Implementing and Managing Accelerated Math In Lower Elementary
•Download as PPT, PDF•
1 like•529 views
This document provides guidance on implementing and managing Accelerated Math (AM) in lower elementary grades and using reports to meet student needs. It outlines how to align objectives, use diagnostic tests and practices, format problems, score assignments, and utilize reports. Classroom implementation tips include dedicating weekly time for AM, using it during stations/centers, pulling small groups, and assigning it as homework with tutoring support.
Report
Share
Report
Share
Recommended
Programmed instruction
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
Programmed instruction
This document discusses programmed instruction, a method of teaching developed by B.F. Skinner. It involves breaking content down into small sequential steps, requiring active student responses, and providing immediate feedback. There are two types: linear programming presents content in a fixed order, while branched programming allows different paths based on student responses. Programmed instruction aims to individualize learning by allowing students to self-pace and receive continuous assessment. While it ensures students learn independently, developing effective programs can be difficult and time-consuming.
Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
Topic
The document discusses programmed instruction, which involves breaking subject matter into smaller, sequentially ordered units and presenting them to students for self-paced learning. It describes the characteristics, principles, advantages, and two varieties (linear and branched programming) of programmed instruction. The conclusion reiterates that programmed instruction is an individualized instructional technique aimed at ensuring students master specified learning goals.
Programmed instruction ppt history
Individualized Instruction aims to adjust education to cater to each student's specific needs and abilities. It places responsibility for learning on students, improving their motivation. There are various approaches, including Programmed Instruction, which breaks content into small, logically sequenced steps with immediate feedback. Computer Assisted Instruction also enables self-paced, individualized learning through simulations, tutorials and practice. Overall, Individualized Instruction customizes education for varied student differences, abilities and paces of learning.
SUMMATIVE AND FORMATIVE DIFFERENENT
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
The effectiveness of programmed instruction
The document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It has basic principles like small steps, active response, reinforcement, and self-pacing. Programmed instruction is effective as it allows individualized learning at one's own pace with feedback, but has limitations like being difficult to develop, restricting creativity, and not applying well beyond cognitive objectives.
Presentaton by nasir
The document discusses programmed instruction, which breaks content down into small steps requiring active student responses. It describes two types - linear programming, which uses conditioning, and branching programming, which allows for diagnosis. Advantages include self-paced learning and immediate feedback. Developing programmed instruction helps teachers analyze content, structure it sequentially, and create feedback to improve their skills.
Recommended
Programmed instruction
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
Programmed instruction
This document discusses programmed instruction, a method of teaching developed by B.F. Skinner. It involves breaking content down into small sequential steps, requiring active student responses, and providing immediate feedback. There are two types: linear programming presents content in a fixed order, while branched programming allows different paths based on student responses. Programmed instruction aims to individualize learning by allowing students to self-pace and receive continuous assessment. While it ensures students learn independently, developing effective programs can be difficult and time-consuming.
Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key characteristics of programmed instruction, including breaking content into small steps, eliciting frequent learner responses, and providing immediate feedback. The document also outlines different styles of programming, such as linear and branching approaches, and principles of programmed instruction like using small steps and immediate confirmation.
Topic
The document discusses programmed instruction, which involves breaking subject matter into smaller, sequentially ordered units and presenting them to students for self-paced learning. It describes the characteristics, principles, advantages, and two varieties (linear and branched programming) of programmed instruction. The conclusion reiterates that programmed instruction is an individualized instructional technique aimed at ensuring students master specified learning goals.
Programmed instruction ppt history
Individualized Instruction aims to adjust education to cater to each student's specific needs and abilities. It places responsibility for learning on students, improving their motivation. There are various approaches, including Programmed Instruction, which breaks content into small, logically sequenced steps with immediate feedback. Computer Assisted Instruction also enables self-paced, individualized learning through simulations, tutorials and practice. Overall, Individualized Instruction customizes education for varied student differences, abilities and paces of learning.
SUMMATIVE AND FORMATIVE DIFFERENENT
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
The effectiveness of programmed instruction
The document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It has basic principles like small steps, active response, reinforcement, and self-pacing. Programmed instruction is effective as it allows individualized learning at one's own pace with feedback, but has limitations like being difficult to develop, restricting creativity, and not applying well beyond cognitive objectives.
Presentaton by nasir
The document discusses programmed instruction, which breaks content down into small steps requiring active student responses. It describes two types - linear programming, which uses conditioning, and branching programming, which allows for diagnosis. Advantages include self-paced learning and immediate feedback. Developing programmed instruction helps teachers analyze content, structure it sequentially, and create feedback to improve their skills.
Mathetics Programming - Dr Umashree D K
Mathetics is a type of programmed instruction developed by Thomas Gilbert that applies principles of reinforcement theory to analyze and construct complex behaviors and skills. It involves breaking tasks down into constituent behavioral elements through task analysis.
In mathetics, learning takes place through a series of exercises where learners build skills sequentially through principles of discrimination, chaining, and generalization. Each exercise reinforces learning upon completion of the task.
While mathetics is effective for teaching concrete skills through backward chaining, it also has limitations in individualizing for learners and addressing higher-order thinking.
Programmed instruction my presentation
Programmed instruction is a method of teaching that presents information incrementally in small steps, requiring students to respond to each step before advancing. There are two types: linear programming which follows a straight path; and branching programming which allows for diagnosis of weaknesses and remediation through alternative paths. Branching programs have home pages for content and questions, and wrong pages for remedial explanations to redirect students. They use backward or forward branching techniques to move students through the program based on their responses.
Programmed instruction
This document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It describes the key features as clearly stated objectives, small frames of instruction, and self-pacing. The principles are determining the desired behavior, providing immediate feedback, self-learning at one's own speed, and active participation. The importance is that it shifted education's focus to outcomes, demonstrated self-pacing and mastery learning, required well-constructed materials, and drew new professionals to the field.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
Programed instructional material
Programmed instruction materials are designed to teach content in a step-by-step self-paced format. There are two main types: linear programming which presents content in a single straight path, and branching programming which allows learners to choose their own path through remedial frames. Effective programming is based on principles like small incremental steps, active learner responses, and immediate feedback. Developers must carefully define objectives, design frames to meet objectives, and test and validate the materials through tryouts.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Programmed instruction
Programmed instruction is a step-by-step teaching method that presents information in small units and tests students frequently before allowing them to advance. It applies behaviorist learning theories that posit learning as a sequential process. Students can learn at their own pace and receive reinforcement for correct answers before moving forward. While computers helped enable programmed instruction, some critics argue it may not support language communication skills.
Programmed learning
This document discusses programmed instruction, which breaks subject matter into small, logical steps to provide individualized, self-paced learning. It defines programmed instruction, outlines its characteristics and principles, and describes different programming types like linear and branching. Linear programming follows a single path, while branching allows learners to take different paths based on responses. The document also covers merits and limitations of programmed learning and different programming types.
Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
programmed learning
The document discusses the history and principles of programmed learning. It was developed by B.F. Skinner based on operant conditioning research. Programmed learning breaks content into small sequential steps and provides immediate feedback. There are two types: linear programming which presents one concept at a time, and branching programming which allows for multiple choices and remedial frames for incorrect answers. The principles include small steps, active student response, and self-pacing. Programmed learning aims to individualize instruction and help students learn at their own pace without a teacher.
Curricular Compacting
Curriculum compacting is a 3-step process that streamlines the regular curriculum for high-ability students. It involves pre-assessing students to determine what they already know, modifying lessons to focus only on unfamiliar content, and providing enrichment activities for time saved through compacting. The goal is to accelerate learning for students who quickly grasp material and avoid repetition, better challenging them with enriched content. Teachers identify candidates for compacting, define goals, and provide alternative options while ensuring mastery of core skills.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Planning a tiered_activity
This document provides guidance for teachers on designing tiered activities to differentiate instruction. It includes a planning tool to help teachers create three tiers of an activity tailored to different student ability levels, while still meeting common learning goals. The tool guides teachers to first design the most advanced tier to challenge all students, then scaffold the activity down while maintaining the goals. Teachers are encouraged to get feedback and try differentiating an unfamiliar subject. Administrators should check that all tiers lead to competency in the goals and are respectful for each student ability level.
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Programmed instruction(mithaa)
Programmed instruction is a method of teaching using discrete units of information with a required correct response before advancing, characterized by clearly stated objectives, small frames of instruction, and self-pacing. It follows principles like determining final behaviors, providing immediate feedback, ensuring self-paced learning, and active participation. The way of programmed instruction is to teach subjects or tasks to groups in a sequence of steps to achieve educational goals. Its importance includes shifting education's focus to learner outcomes, enabling self-pacing and mastery learning, and requiring carefully constructed materials.
Assessment 2
The document shares research on principles of effective instruction and recommendations for applying them in the classroom. It discusses an article that focuses on instructional practices informed by research on how the brain learns, practices of top-performing teachers, and studies teaching learning strategies to students. It then lists ways to apply these principles, such as beginning lessons with reviews, presenting new material in small steps with practice, checking all students' understanding through questions, providing models and scaffolds for difficult tasks, and requiring independent practice with reviews.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
Revision strategies 2
Revision foldables provide a concise way for students to review key information from a unit by testing their understanding through interactive exercises. Students create foldables with definitions, diagrams, labels, or tasks hidden underneath folds of paper to quiz themselves or peers on important concepts. These revision tools can be completed in class to build a study aid bank or focused weekly on different topics as a summary exercise at the end of each unit.
Keys to Effective Testing
The document provides information about effective testing. It discusses test definitions and uses in educational assessment. It outlines the key lessons which include test types, preparing effective tests, and factors to consider when constructing a good test. The document also discusses uses and classifications of tests. The lessons emphasize objectives, instruction, assessment, and evaluation as keys to effective testing.
Keys to Effective Testing
The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
Module 4: School Based Assessment
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
The process and purpose of evaluation
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
More Related Content
What's hot
Mathetics Programming - Dr Umashree D K
Mathetics is a type of programmed instruction developed by Thomas Gilbert that applies principles of reinforcement theory to analyze and construct complex behaviors and skills. It involves breaking tasks down into constituent behavioral elements through task analysis.
In mathetics, learning takes place through a series of exercises where learners build skills sequentially through principles of discrimination, chaining, and generalization. Each exercise reinforces learning upon completion of the task.
While mathetics is effective for teaching concrete skills through backward chaining, it also has limitations in individualizing for learners and addressing higher-order thinking.
Programmed instruction my presentation
Programmed instruction is a method of teaching that presents information incrementally in small steps, requiring students to respond to each step before advancing. There are two types: linear programming which follows a straight path; and branching programming which allows for diagnosis of weaknesses and remediation through alternative paths. Branching programs have home pages for content and questions, and wrong pages for remedial explanations to redirect students. They use backward or forward branching techniques to move students through the program based on their responses.
Programmed instruction
This document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It describes the key features as clearly stated objectives, small frames of instruction, and self-pacing. The principles are determining the desired behavior, providing immediate feedback, self-learning at one's own speed, and active participation. The importance is that it shifted education's focus to outcomes, demonstrated self-pacing and mastery learning, required well-constructed materials, and drew new professionals to the field.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
Programed instructional material
Programmed instruction materials are designed to teach content in a step-by-step self-paced format. There are two main types: linear programming which presents content in a single straight path, and branching programming which allows learners to choose their own path through remedial frames. Effective programming is based on principles like small incremental steps, active learner responses, and immediate feedback. Developers must carefully define objectives, design frames to meet objectives, and test and validate the materials through tryouts.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Programmed instruction
Programmed instruction is a step-by-step teaching method that presents information in small units and tests students frequently before allowing them to advance. It applies behaviorist learning theories that posit learning as a sequential process. Students can learn at their own pace and receive reinforcement for correct answers before moving forward. While computers helped enable programmed instruction, some critics argue it may not support language communication skills.
Programmed learning
This document discusses programmed instruction, which breaks subject matter into small, logical steps to provide individualized, self-paced learning. It defines programmed instruction, outlines its characteristics and principles, and describes different programming types like linear and branching. Linear programming follows a single path, while branching allows learners to take different paths based on responses. The document also covers merits and limitations of programmed learning and different programming types.
Programmed instruction1111
This document provides an overview of programmed instruction. It discusses how programmed instruction emerged from experimental research on operant conditioning by B.F. Skinner and Edward Thorndike's law of effect. It describes some key figures in the early development of programmed instruction like Socrates and Sidney Pressey. The document also outlines characteristics of programmed learning like breaking content into small steps, eliciting frequent responses, and providing immediate feedback. It discusses different styles of programming like linear and branching approaches. In summary, the document provides background on the origins and principles of programmed instruction as a teaching method.
programmed learning
The document discusses the history and principles of programmed learning. It was developed by B.F. Skinner based on operant conditioning research. Programmed learning breaks content into small sequential steps and provides immediate feedback. There are two types: linear programming which presents one concept at a time, and branching programming which allows for multiple choices and remedial frames for incorrect answers. The principles include small steps, active student response, and self-pacing. Programmed learning aims to individualize instruction and help students learn at their own pace without a teacher.
Curricular Compacting
Curriculum compacting is a 3-step process that streamlines the regular curriculum for high-ability students. It involves pre-assessing students to determine what they already know, modifying lessons to focus only on unfamiliar content, and providing enrichment activities for time saved through compacting. The goal is to accelerate learning for students who quickly grasp material and avoid repetition, better challenging them with enriched content. Teachers identify candidates for compacting, define goals, and provide alternative options while ensuring mastery of core skills.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Planning a tiered_activity
This document provides guidance for teachers on designing tiered activities to differentiate instruction. It includes a planning tool to help teachers create three tiers of an activity tailored to different student ability levels, while still meeting common learning goals. The tool guides teachers to first design the most advanced tier to challenge all students, then scaffold the activity down while maintaining the goals. Teachers are encouraged to get feedback and try differentiating an unfamiliar subject. Administrators should check that all tiers lead to competency in the goals and are respectful for each student ability level.
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Programmed instruction(mithaa)
Programmed instruction is a method of teaching using discrete units of information with a required correct response before advancing, characterized by clearly stated objectives, small frames of instruction, and self-pacing. It follows principles like determining final behaviors, providing immediate feedback, ensuring self-paced learning, and active participation. The way of programmed instruction is to teach subjects or tasks to groups in a sequence of steps to achieve educational goals. Its importance includes shifting education's focus to learner outcomes, enabling self-pacing and mastery learning, and requiring carefully constructed materials.
Assessment 2
The document shares research on principles of effective instruction and recommendations for applying them in the classroom. It discusses an article that focuses on instructional practices informed by research on how the brain learns, practices of top-performing teachers, and studies teaching learning strategies to students. It then lists ways to apply these principles, such as beginning lessons with reviews, presenting new material in small steps with practice, checking all students' understanding through questions, providing models and scaffolds for difficult tasks, and requiring independent practice with reviews.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
Revision strategies 2
Revision foldables provide a concise way for students to review key information from a unit by testing their understanding through interactive exercises. Students create foldables with definitions, diagrams, labels, or tasks hidden underneath folds of paper to quiz themselves or peers on important concepts. These revision tools can be completed in class to build a study aid bank or focused weekly on different topics as a summary exercise at the end of each unit.
What's hot (18)
Type of programmed instruction, linear programmed instruction,meaning,assumpt...
Type of programmed instruction, linear programmed instruction,meaning,assumpt...
Similar to Implementing and Managing Accelerated Math In Lower Elementary
Keys to Effective Testing
The document provides information about effective testing. It discusses test definitions and uses in educational assessment. It outlines the key lessons which include test types, preparing effective tests, and factors to consider when constructing a good test. The document also discusses uses and classifications of tests. The lessons emphasize objectives, instruction, assessment, and evaluation as keys to effective testing.
Keys to Effective Testing
The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
Module 4: School Based Assessment
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
The process and purpose of evaluation
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
Pd continuum plan goodspiritmodule2 - catch-up module
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
Test Construction1
Testing is used to measure what learners know or can do. Tests inform both learners and teachers of strengths and weaknesses, and motivate learners to review material. They also help guide teaching and determine if learning objectives were achieved. Effective tests have clear, unambiguous instructions and questions, a reasonable time limit, and avoid bias or overlap of assessed content. Scoring should be standardized between examiners and moderated to reduce subjectivity.
Pencil andpapertest
This document discusses guidelines for constructing classroom tests. It outlines the basic principles that should guide teachers, such as measuring all instructional objectives and using appropriate test items. It also describes the attributes of a good test, including validity, reliability, objectivity, and fairness. The document provides steps for constructing classroom tests, such as identifying objectives, preparing a table of specifications, writing test items, and sequencing items. It includes an example of how to prepare a table of specifications and allocate test items to topics. Finally, it lists general guidelines for writing test items, such as avoiding ambiguity and providing one correct answer.
Tiered Instruction
- Tiered instruction is a strategy that allows teachers to slightly adjust lessons, assignments, and activities to accommodate different student skill levels and backgrounds. This helps ensure all students are appropriately challenged.
- When planning tiered instruction, teachers first identify the key concepts and outcomes. They then design multiple tiers or levels of tasks and activities that will help students of varying readiness levels learn those concepts. Factors like complexity, independence, and structure can be adjusted across tiers.
- Creating respectful and engaging tiers that are just above each student's level is important. Tiered instruction individualizes learning within the classroom.
Testing and Test Construction (Evaluation ILE)
Testing serves several purposes including informing learners and teachers of strengths and weaknesses, motivating learners, and determining if learning objectives have been achieved. Tests can be classified based on their purpose such as screening, placement, or achievement. They can also be classified based on their characteristics such as being direct or indirect, criterion-referenced or norm-referenced. Proper test design considers guidelines around moderating tasks, ensuring an appropriate level of difficulty, avoiding bias, and standardizing examiners.
Testing and Test construction (Evaluation in EFL)
The document discusses different types of tests, their purposes, and characteristics. It describes screening, placement, proficiency, aptitude, diagnostic, achievement, and progress tests. Direct and indirect tests as well as discrete point and integrative tests are also defined. Guidelines for developing effective tests are provided, including moderating tasks, determining an appropriate level of difficulty, ensuring discrimination among learners, using a representative sample, avoiding overlap, providing clear instructions, considering timing, and avoiding bias in the layout. Moderation of marking schemes, standardization of examiners, and follow-up reviews are also recommended to help ensure tests achieve their intended purposes.
Field Study 5 Episode 2
The document discusses using appropriate assessment tools for a field study course. It includes an assessment checklist used to observe different assessment methods, an analysis of the observations, reflections on traditional versus authentic assessment, and a portfolio describing when different assessment methods are appropriate. The student observed multiple choice questions, oral questioning, and performance tests most often, while self-reports and product rating scales were not observed. Traditional assessments measure lower-level learning while authentic assessments measure higher-order thinking and actual performance. No single assessment method is best; teachers should use different methods appropriately depending on the learning objectives.
K to 12 classroom assessment ppt
This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
PLANNING CLASSROOM TESTS AND ASSESSMENTS
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Student involved assessment for learning ppt by Hiba Armouche
This workshop is presented to K-12 math teachers to help shift their assessment practices from summative to formative. The workshop will help teachers think about the benefits of formative assessment and get ready to make changes. It discusses moving away from assessing students against each other and instead ensuring all students have opportunities to learn. Teachers will learn about setting clear learning targets, using different assessment methods aligned to targets, and communicating results to support student learning. The goal is for assessments to be participatory, provide feedback to students, and involve students in the process.
Testing and Test Construction
The document discusses different types of tests, their purposes, and characteristics. It describes screening/admission tests which determine if a person has the required behavior to be successful in a program. Placement tests determine the appropriate level for a person in a program. Proficiency tests measure overall language ability compared to native speakers. Achievement tests determine if learning objectives have been achieved. The TOEFL test is provided as an example of a proficiency test. Guidelines for developing effective tests are also outlined.
Assessment strategies
This presentation discusses the meaning of assessment . The difference between assessment an evaluation . Kinds of assessment . Finally, it present simple assessment strategies .
WFSG EDM Implementation Walk #2
Vertical teams should be formed including staff from each grade level and support roles. The teams will discuss 5 areas: classroom environment, planning and preparation, use of resources, instruction, and self-reflection. Specific topics within each area are provided as prompts for discussion. The teams will use a three level protocol for understanding - reading and noting, asking questions, and developing understanding. The goal is for teams to share experiences, examples, successes, questions and implications for their work.
9bestpracticesfinal
This document discusses nine best practices for improving student achievement, including finding similarities and differences, summarizing and note taking, providing recognition, assigning homework and practice, and using cooperative learning. Finding similarities and differences can increase achievement by 45% by helping students analyze concepts in a simpler way. Summarizing and note taking increases achievement by 34% by promoting comprehension and processing of information. Providing recognition that is contingent on achievement standards and effort can increase achievement by 29% when it reinforces effort.
Characteristics of Evaluation.pptx
Evaluation in mathematics education encompasses more than just tests and grades. It looks at a student's strengths, needs, and progress toward learning objectives. There are various methods of evaluating mathematical learning, including tests, examinations, analyzing schoolwork tasks, and developing test programs. Evaluation plays a crucial role in the mathematics classroom by assessing student understanding, identifying areas for improvement, and enhancing learning. It is an important part of curriculum planning and allows teachers to gain insight on student performance and tailor instruction accordingly.
Similar to Implementing and Managing Accelerated Math In Lower Elementary (20)
Pd continuum plan goodspiritmodule2 - catch-up module
Pd continuum plan goodspiritmodule2 - catch-up module
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...
Student involved assessment for learning ppt by Hiba Armouche
Student involved assessment for learning ppt by Hiba Armouche
More from D Houseman
SIOP Intro
The document discusses the SIOP (Sheltered Instruction Observation Protocol) model for teaching English language learners. It begins by summarizing the Lau v Nichols Supreme Court decision that students who do not understand English are denied meaningful education. It then provides objectives for a professional development session on SIOP that include identifying factors affecting second language acquisition and understanding how SIOP supports language and content objectives. The document explains key aspects of SIOP like preparation, building background, and review/assessment. It concludes by having teachers discuss benefits of SIOP and identify its most important components for their classrooms.
Ren place manage students
This document provides instructions for changing login names and passwords in a student management system. It advises the user to only change highlighted areas such as login name and password, and to never change permanent identifying information from the SMS like Student ID, Name or Grade. Usernames must also be unique identifiers to distinguish individual students.
MEAP Assessment Integrity Guide
This document outlines standards for proper conduct during the administration of state assessments in Michigan. It covers roles and responsibilities, security protocols, preparation, administration procedures, prohibited student behaviors, reporting practices, and processes for addressing irregularities. Adherence to these standards is necessary to ensure the assessments accurately measure student achievement relative to state standards.
The new era of tenure and teacher evaluation final 1
- The document outlines policies and procedures for evaluating teachers and staff in a school district. It discusses criteria for performance ratings, requirements for observations, use of student growth data in evaluations, and consequences for ineffective ratings.
- Teachers will be rated as highly effective, effective, minimally effective, or ineffective based on evaluations, with ratings partially based on student growth over time. Additional support and plans will be provided to teachers rated ineffective.
- The policies aim to improve teacher performance through frequent observations, feedback, and use of student outcomes in evaluations.
More 2010 2011 Assessment Data
This document contains assessment data from 2010-2011 for a middle school including STAR, DIBELS, Explorer, ACT, MEAP test results. It shows reading and math scores by grade for STAR and DIBELS end of year results. MEAP data indicates 5th grade had the highest ELA scores in the area. There were no large discrepancies between student subgroups, though gaps tended to increase in older grades and within black and ELL students. Explore and ACT comparison data is provided for the school versus national averages and across demographic groups.
Godwin MS Assessment data 2010 2011
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Literacy skills quizzes
Literacy Skills quizzes help teachers monitor their students’ development in 24 specific, higher order, reading, and critical-thinking skills from state standardized tests. This assessment provides diagnostic information within the context of reading real literature
Math Transfer Student Data
The document describes how to transfer student data from another AM or MFIAF class. To do so, check the student name in the record book. Then in the left menu, click "Transfer Student Data" which will show transfer options including the student name and previous class with data to copy over by clicking "Transfer." For MFIAF, uncheck classes not to transfer from and select the desired class before clicking "TRANSFER" to copy the data.
AR Class Preferenc
There are three categories of school preferences and four categories of classroom preferences in Accelerated Reader. The classroom preferences affect only the selected class and include options for student quizzing, other reading series, quiz setup, and individual student settings. To make changes to the classroom preferences, a teacher selects the class from the dropdown menu, then the specific preference category and edits the settings, saving the changes when finished.
AR – Other Reading Series
How to Add AR Other Reading Series such as Story Town to your class.
How to Take Story town quizzes.
Internet Search
This document provides tips and strategies for making internet searches more productive. It demonstrates how to effectively use keywords and search operators in Google to find specific types of information and filter results. Various Google tools are described that can help organize searches, including Google Scholar, Google News, Google Alerts, and options to customize search experiences for students or collaboratively with other teachers.
KISD RSS Intro
RSS (Really Simple Syndication) allows users to subscribe to frequently updated content like blogs, news websites, and social media feeds and access them all in one place using an RSS reader. The document outlines how to find RSS feeds on websites, add them to an RSS reader like Google Reader, and organize the feeds into folders to easily view new content updates from multiple sources in a single location. RSS readers help users stay up-to-date with information from over 5 websites and blogs with minimal effort.
Star Reading Pre Test Instructions
The document provides instructions for taking a computer-based reading test. It explains that some questions will have a missing word and students should choose the best answer from the options given. It describes how to select answers using the computer keyboard and see feedback on choices. The document advises students to answer all questions and notify the teacher once finished.
Star Math Pre Test Instructions
Star Math Pre Test Presentation for use with students.
Note: Last page contains instructions for teachers.
Basic Computer Support
The document provides cleaning and component information for a smart board. It recommends using a damp cloth to clean the board surface and avoiding brown paper towels which can scratch. It also identifies the various connections and components located behind, below, and attached to the smart board including a USB cable, wireless adapter, power cord, sensor tray, and clips.
Education Trust NGE09
North Godwin Elementary in Wyoming, Michigan has dispelled myths and closed achievement gaps for its 414 students. It has achieved 88.6% proficiency in English language arts and 97.5% in math based on state tests. Historically, staff struggled with the idea that 80% success in core subjects was possible. Through empowering teachers, setting high expectations, improving hiring and evaluations, the school has seen district-wide improvements. The document outlines the school's social studies focus areas and solutions to improve performance in that subject. It emphasizes the journey of dispelling myths through struggles, goals, failures and growth within the community.
Math Facts in A Flash on Neo2
The document provides instructions for starting the Renaissance Wireless Server Utility on either the teacher's classroom computer or the NEO Cart computer. It states to start the program from the Start menu or Desktop, enter the password "1234", and click OK to run the server. It also provides directions for students to log into the Math Facts in a Flash applet on a NEO 2 device by turning it on, selecting the applet, entering login credentials, choosing a practice test or exiting, and using the arrow keys or typing to answer multiple choice or open-ended questions.
Home Connect
Renaissance Learning Home Connect
Dana L. Houseman
Godwin Heights Public Schools
616.252.2233 X1611
http://www.bloglines.com/blog/dlhousem
http://twitter.com/dlhousem
"As we look ahead into the next century, leaders will be those who empower others."
~ Bill Gates
--
Email scanned by DoubleCheck
http://www.nmgi.com/doublecheck/
<HTML><HEAD>
<META http-equiv=Content-Type content="text/html; charset=windows-1252">
<META content="MSHTML 6.00.2900.3395" name=GENERATOR></HEAD>
<BODY style="MARGIN: 4px 4px 1px; FONT: 10pt Tahoma">
<DIV>Renaissance Learning Home Connect</DIV>
<DIV>&nbsp;</DIV>
<DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"><FONT face=Verdana size=3>Dana L. Houseman</FONT></SPAN></DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"><STRONG><FONT face=Verdana size=2>Godwin Heights Public Schools</FONT></STRONG> <BR><FONT size=2>616.252.2233 X1611</FONT></SPAN></DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"></SPAN>&nbsp;</DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"><A href="http://www.bloglines.com/blog/dlhousem">http://www.bloglines.com/blog/dlhousem</A>&nbsp;</SPAN></DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"><A href="http://twitter.com/dlhousem">http://twitter.com/dlhousem</A>&nbsp;</SPAN></DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"><SPAN class=body><FONT face=Verdana size=2></FONT></SPAN></SPAN>&nbsp;</DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt"><SPAN class=body><FONT face=Verdana size=2>"As we look ahead into the next century, leaders will be those who empower others."</FONT></SPAN></SPAN></DIV>
<DIV><SPAN style="FONT-SIZE: 7pt; mso-bidi-font-size: 12.0pt">~ Bill Gates</DIV></SPAN></DIV></BODY></HTML>
<BR><HR>
<DIV CLASS="doublecheck_disclaimer"><font size=1 face="Arial, Verdana, Helvetica ">Email scanned by DoubleCheck<BR>
<a href="http://www.nmgi.com/doublecheck/">http://www.nmgi.com/doublecheck/</a></font></DIV><BR>
Intro to Neo2
The document introduces the SmartApplets installed on the NEO 2 laptop. It lists the included SmartApplets: Responder for Renaissance testing, AlphaWord Plus for writing, KeyWords for keyboard practice, Control Panel for settings, Beamer for file sharing between devices, AlphaQuiz for quizzes, and Calculator for calculations. It provides brief descriptions of the functionality of each SmartApplet.
More from D Houseman (20)
The new era of tenure and teacher evaluation final 1
The new era of tenure and teacher evaluation final 1
Recently uploaded
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdDRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Implementing and Managing Accelerated Math In Lower Elementary
- 1. Implementation and Management of AM in Lower Elementary Grades and Using Reports to Meet Student Needs Kathryn Olney Deb Smith
- 2. Implementation and Management of AM in Lower Elementary Grades and Using Reports to Meet Student Needs Kathryn Olney Deb Smith Alignment of objectives to math program 1. Select Assignment Book 2. Select Manage Objectives 3. Select Grade Level Library 4. Select Reorder
- 3. 5. Select Reorder by Objective 6. Use Move Up, Move Down, and Move To buttons to reorder.
- 9. 3. Select layout choice.
- 19. Kathryn Olney – [email_address] Deb Smith – [email_address] http://www.godwinschools.org Slideshare.net