits and self-portraits through drawings and paintings from a model.
Classroom Formative Assessment Tools
A quick overview of 6 great formative assessment tools for any classroom. Accompanying webinar available on YouTube at:
25 quick formative assessments
This document provides an overview of formative assessments and introduces 25 quick formative assessment strategies that teachers can use in a differentiated classroom. Formative assessments are informal or formal assessment tools used by teachers to evaluate student comprehension and learning needs during a lesson. This book encourages teachers to use a variety of formative assessments and shows how to design tiered activities and gather multiple sources of evidence to differentiate instruction based on assessment data. The 25 strategies are divided into two sections: summaries and reflections, and lists, charts, and graphic organizers. Teachers are provided guidance on implementing each strategy as a formative assessment.
Co-curricular Activities
This document discusses co-curricular and extra-curricular activities. It defines co-curricular activities as programs and experiences that complement classroom learning. It then lists several types of co-curricular activities including literacy activities, physical development activities, aesthetic/cultural activities, civic/community activities, social welfare activities, and leisure time activities. The document also provides tips for implementing co-curricular activities, such as choosing activities based on student interest, having clear objectives, forming committees to involve students, setting roles and regulations, coordinating with other school sectors, and keeping records of all activities.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Formative Assessment Classroom Techniques (FACTs)
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Formative Assessment Classroom Techniques using Bloom's Mastery Learning Model
Formative Assessment Classroom Techniques using Bloom's Mastery Learning ModelPeople's Trust Insurance Company
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154). Recommended
Formative assessment copy
Formative assessments provide feedback to teachers and students to modify instruction and learning. They help students understand expectations and gauge their progress, and allow teachers to adjust their teaching to meet student needs. Formative assessments occur throughout the learning process.
Self-Portraits "As a Child" Student Drawings and Paintings 2015
This document lists the names of students who took the "Student Work Self-Portrait as a Child" class at UC Berkeley Extension in Spring 2015, taught by instructor Glenn Hirsch. The class focused on exploring portraits and self-portraits through drawings and paintings from a model.
Classroom Formative Assessment Tools
A quick overview of 6 great formative assessment tools for any classroom. Accompanying webinar available on YouTube at:
25 quick formative assessments
This document provides an overview of formative assessments and introduces 25 quick formative assessment strategies that teachers can use in a differentiated classroom. Formative assessments are informal or formal assessment tools used by teachers to evaluate student comprehension and learning needs during a lesson. This book encourages teachers to use a variety of formative assessments and shows how to design tiered activities and gather multiple sources of evidence to differentiate instruction based on assessment data. The 25 strategies are divided into two sections: summaries and reflections, and lists, charts, and graphic organizers. Teachers are provided guidance on implementing each strategy as a formative assessment.
Co-curricular Activities
This document discusses co-curricular and extra-curricular activities. It defines co-curricular activities as programs and experiences that complement classroom learning. It then lists several types of co-curricular activities including literacy activities, physical development activities, aesthetic/cultural activities, civic/community activities, social welfare activities, and leisure time activities. The document also provides tips for implementing co-curricular activities, such as choosing activities based on student interest, having clear objectives, forming committees to involve students, setting roles and regulations, coordinating with other school sectors, and keeping records of all activities.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Formative Assessment Classroom Techniques (FACTs)
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Formative Assessment Classroom Techniques using Bloom's Mastery Learning Model
Formative Assessment Classroom Techniques using Bloom's Mastery Learning ModelPeople's Trust Insurance Company
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154). Teaching portfolio 2012
This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
Literate environment analysis_presentation_outline1.doc week 7 application
This presentation summarizes the presenter's learning from a study of beginning reading instruction at Walden University. The presenter learned to assess students' cognitive and non-cognitive reading skills. They gained insight into using different text types, including informational texts, to develop students' comprehension and vocabulary. The presenter applied strategies for developing metacognition and strategic processing, such as teaching synonyms. They also learned to use critical and response perspectives to have students analyze characters and respond to texts. The goal is to support students' literacy development through meaningful assessment and selection of engaging, informative texts.
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605Good Curriculum as a Basis for Differentiation.docx
60
5
Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
3. Draw one of the characters.
4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
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Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
Buffy joanna gunter hamilton project 2 read 8100 draft 2
This document describes the author's journey towards taking an inquiry stance in their classroom. Through coursework, they have gained theoretical lenses that have challenged their prior beliefs and transformed their teaching practice. Where they once focused on coverage and lectures, they now prioritize student questions, discussions, and cultivating a learning community. While changes have not been easy, theory provides a foundation for their revolutionary praxis of reflection and action. They regularly question how to make their classroom a space that values student voices and facilitates deep inquiry into issues of social justice.
Literate Environment Analysis By Sheila Oneal
This document analyzes a literacy environment framework and discusses assessments and instructional practices. It focuses on three key areas: literacy learners, text selection, and instructional practices. For literacy learners, the document discusses using cognitive assessments like Concepts About Print and non-cognitive assessments like the Elementary Reading Attitude Survey to understand students. When selecting texts, factors like readability, length, background knowledge, and interest should be considered. Instructional practices should focus on making meaning from text and addressing student needs.
Teaching Portfolio
Leah Langdon's teaching portfolio summarizes her teaching philosophy, pedagogy, evaluations, and goals. Her philosophy focuses on enabling students to develop a sociological lens to understand how social situations are constructed and to critically evaluate those constructions. Her pedagogy emphasizes active, team-based learning to promote deep understanding. Student and peer evaluations praise her engagement of students and command of the classroom, while noting areas for growth in explaining complex concepts and enthusiasm. Her goals are to improve in these areas when teaching Social Problems in the spring.
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The document summarizes research conducted on incorporating reflective writing into an 8th grade art class. The teacher implemented art journals where students wrote goals, reflections, and thoughts about their creative process. Throughout the semester, the teacher collected data on students' mindsets, writing abilities, and growth. Initial findings showed students struggled with writing goals related to artistic choices and saw reflection as looking back rather than improving. The teacher adapted strategies like interviewing students and revisiting goal setting. Later results indicated students developed a growth mindset and were proud of their work. The teacher concluded reflective writing can foster creativity and metacognition if implemented consistently from the start.
Self Assessment Essay Examples
Essay on Writing Self-Evaluation
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The document summarizes the experiences of a group of middle school science teachers who worked to improve their classroom assessment practices through a collaborative research project called CAPITAL. It describes three teachers' shifting perspectives on assessment. Tracey learned to use formative assessment to support student learning during instruction, rather than just using summative assessment after teaching. Vicki uses "questions of the day" to check student understanding and tailor lessons based on their responses. Joni now sees assessment as integral to instruction, using it to inform and adjust her teaching in an ongoing cycle of assessment and reflection.
My Philosophy
Kelli Witt outlines her teaching philosophy which focuses on six core values: environment, getting to know students, inclusion, equity, avoiding two-dimensional thinking, and informal assessments. She believes in creating an attractive classroom environment that displays student work to make them feel appreciated. She also thinks it is important to get to know students' personalities and cultures through icebreaker activities. Her philosophy promotes inclusion and equity so that all students feel equal and supported. She wants to ask open-ended questions that encourage deeper thinking beyond facts. Finally, Witt thinks informal assessments like exit tickets help evaluate student understanding on an ongoing basis.
Grade 4 Portfolio
Solveig Laverty has included her teaching portfolio showcasing her experience and qualifications. She has a Masters in Special Education and teaches 4th grade inclusion. Her portfolio outlines her education, certifications, honors, teaching experience in various roles from 2003-2010, workshops attended, computer skills, and core beliefs. She believes in differentiated instruction to meet all students' needs and abilities. A sample lesson on visualizing a passage from Bridge to Terabithia is described. She also believes in researching topics thoroughly to present accurate facts, such as in a unit on the Underground Railroad where students distinguished myths from facts in a postcard assessment.
Philosophy of teaching
Lisa Smith's teaching philosophy focuses on making English courses engaging for students through creative approaches. She discusses controversial current events and films to inspire critical thinking about assigned readings. For example, she had students analyze a mass shooter's manifesto in relation to Clive Lewis' writings. At the heart of her approach is creating a safe environment where students learn from discussions led by the instructor. She aims to challenge students through higher-order thinking assignments based on Bloom's Taxonomy rather than just course objectives. She also uses reading and note-taking techniques to promote academic success and has rethought grading to focus on the learning process over grades. Her goal is for students to not only analyze the world but also reflect inward.
Assessment
This document discusses assessment in content area literacy. It defines assessment and differentiates it from evaluation. Assessment should be an ongoing process that informs instruction, not a one-time event. Assessments are shifting from traditional methods like tests to more performance-based approaches. Effective assessments are standards-based, authentic, reflective, dynamic, and use multiple response formats to address students' varied strengths. Formative assessments like observations, retellings, self-evaluations and think-alouds inform instruction. Summative assessments include projects evaluated with rubrics and traditional tests. Authentic assessments in an elementary classroom include readers' theatre, reading groups, and writing workshops where teachers observe and provide individual feedback.
CUED6800 Presentation
This document discusses various teaching strategies used in a 3rd grade classroom, including Jigsaw activities, GRASP summaries, T-notes, KWL charts, SQ3R reading method, concept maps, word sorts, and Venn diagrams. It provides examples of how each strategy was implemented in the classroom for subjects like social studies, reading, and language arts. Reflections are also included on developing questioning skills and integrating writing across the curriculum. Background details are given on the school population and subjects taught.
Influence on Learning Important, Generic Skills
In some ways, the student voice has been the most powerful in traditional schemes for evaluating teaching at the college level because student evaluations are often the only systematically collected data on teaching. Nevertheless, the way questions are asked of students, and – more important – the way they are used, often diminishes students’ sense of the value of their role in this process.
Source: https://ebookscheaper.com/2022/02/15/influence-on-learning-important-generic-skills/
Critical Incident Analysis (2).doc
This document discusses critical incident analysis (CIA), which is an approach to analyzing challenges that arise in everyday practice. CIA involves choosing an incident, describing it in detail, interrogating the description to understand different perspectives and lessons learned, discussing it with colleagues, and writing a brief report. The document provides examples of case studies where teachers analyzed critical incidents from their classroom, including incidents around late assignments, student engagement, and lack of student preparation. It emphasizes that CIA can help teachers reflect on their practice, understand incidents from various viewpoints, and make changes to address problems.
Critical Incident Analysis (2).doc
This document discusses critical incident analysis (CIA), which is an approach to analyzing challenges that arise in everyday teaching practice. CIA involves choosing an incident, describing it in detail, interrogating the description to understand what happened and why, discussing it with colleagues, and writing a brief report. The document provides examples of case studies where teachers analyzed specific incidents from their classes. It demonstrates how CIA can help teachers reflect on their practice, consider alternative responses, and potentially improve their teaching skills.
Assessment pl
This document discusses the changing landscape of assessment in the classroom. It notes that assessment is shifting from traditional methods of having students read and answer questions to more authentic performance-based approaches where students show what they can do with what they've learned. The document also discusses how formative assessments can help guide instruction and summative assessments can measure skills and knowledge at the end of a unit. Effective assessment practices involve both formal and informal approaches throughout the learning process.
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This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
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Justice inquiry: Examining the Civil Rights Movement through Primary Sources
This presentation was given at the National Council for the Social Studies Annual Conference in Washington, DC, 2016.
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605Good Curriculum as a Basis for Differentiation.docx
60
5
Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
3. Draw one of the characters.
4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
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t.
A
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s
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rv
ed
.
Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
Buffy joanna gunter hamilton project 2 read 8100 draft 2
This document describes the author's journey towards taking an inquiry stance in their classroom. Through coursework, they have gained theoretical lenses that have challenged their prior beliefs and transformed their teaching practice. Where they once focused on coverage and lectures, they now prioritize student questions, discussions, and cultivating a learning community. While changes have not been easy, theory provides a foundation for their revolutionary praxis of reflection and action. They regularly question how to make their classroom a space that values student voices and facilitates deep inquiry into issues of social justice.
Literate Environment Analysis By Sheila Oneal
This document analyzes a literacy environment framework and discusses assessments and instructional practices. It focuses on three key areas: literacy learners, text selection, and instructional practices. For literacy learners, the document discusses using cognitive assessments like Concepts About Print and non-cognitive assessments like the Elementary Reading Attitude Survey to understand students. When selecting texts, factors like readability, length, background knowledge, and interest should be considered. Instructional practices should focus on making meaning from text and addressing student needs.
Teaching Portfolio
Leah Langdon's teaching portfolio summarizes her teaching philosophy, pedagogy, evaluations, and goals. Her philosophy focuses on enabling students to develop a sociological lens to understand how social situations are constructed and to critically evaluate those constructions. Her pedagogy emphasizes active, team-based learning to promote deep understanding. Student and peer evaluations praise her engagement of students and command of the classroom, while noting areas for growth in explaining complex concepts and enthusiasm. Her goals are to improve in these areas when teaching Social Problems in the spring.
Reflective Writing In The Art Room - Kari Lomax
The document summarizes research conducted on incorporating reflective writing into an 8th grade art class. The teacher implemented art journals where students wrote goals, reflections, and thoughts about their creative process. Throughout the semester, the teacher collected data on students' mindsets, writing abilities, and growth. Initial findings showed students struggled with writing goals related to artistic choices and saw reflection as looking back rather than improving. The teacher adapted strategies like interviewing students and revisiting goal setting. Later results indicated students developed a growth mindset and were proud of their work. The teacher concluded reflective writing can foster creativity and metacognition if implemented consistently from the start.
Self Assessment Essay Examples
Essay on Writing Self-Evaluation
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The document summarizes the experiences of a group of middle school science teachers who worked to improve their classroom assessment practices through a collaborative research project called CAPITAL. It describes three teachers' shifting perspectives on assessment. Tracey learned to use formative assessment to support student learning during instruction, rather than just using summative assessment after teaching. Vicki uses "questions of the day" to check student understanding and tailor lessons based on their responses. Joni now sees assessment as integral to instruction, using it to inform and adjust her teaching in an ongoing cycle of assessment and reflection.
My Philosophy
Kelli Witt outlines her teaching philosophy which focuses on six core values: environment, getting to know students, inclusion, equity, avoiding two-dimensional thinking, and informal assessments. She believes in creating an attractive classroom environment that displays student work to make them feel appreciated. She also thinks it is important to get to know students' personalities and cultures through icebreaker activities. Her philosophy promotes inclusion and equity so that all students feel equal and supported. She wants to ask open-ended questions that encourage deeper thinking beyond facts. Finally, Witt thinks informal assessments like exit tickets help evaluate student understanding on an ongoing basis.
Grade 4 Portfolio
Solveig Laverty has included her teaching portfolio showcasing her experience and qualifications. She has a Masters in Special Education and teaches 4th grade inclusion. Her portfolio outlines her education, certifications, honors, teaching experience in various roles from 2003-2010, workshops attended, computer skills, and core beliefs. She believes in differentiated instruction to meet all students' needs and abilities. A sample lesson on visualizing a passage from Bridge to Terabithia is described. She also believes in researching topics thoroughly to present accurate facts, such as in a unit on the Underground Railroad where students distinguished myths from facts in a postcard assessment.
Philosophy of teaching
Lisa Smith's teaching philosophy focuses on making English courses engaging for students through creative approaches. She discusses controversial current events and films to inspire critical thinking about assigned readings. For example, she had students analyze a mass shooter's manifesto in relation to Clive Lewis' writings. At the heart of her approach is creating a safe environment where students learn from discussions led by the instructor. She aims to challenge students through higher-order thinking assignments based on Bloom's Taxonomy rather than just course objectives. She also uses reading and note-taking techniques to promote academic success and has rethought grading to focus on the learning process over grades. Her goal is for students to not only analyze the world but also reflect inward.
Assessment
This document discusses assessment in content area literacy. It defines assessment and differentiates it from evaluation. Assessment should be an ongoing process that informs instruction, not a one-time event. Assessments are shifting from traditional methods like tests to more performance-based approaches. Effective assessments are standards-based, authentic, reflective, dynamic, and use multiple response formats to address students' varied strengths. Formative assessments like observations, retellings, self-evaluations and think-alouds inform instruction. Summative assessments include projects evaluated with rubrics and traditional tests. Authentic assessments in an elementary classroom include readers' theatre, reading groups, and writing workshops where teachers observe and provide individual feedback.
CUED6800 Presentation
This document discusses various teaching strategies used in a 3rd grade classroom, including Jigsaw activities, GRASP summaries, T-notes, KWL charts, SQ3R reading method, concept maps, word sorts, and Venn diagrams. It provides examples of how each strategy was implemented in the classroom for subjects like social studies, reading, and language arts. Reflections are also included on developing questioning skills and integrating writing across the curriculum. Background details are given on the school population and subjects taught.
Influence on Learning Important, Generic Skills
In some ways, the student voice has been the most powerful in traditional schemes for evaluating teaching at the college level because student evaluations are often the only systematically collected data on teaching. Nevertheless, the way questions are asked of students, and – more important – the way they are used, often diminishes students’ sense of the value of their role in this process.
Source: https://ebookscheaper.com/2022/02/15/influence-on-learning-important-generic-skills/
Critical Incident Analysis (2).doc
This document discusses critical incident analysis (CIA), which is an approach to analyzing challenges that arise in everyday practice. CIA involves choosing an incident, describing it in detail, interrogating the description to understand different perspectives and lessons learned, discussing it with colleagues, and writing a brief report. The document provides examples of case studies where teachers analyzed critical incidents from their classroom, including incidents around late assignments, student engagement, and lack of student preparation. It emphasizes that CIA can help teachers reflect on their practice, understand incidents from various viewpoints, and make changes to address problems.
Critical Incident Analysis (2).doc
This document discusses critical incident analysis (CIA), which is an approach to analyzing challenges that arise in everyday teaching practice. CIA involves choosing an incident, describing it in detail, interrogating the description to understand what happened and why, discussing it with colleagues, and writing a brief report. The document provides examples of case studies where teachers analyzed specific incidents from their classes. It demonstrates how CIA can help teachers reflect on their practice, consider alternative responses, and potentially improve their teaching skills.
Assessment pl
This document discusses the changing landscape of assessment in the classroom. It notes that assessment is shifting from traditional methods of having students read and answer questions to more authentic performance-based approaches where students show what they can do with what they've learned. The document also discusses how formative assessments can help guide instruction and summative assessments can measure skills and knowledge at the end of a unit. Effective assessment practices involve both formal and informal approaches throughout the learning process.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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Formative assessment copy
- 2. “all those activities undertaken Black & William describe Formative Assessment as by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs.”
- 3. Formative Assessments help the students understand where they are headed, where they are right now, and how they close the gap in the area that they do not understand. http://www.youtube.com/watch?v=rL54bfmZPzY This short video shows the importance of formative assessments in a classroom and how they help teachers change and focus their curriculum to better suit their students.
- 4. Formative Assessments allow teachers to facilitate student learning and helps the student to close the gap when there is misunderstanding about a topic because the students are given the feedback to help move their learning forward.
- 5. JOURNALS My students have 3 journals in their desks; one for math, one for reading and one for S.S. and Science. We use these journals daily. I have the students write, draw, explain, and even question content in these journals.
- 6. This was one of their journal assignments. We read a story together and I modeled “thinking out loud”. We then read another story, we did this process together. On day 3 this was their independent practice. The stories challenged them to ‘think outside of the box.’
- 7. This was a child’s verison of a poem. I asked them to draw a small sketch that went along with each stanza after we had discussed the poem as a class.This was an easy way for me to check their understanding of the poem.
- 8. The students were asked to relate their background knowledge to what they read in the poem. I also encourage my students to question what their reading and ask them to write out their thoughts.
- 9. These are both examples of quick formative assessments. We studied both the solar system and the parts of a plant. These simple drawings helped me evaluate each child’s understanding very quickly. They were not graded. I leave small notes and comments to help the students understand how they can correct the issues and grow in their understanding.
- 10. This was a KWL chart that I had my students complete after an intense study of the voting process and the two candidates. We also followed this study by having the students participate in a mock election that included the students having to register, the ballets, booths, and the I VOTED stickers.
- 11. RUBRICS Summary Writing Rubrics MCLASS RUBRICS Journal Writing Rubrics
- 12. EXIT SLIPS