The document provides an overview of a presentation on motivation and assessment for learning. It discusses current research showing that successful readers are active, strategic learners who construct meaning from text. It also outlines eight cognitive functions used by proficient readers and theories of motivation from researchers like Carol Dweck, Csikzentmihalyi, Daniel Pink, and Harlow. The presentation emphasizes that assessment should be formative and help students learn, using techniques like learning intentions, success criteria, descriptive feedback, questioning, and peer/self-assessment. When implemented effectively, these assessment for learning strategies can substantially improve student achievement.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
The document discusses different levels of understanding, including simple understanding and deep understanding. Deep understanding helps students internalize knowledge and use it in new ways, grasp relationships and make connections. It also discusses reasoning skills, which involve manipulating knowledge to interpret, infer, solve problems, make judgments. There are three aspects to reasoning: mental skills, declarative or procedural knowledge, and performing a required task. The document then examines six facets of understanding - explanation, interpretation, application, perspective, empathy, and self-knowledge - and provides assessment examples for each.
Cognitive and meta cognitive strategies for problem solving in MathematicsJohn Paul Hablado
This document discusses cognitive and meta-cognitive strategies for problem solving. It begins by introducing George Polya's model of the problem solving process, which includes four steps: understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. The document then describes various strategies that can be used within each step of Polya's model, such as the Survey-Question-Read technique for understanding problems, Frayer vocabulary models, mnemonic devices, graphic organizers, and paraphrasing. The goal of these strategies is to help students successfully comprehend and solve problems through planning, monitoring, and evaluating their thinking.
The document discusses key skills and abilities that students should develop, and ways to assess them, including:
1. Explain, interpret, apply concepts and have perspective and empathy, which can be assessed through oral exams, performance tasks, and demonstrating understanding of other views.
2. Have self-knowledge, which can be assessed through self-assessment and checking understanding over time.
3. When designing assessments, teachers should think about sufficient evidence of understanding, engaging activities, anchoring performance tasks, criteria for distinguishing understanding, and checking for misunderstandings.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
The document discusses different levels of understanding, including simple understanding and deep understanding. Deep understanding helps students internalize knowledge and use it in new ways, grasp relationships and make connections. It also discusses reasoning skills, which involve manipulating knowledge to interpret, infer, solve problems, make judgments. There are three aspects to reasoning: mental skills, declarative or procedural knowledge, and performing a required task. The document then examines six facets of understanding - explanation, interpretation, application, perspective, empathy, and self-knowledge - and provides assessment examples for each.
Cognitive and meta cognitive strategies for problem solving in MathematicsJohn Paul Hablado
This document discusses cognitive and meta-cognitive strategies for problem solving. It begins by introducing George Polya's model of the problem solving process, which includes four steps: understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. The document then describes various strategies that can be used within each step of Polya's model, such as the Survey-Question-Read technique for understanding problems, Frayer vocabulary models, mnemonic devices, graphic organizers, and paraphrasing. The goal of these strategies is to help students successfully comprehend and solve problems through planning, monitoring, and evaluating their thinking.
The document discusses key skills and abilities that students should develop, and ways to assess them, including:
1. Explain, interpret, apply concepts and have perspective and empathy, which can be assessed through oral exams, performance tasks, and demonstrating understanding of other views.
2. Have self-knowledge, which can be assessed through self-assessment and checking understanding over time.
3. When designing assessments, teachers should think about sufficient evidence of understanding, engaging activities, anchoring performance tasks, criteria for distinguishing understanding, and checking for misunderstandings.
This document discusses the backward design model for developing standards-based curriculum. It begins by outlining problems with traditional curriculum design such as students not developing a deep understanding. The backward design process involves 3 stages: 1) Identifying desired results and priorities, 2) Determining acceptable evidence of student understanding, and 3) Planning learning experiences to achieve goals. Key aspects include focusing on enduring understandings, using authentic assessments, and incorporating research-based teaching strategies to promote student understanding. The overall approach emphasizes starting with the end goals in mind and designing curriculum backwards from there.
1. A big idea is "information literacy enhances lifelong learning."
2. An essential question is "How can we evaluate information from different sources to expand our understanding?"
3. A concept is "research is a process of gathering, analyzing, and communicating information to answer questions."
This document outlines the key steps in planning instruction and assessment:
1. Identify the big ideas and learning objectives/targets
2. Administer a pre-assessment to understand students' current knowledge
3. Provide instruction to help students master the objectives and address gaps identified in pre-assessments
4. Conduct formative assessments throughout instruction to check progress and modify teaching as needed
5. Administer a summative assessment after instruction is complete to evaluate learning.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Understanding by Design (UbD) is a framework for planning curriculum and instruction that begins with the end goal in mind. The key aspects are determining the essential learnings, establishing acceptable evidence of student understanding, and designing lessons and activities to achieve the desired results. UbD focuses on developing students' understanding through complex tasks that require them to explain, interpret, apply, shift perspectives, empathize, and self-assess their learning. Lessons are planned backwards from the desired results and incorporate activities that help students achieve the specified outcomes.
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The art of questioning an essential skill for successful teaching.DrGavisiddappa Angadi
The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Applying of Critical Thinking Skills in the ClassroomAmeer Al-Labban
The document discusses activities and exercises teachers can use to develop critical thinking skills (CTS) in students. It explains that CTS are important for students to efficiently understand and analyze information. The document then lists and describes various classroom activities that can help students develop CTS, including brainstorming, classification, asking open-ended questions, decision-making, group work, accepting different viewpoints, making connections, inspiring creativity, quantitative exercises, and writing papers. These activities encourage students to think independently, consider multiple perspectives, apply knowledge, and express themselves.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the classroom to encourage participation through questioning.
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
This document discusses different types of questions used in the classroom and their purposes. It defines questions as a technique for teachers to measure student understanding and for students to clarify points. The main types of questions are:
- Cognitive questions, which test memory and recall of facts.
- Convergent questions, which have a single correct answer and provoke thinking.
- Divergent questions, which have no single answer and stimulate creativity.
- Evaluating questions, which seek students' opinions by asking for judgments.
- Clarification questions, which students ask at the end of lessons to clear up uncertainties.
Effective questioning involves using different styles of questions to inspire deeper thought, promote discussion,
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
Study And Thinking Skills In English boaraileeanne
The document provides guidance on various study skills including time management, reading techniques, note taking, test taking, and thinking skills. It recommends creating a long-term, weekly, and daily schedule to manage time efficiently. The PSQ5R method is outlined for effective reading: having a purpose, surveying, generating questions, reading selectively while mentally reciting and writing notes, reflecting, and reviewing. Good note taking involves being selective and organizing information. Test taking involves preparation before, during, and after an exam. Thinking skills like those in Bloom's Taxonomy can be developed to learn and process new information.
The document discusses the importance of developing questioning skills in teacher trainees. It explains that questioning is a core teaching technique used in various methods for teaching special needs children. However, trainees may struggle to implement these methods unless they have strong questioning abilities. Therefore, training on questioning skills is essential for teacher trainees to become effective educators who can best support the learning of children with hearing impairments.
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
This document provides information about guided reading and implementing small group instruction in the classroom. It discusses what guided reading is, the key components of guided reading lessons, how to group students and select appropriate texts, and how to plan strategic teaching using a guided reading framework. Sample lesson structures and classroom management ideas are also presented to help teachers effectively implement guided reading in their literacy block.
The document discusses key concepts of understanding by design including understanding versus knowledge, unpacking standards, and principles of understanding by design. It explains that understanding is a mental construct that allows people to make sense of knowledge, while knowledge is simply knowing facts. It provides examples of unpacking standards to clarify goals and objectives. Some principles discussed are planning curriculum backward from desired results, focusing on big ideas and essential questions, and helping students learn to use content.
This guide provides an introduction to using SPSS 14. It includes instructions on starting SPSS, defining variables, entering data, computing new variables, selecting data subsets, and running basic statistical procedures such as frequencies, descriptives, and exploring normality. Key steps covered are creating variables in the Variable View window, entering data in the Data View window, using the Compute function to calculate a new "age" variable, selecting cases where age is less than 30, and analyzing the normality of a variable distribution through histograms, normal Q-Q plots, and Kolmogorov-Smirnov and Shapiro-Wilk tests of normality.
This document provides a summary of Jonathan P. Ricohermoso's personal and educational background. Some key details include:
- Jonathan is 20 years old and was born in Lucena City, Philippines. He has experience with Microsoft programs and web design.
- He has completed secondary education at Lucena City National High School and is currently in his second year studying Bachelor of Science in Entrepreneurship at City College of Lucena.
- Jonathan is seeking a position as a service crew member and hopes to enhance his skills to benefit himself and his future employer.
1. A big idea is "information literacy enhances lifelong learning."
2. An essential question is "How can we evaluate information from different sources to expand our understanding?"
3. A concept is "research is a process of gathering, analyzing, and communicating information to answer questions."
This document outlines the key steps in planning instruction and assessment:
1. Identify the big ideas and learning objectives/targets
2. Administer a pre-assessment to understand students' current knowledge
3. Provide instruction to help students master the objectives and address gaps identified in pre-assessments
4. Conduct formative assessments throughout instruction to check progress and modify teaching as needed
5. Administer a summative assessment after instruction is complete to evaluate learning.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Understanding by Design (UbD) is a framework for planning curriculum and instruction that begins with the end goal in mind. The key aspects are determining the essential learnings, establishing acceptable evidence of student understanding, and designing lessons and activities to achieve the desired results. UbD focuses on developing students' understanding through complex tasks that require them to explain, interpret, apply, shift perspectives, empathize, and self-assess their learning. Lessons are planned backwards from the desired results and incorporate activities that help students achieve the specified outcomes.
The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
The art of questioning an essential skill for successful teaching.DrGavisiddappa Angadi
The analytical concept of teaching considers teaching as a complex skill comprising various component teaching skills. Component of teaching skills are a set of interrelated component teaching behaviors for the achievement of specified instructional objectives.
The art of questioning is the most potent weapon in the educational armory of the teacher. During a lesson, the teacher will have to ask different types of questions, depending on the situation and purpose to be achieved.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Applying of Critical Thinking Skills in the ClassroomAmeer Al-Labban
The document discusses activities and exercises teachers can use to develop critical thinking skills (CTS) in students. It explains that CTS are important for students to efficiently understand and analyze information. The document then lists and describes various classroom activities that can help students develop CTS, including brainstorming, classification, asking open-ended questions, decision-making, group work, accepting different viewpoints, making connections, inspiring creativity, quantitative exercises, and writing papers. These activities encourage students to think independently, consider multiple perspectives, apply knowledge, and express themselves.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
This document discusses classroom questioning techniques for teachers. It defines questions and explains that they are an important teaching tool for engaging students and assessing learning. The document outlines various reasons for asking questions in the classroom, including to check understanding, develop critical thinking, and stimulate independent learning. It also describes Bloom's Taxonomy and other frameworks for categorizing different types of questions from basic recall to higher-order analysis and evaluation. Specific questioning techniques are presented, such as no hands, call and response, and equitable questioning. Guidance is provided on framing questions clearly, giving wait time for responses, and arranging the classroom to encourage participation through questioning.
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
This document discusses different types of questions used in the classroom and their purposes. It defines questions as a technique for teachers to measure student understanding and for students to clarify points. The main types of questions are:
- Cognitive questions, which test memory and recall of facts.
- Convergent questions, which have a single correct answer and provoke thinking.
- Divergent questions, which have no single answer and stimulate creativity.
- Evaluating questions, which seek students' opinions by asking for judgments.
- Clarification questions, which students ask at the end of lessons to clear up uncertainties.
Effective questioning involves using different styles of questions to inspire deeper thought, promote discussion,
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
Study And Thinking Skills In English boaraileeanne
The document provides guidance on various study skills including time management, reading techniques, note taking, test taking, and thinking skills. It recommends creating a long-term, weekly, and daily schedule to manage time efficiently. The PSQ5R method is outlined for effective reading: having a purpose, surveying, generating questions, reading selectively while mentally reciting and writing notes, reflecting, and reviewing. Good note taking involves being selective and organizing information. Test taking involves preparation before, during, and after an exam. Thinking skills like those in Bloom's Taxonomy can be developed to learn and process new information.
The document discusses the importance of developing questioning skills in teacher trainees. It explains that questioning is a core teaching technique used in various methods for teaching special needs children. However, trainees may struggle to implement these methods unless they have strong questioning abilities. Therefore, training on questioning skills is essential for teacher trainees to become effective educators who can best support the learning of children with hearing impairments.
This document discusses effective questioning techniques for math teachers. It begins by stating that a teacher's effectiveness can be gauged by their ability to ask good questions. It then provides information on what questioning is, the skill of questioning, different uses of questions, characteristics of good questions, techniques for questioning, handling student responses, and handling student questions. The document emphasizes that questioning should motivate student thinking, be clear and challenging, and that teachers should appreciate student answers while ensuring incorrect answers are addressed. Overall, the document stresses that questioning is an art that takes practice to develop effective lessons centered around student participation.
This document provides information about guided reading and implementing small group instruction in the classroom. It discusses what guided reading is, the key components of guided reading lessons, how to group students and select appropriate texts, and how to plan strategic teaching using a guided reading framework. Sample lesson structures and classroom management ideas are also presented to help teachers effectively implement guided reading in their literacy block.
The document discusses key concepts of understanding by design including understanding versus knowledge, unpacking standards, and principles of understanding by design. It explains that understanding is a mental construct that allows people to make sense of knowledge, while knowledge is simply knowing facts. It provides examples of unpacking standards to clarify goals and objectives. Some principles discussed are planning curriculum backward from desired results, focusing on big ideas and essential questions, and helping students learn to use content.
This guide provides an introduction to using SPSS 14. It includes instructions on starting SPSS, defining variables, entering data, computing new variables, selecting data subsets, and running basic statistical procedures such as frequencies, descriptives, and exploring normality. Key steps covered are creating variables in the Variable View window, entering data in the Data View window, using the Compute function to calculate a new "age" variable, selecting cases where age is less than 30, and analyzing the normality of a variable distribution through histograms, normal Q-Q plots, and Kolmogorov-Smirnov and Shapiro-Wilk tests of normality.
This document provides a summary of Jonathan P. Ricohermoso's personal and educational background. Some key details include:
- Jonathan is 20 years old and was born in Lucena City, Philippines. He has experience with Microsoft programs and web design.
- He has completed secondary education at Lucena City National High School and is currently in his second year studying Bachelor of Science in Entrepreneurship at City College of Lucena.
- Jonathan is seeking a position as a service crew member and hopes to enhance his skills to benefit himself and his future employer.
IEC Mould is a mold manufacturer located in Changan Town, Dongguan City, China. They have a 30,000 square meter facility with around 110 employees. Each year, IEC Mould manufactures around 300 molds, 90% of which are exported to the USA and Europe. The company has a variety of CNC, EDM, milling, grinding, and injection molding machines ranging from 55 to 400 tons for mold production and trials.
Este documento discute cómo incluso los hermanos de Jesús no creían en él a pesar de ver sus milagros y escuchar sus enseñanzas. Señala que algunos rechazaron a Jesús, como los sacerdotes y pueblos a los que Jesús habló. Alienta al lector a aceptar a Jesús como su salvador y no rechazarlo como lo hicieron los hermanos de Jesús y otros.
This document provides a summary of six topics from Buddhist scriptures:
1. Four contemplations - on the body, feelings, mind, and phenomena
2. Four sublime states - loving-kindness, compassion, empathetic joy, and equanimity
3. Six recollections - on the Buddha, Dharma, Sangha, virtues, generosity, deities
4. Four brahmaviharas - boundless loving-kindness, compassion, empathetic joy, and equanimity
5. Five controlling faculties - faith, energy, mindfulness, concentration, wisdom
6. Three higher knowledges - recollection of past lives, divine eye, destruction of defilements
For each
First Niagara Targets May 18th For Completion Of Hsbc Branch Acquisition R2 ...JerryDorn
First, First Niagara announces that it expects to complete its acquisition of over 200 HSBC branch locations in New York on May 18, 2012. Second, this acquisition will virtually double First Niagara's branch network in New York to over 200 locations and add over 1,200 HSBC employees. Third, some branch locations will be consolidated within a mile of each other, and customers will receive regular updates about account transitions through May 18.
Production and evaluation of biodiesel from palm oil and ghee (clarified butter)Alexander Decker
This document summarizes an experimental study on the production of biodiesel from palm oil and ghee (clarified butter) via transesterification. Key factors affecting the yield of biodiesel such as methanol to oil ratio, catalyst concentration, and operating temperature were investigated. The results showed that a methanol to oil ratio of 0.25v/v, catalyst concentration of 0.5 wt%, and temperature of 60°C provided optimal conditions for biodiesel yield. Under these conditions, palm oil produced a higher biodiesel yield of over 90% compared to ghee which had a lower yield. The biodiesel produced from both feedstocks met biodiesel standards according to characterization.
The document discusses the evolution of e-learning and its impact on post-secondary education. It notes that while Canada has highly educated populations, its post-secondary institutions have been slower than others to incorporate online learning. E-learning changes the experience for both students and instructors. Knowledge economies require a flexible workforce that can adapt to changing environments, and e-learning allows for more natural progression of learning. Differences in access to technology and information represent a digital divide that affects learning opportunities.
This document summarizes work on deduplicating language documentation data collected from 13 villages in Cameroon. It describes challenges with the unstructured data, steps taken to sample and analyze the data, and algorithms used to identify duplicate files based on name, content, and other factors. Experimental results found that deduplication could potentially remove 41% of the total data size. Limitations included insensitivity to date formats and abbreviations in file names.
Au Psy492 E Portfolio Template For Slide Sharedommanise
This document discusses different types of punishment for criminal behavior: retribution, deterrence, rehabilitation, and social protection. Retribution involves making a criminal suffer in the same way as their victim as a form of moral vengeance. Deterrence aims to discourage crime by establishing punishments. The document provides examples of how retribution and deterrence work to justify punishment and maintain moral order in society. It also questions whether punishment benefits criminals and society.
Tumblr is a microblogging and social networking website founded by David Karp and currently owned by Yahoo. It allows users to post multimedia content and follow other users' blogs. As of 2014, Tumblr hosted over 205.9 million blogs and is headquartered in New York City. The site launched official mobile apps for iPhone, Android, and other platforms that enable access to Tumblr blogs from smartphones and devices.
O documento apresenta o início de um romance sobre uma espiã em Monte Carlo no ano de 1900. O ministro do exterior britânico pede ao milionário americano Craig Vandervelt para ir a Monte Carlo e encontrar Randall Sare, um espião britânico que pode estar escondendo informações importantes sobre um possível acordo secreto entre Rússia e China sobre o Tibete.
L'Azienda USL di Bologna su Facebook. Una valutazione della performanceFrancesca De Frenza
Slide per l'intervento al corso dell'Ordine dei Giornalisti di Bologna "Facebook e la Pubblica Amministrazione: mediati dalla stampa o disintermediati dai social? Due esperienze bolognesi"
This document summarizes key points from a presentation on assessment and grading. It discusses how effective assessment involves clear learning intentions, success criteria, and descriptive feedback. Formative assessment, including questioning, peer/self-assessment, and giving students ownership over their learning, is emphasized as a way to improve student achievement. The presentation also cautions that rewards can undermine intrinsic motivation for learning, and promotes developing a growth mindset in students. It advocates using curriculum mapping to align assessments, both formative and summative, with learning goals.
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
Social studies literacy sfu july 4th 2013 slideshareJonathan Vervaet
This document provides teaching strategies and goals for a social studies classroom. It discusses the importance of knowing students as readers and thinkers, and using performance-based assessments to inform instructional decisions. Key principles from proficient reader research are highlighted, such as students actively constructing meaning from text through cognitive strategies before, during, and after reading.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
The document provides an overview of assessment strategies that can inform instruction. It discusses how assessment should define a teacher's approach and focus on student learning rather than coverage of content. Various formative assessment strategies are presented, including AFL strategies, open-ended assessments, gradual release of responsibility, and information/literature circles. The science of learning and theories around growth mindset and flow are connected to using assessment to understand students and adjust instruction. Throughout, the document emphasizes using assessment research to improve teaching practice.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
The original presentation is available online at the link on the last slide. With all the talk about "Standards" this is aimed at a US audience, but it's still a good introduction to Robert Marzano's ideas about how to clarify for yourself exactly what you want the students to know and be able to do.
The document discusses principles of evaluation in education including:
1. Students should understand the criteria used to evaluate their work so they know what is considered good/bad or successful/unsuccessful.
2. Evaluations should be diverse and use various tools to accurately assess students with different learning styles and abilities.
3. Students benefit from immediate feedback to encourage and motivate their learning.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
EV682 planning to teach and facilitate learningMikeHayler
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
This document discusses assessment in lifelong learning. It explains the different types of assessment, including formative and summative assessment. Formative assessment takes place continuously throughout a learner's time to provide ongoing feedback, while summative assessment typically occurs at the end of a program or qualification. The document also examines different assessment methods like observation, questioning, assignments, and examinations. It notes the pros and cons of each method and provides examples of how they could be used.
This document provides guidance on developing effective training programs for adult learners. It discusses key principles such as understanding learners' needs and defining clear objectives. It also outlines an 8-step process for developing a training program, including determining participants' needs, developing activities, and preparing evaluations. Additionally, it covers facilitator skills like establishing clear rules and using a variety of teaching methods to engage learners. The overall message is that understanding adult learning principles and systematically planning all aspects of a program are important for developing impactful training.
Developing expertise to meet aspects of the teachers' standards ts learning ...Lee Hazeldine
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
The document discusses learning objectives and their importance in course development. It defines learning objectives as specific statements of what learners will be able to do after instruction. The document outlines the key components of learning objectives, including the performance, condition, and criterion. It also discusses Bloom's Taxonomy and how it can be applied to writing learning objectives for different domains like cognitive, affective, and psychomotor. The document provides examples of good and bad characteristics of learning objectives and gives guidance on writing clear, measurable objectives.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
The document provides guidance on developing clear learning objectives from academic standards. It outlines a process for "deconstructing" standards by identifying verbs and nouns to write student-friendly learning targets. Clear objectives benefit both students and teachers by focusing learning. Examples show how to write objectives students can understand, including converting objectives to "I will" and "I can" language. The document stresses that activities and assessments should align with established learning objectives.
The document provides guidance on developing clear learning objectives from academic standards. It outlines a process for "deconstructing" standards by identifying verbs and nouns to create measurable learning objectives. Clear objectives stated in student-friendly language help focus learning, assessment, and feedback. Examples show how to transform broad standards into specific objectives students can understand and work towards. Overall the document emphasizes that clear objectives are necessary to effectively plan instruction and evaluate student learning.
Similar to Langely Fundamental Middle and Highschool September 26, 2013 (20)
Welcome to Kindergarten Presentation Riverdale - 2022 .pptxJonathan Vervaet
This document provides information for families about an upcoming Kindergarten orientation at Riverdale Elementary school. It outlines the agenda for the orientation, including introductions of the Kindergarten teachers and support staff. It discusses what Kindergarten will be like, focusing on learning through play. It provides tips for families on how to prepare their children over the summer, such as reading together, playing with numbers and letters, being active, and developing social skills. Families are also given information about the first days of school in September.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This document discusses building thematic units around enduring understandings and essential questions. It provides examples of enduring understandings and themes that could be used to develop units, such as humanity, tolerance, identity, and justice. Essential questions are presented as a way to engage students and get at enduring understandings, with examples like "Is human nature inherently dark?" and "What makes us who we are?". The document concludes by asking what essential questions could be used to think about the provided themes and encourages contacting the presenters for more information.
The document contains information about assessment and motivation from various researchers and experts. It discusses how intrinsic motivation can be undermined by extrinsic rewards, and that assessment should focus on helping students improve rather than just achieving goals. Formative assessment, when done effectively with feedback, can substantially improve student achievement according to researchers Black and William.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Social studies 11 model lesson Challenges Faced by Aboriginal People in the...Jonathan Vervaet
The document discusses several topics related to First Nations history and culture:
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2) It discusses how one's identity is interwoven with one's history, and how this relates to understanding representations of First Nations people.
3) It prompts reflection on where understandings and images of others come from.
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The document discusses approaches to formative and summative assessment. It emphasizes that formative assessment should be used to guide instruction and support student learning, while summative assessment evaluates learning at the end of a period of instruction. Specifically, it promotes the use of learning intentions, success criteria, feedback, and student ownership of learning to aid formative assessment. It also advocates basing summative assessment on known criteria through tasks that integrate skills and knowledge, and obtaining assessment data from multiple sources to fully evaluate student performance. Finally, it suggests shifting communication of student learning to clear performance standards and meaningful demonstrations of what students have learned.
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The document provides an overview of a presentation on motivation, engagement, and assessment in education. It includes learning intentions, instructional design principles, formative and summative assessment strategies, and examples of assessment rubrics. The key points covered are the importance of clear learning intentions and success criteria, using descriptive feedback to inform students and teaching, incorporating questioning, peer and self-assessment, and developing rubrics to evaluate student work.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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A Strategic Approach: GenAI in EducationPeter Windle
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
7. “No matter what
grade level you teach,
no matter what
content you teach, no
matter what you teach
with, your goal is to
improve students’
comprehension and
understanding.”
10. 1. Setting a purpose / Reading with
purpose in mind
2. Activating background knowledge
to enhance understanding
3. Monitoring comprehension and
awareness of how to repair
comprehension problems
4. Determining what’s important
11. 5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing information
8. Making connections
17. Harlow (1949)
Radical finding, there was a third drive.
The performance of the task provided
intrinsic reward.
The monkeys solved the problem simply
because they found it gratifying to solve
the puzzle.
18. 2
Harlow (1949)
Rewarded the monkey with raisons.
“Introduction of food in the present experiment
served to disrupt performance, a phenomena not
reported in the literature.”
The monkeys made more errors and
solved the puzzles less frequently.
33. Our Traditional System
• Students are penalized if the don’t learn fast
enough... Even though we know learning is
an individual / developmental process.
• What you do at the beginning of the course
will always count against you... Despite the
fact the student might now understand what
they did wrong and how to prevent it in the
future.
• Grades include all student attributes... Even
though we know grades should reflect the
student’s ability to meet PLOs.
34. Inside the Black Box: Raising
Standards Through Classroom
Assessment
35. When carried out effectively, informal
classroom assessment
with constructive feedback will raise
levels of attainment.
We know from research that effective
assessment for learning can
Improve student achievement
substantially, and helps low achievers the
most.
Source: Black and William, Inside the Black Box 1998
36. The effect sizes, that is the student gains in
learning triggered by formative assessment,
were among the largest ever reported for
educational interventions.
Source: Black and William, Inside the Black Box 1998
38. Formative
Ongoing
Ungraded and Descriptive
(uses words)
Provides feedback to
students and teacher
Examples:
-Oral questioning
-Draft work
-Reflections
-Portfolio reviews
-Peer / self assessments
Summative
Occurs at the end of a
learning progression
Graded to determine
achievement level
Evaluative
Examples:
-Inquiry projects
-Presentations
-Grade conferences
-Portfolio reviews
-Tests and quizzes
41. Learning Intentions
I can statements…
try and use child
friendly language
separate from the
activity instructions
make it visible
discuss with students
why they are learning it
48. Thinking Rubric: Grade 9
Assignment:
Name:
Aspect Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Meaning
Purpose
Ideas and
information;
use of details
Purpose is
unclear;
unfocused.
Details,
examples and
quotations are
missing or are
not clearly
linked to topic.
Purpose is clear;
may lose focus.
Accurate details,
examples and
quotations; may
not clearly link to
the purpose.
Mainly summary
and may rely on
general
knowledge or
emotion.
Purpose is clear;
focus is kept
throughout.
Accurate details,
examples and
quotations
clearly linked to
topic with
conclusions or
opinions
attempted.
Purpose and focus
are clear
throughout the
entire assignment.
Details, examples
and quotations are
fully explained
with logical
conclusions or
opinions.
Connections /
Conclusions
Connections
Conclusions
Connections
between ideas
are missing or
very weak.
No conclusions
attempted or
arrived at.
Connections
between ideas
are attempted,
but weak /
simplistic.
Little or no
attempt at
conclusions
about the topic.
Makes clear
connections
between ideas
beyond the
obvious.
Has attempted
to come to
conclusions
about the topic.
Can relate the
topic to a broader
idea or other
situations. Makes
meaningful and
deep connections
throughout.
Has come to clear
and concise
conclusions about
the topic
Comments / Suggestions:
49. Summative Assessment Rubric: Athenian Democracy
Is justice / freedom key for a society to be civilized?
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not accomplish
the basic task; may be
flawed or incomplete.
Ideas may be
misinterpreted or
overly simplistic.
Accomplishes the
purpose at a basic
level with some gaps.
Ideas are minimal
and lack support.
Accomplishes the
purpose showing
some complexity
and maturity. Ideas
are clear and well-
developed .
Exceeds the
requirements of the
task, showing
complexity and
maturity. Ideas are
thoroughly
developed, specific
and economical.
Meaning
-Focus
-Understand
-Development
- Specific
details/support
· Lacks focus and
purpose
· Minimal
understanding of
topic
· Inadequate
development
· Some focus
around a
specific topic;
purpose may be
unclear
· Basic
understanding
with minimal
analysis
· Development
and support are
evident but
simplistic
· Clearly focused
around a
specific
purpose,
audience
· Understanding
and analysis
are generally
evident
· Tightly focused
around a
specific topic,
purpose,
audience
· Interpretation
and analysis
demonstrate
control and
complexity
Support
-Detailed and
specific
information to
support argument
· Limited recall of
factual content
(lacks
details/support)
· May not be
clearly linked to
the topic
· Minimal recall
of
support/details
· References
need further
explanation.
· Ideas are
clearly
developed and
explained with
appropriate
support.
· Ideas are
thoroughly
developed,
strongly
supported,
well explained.
I can describe the development of Athenian democracy and compare it to
democracy in the present day.
I can describe how Athenian democracy is a reflection of Athenian values.
Comments:
50. Summative Assessment Rubric: The Russian Revolution
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not
accomplish the
basic task; may
be flawed or
incomplete.
Ideas may be
misinterpreted
or overly
simplistic.
Accomplishes
the purpose at
a basic level
with some
gaps. Ideas are
minimal and
lack support.
Accomplishes
the purpose
showing some
complexity
and maturity.
Ideas are clear
and well-
developed.
Exceeds the
requirements
of the task,
showing
complexity
and maturity.
Ideas are
thoroughly
developed,
specific and
economical.
Comprehension
-Identify main
ideas
- Define key
terms or
phrases
Struggles to
identify some
main ideas; skips
over difficult
parts; doesn’t
define key terms
or phrases.
Identifies some
main ideas,
may skip over
some parts;
attempts to
define some
key terms or
phrases.
Clearly and
accurately
identifies most
of the main
ideas; defines
most key
terms or
phrases.
Accurately
identifies the
main ideas;
defines all key
terms and
phrases.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes few or no
connections to
other key events
in the Russian
Revolution.
Makes some
connections to
other key
events in the
Russian
Revolution.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes
insightful and
original
connections to
other key
events in the
Russian
Revolution.
Comments:
51. Quick Scale: Reading Literature (Grades 10-12)
Comments:
Aspect Approaching
Expectations
(I range)
Minimally Meeting
Expectations
(C- to C range)
Fully Meeting
Expectations
(C+ to B+ range)
Exceeding
Expectations
(A range)
SNAPSHOT
You offer an illogical
and/or underdeveloped
explanation and
interpretation of texts.
You offer a limited or
surface-level
explanation and
interpretation of texts.
You offer a logical
explanation and
interpretation of texts.
You offer an analytic,
thorough explanation
and interpretation of
texts.
EXPLAIN
àshow your
work
Even though I am
thinking, I have difficulty
and/or don’t understand
how to explain or give
examples about my
process.
I can attempt to explain
my thinking, but have
trouble clarifying my
process. I may use
examples, but they may
be limited.
I can explain my thinking
process and use specific
examples.
I can explain my thinking
process in detail,
including the small steps
or subtleties in my
process.
COMPREHEND
àwho, what,
when, where
and how
(W4
H): context
Even though I can
identify the W
4
H, I may
misread, confuse and/or
omit some key elements.
My examples may be
limited or flawed.
I can identify the W
4
H
and attempt to explain a
basic understanding of
their relationship.
I can use some examples.
I can identify and explain
the relationships
between the W
4
H.
I can use explicit
examples.
I can identify and explain
the relationships and
subtleties between and
amongst the W
4
H.
I can effectively use
explicit and/or implicit
examples.
CONNECT
àtext to self,
text to text,
text to world
Even though I attempt to
make connections, they
may be flawed,
irrelevant, and/or
incomplete.
My examples may be
limited, flawed and/or
unjustifiable.
I can establish and may
be able to explain basic
connections between the
text and myself, other
texts and/or the world.
I can use some examples.
I can establish and
explain clear connections
between the text and
myself, other texts
and/or the world.
I can use explicit
examples.
I can establish and
synthesize insightful
connections between the
text and myself, other
texts and/or the world.
I can effectively use
explicit and/or implicit
examples.
INTERPRET
àthe “why?”,
drawing
conclusions:
inferences
BK + TE = I
Even though I attempt to
use my background
knowledge and/or
evidence from the text,
my interpretations may
be general, unsupported
and/or irrelevant.
I can use my background
knowledge and/or
evidence from the text to
make simple and/or
obvious interpretations.
I can use my background
knowledge and/or
evidence from the text to
make clear, logical
interpretations.
I can effectively use my
background knowledge
and/or evidence from
the text to make
thoughtful, insightful
interpretations.
64. Portfolio Collection
Criteria for Selection Samples of Work
Process: Choose an assignment that
had a number of steps you had to
complete in order to be successful.
Improvement: These assignments
should clearly show improvement in
some area of your learning. You may
wish to compare two assignments.
Perseverance: These are assignments
that at first you found difficult but
worked hard at, without giving up,
and eventually were successful.
Risk Taking: These are assignments
in which you moved out of your
comfort zone and tried something new
or unexpected.
Favourite: These are your favourite
assignments you completed in this
period of time.
Something of Personal
Significance: These are any
assignments that are significant to you
in anyway.
Burn it: This is an assignment that
you wish you could burn and never
look at again.
65. Student Reflection Sheet
Assignment Title: Date:
The attached evidence is (ex. first draft, outline, notes, brainstorming, reflection,
WIN, project, reading log etc.):
This piece of work shows:
___ a process
___ improvement
___ perseverance
___ risk taking
___ one of my favourites
___ something of personal significance
___ something to burn!
How does this piece of work meet the criteria?
Two or three reasons I chose to highlight this piece in my portfolio are:
Some things I learned by completing this assignment are:
If I were to do this assignment again I would:
66. Curriculum Map
Unit of Study
Learning
Intentions –
PLOs
Big Ideas /
Enduring
Understandings
Essential ?s
Concepts
(What students
need to know)
Skills &
Strategies
Speaking and
Listening:
Reading and
Viewing:
Writing and
Representing:
Metacognition:
Formative
Assessments /
Instructional
Activities
Summative
Assessments
Resources
Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's
English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
67. Comparative Civilizations 12 Curriculum Map
Questions to Consider in the Course:
What is the goal of life?
What role does happiness play in civilizations?
What does it mean to be human and happy?
Is vulnerability at the root of happiness? (See Brene Brown Ted Talk)
Where is the balance between technological advancement and the effect on mother nature?
Why are pluralism and tolerance essential for civilization?
Is justice a key component in civilization?
Is our pride in human achievement blinding us to the eventual end of Western Civilization?
Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach Greece
Learning Statements PLOs I can describe concepts that define
the studies of civilizations.
I can analyse elements and
characteristics that contribute to the
identity of civilizations.
I can using a variety of primary and
secondary sources and strategies in
research, such as the Internet, texts,
artefacts, visual sources, and literature
I can develop and defend a position
by establishing a thesis, taking a side,
providing supporting evidence, and
using a variety of sources to support
research
I can communicate my knowledge
and understanding about civilizations
by using effective written, oral, and
graphic communication skills.
I can describe the significance of the
following to the study of civilizations:
I can research through the use of a
variety of primary and secondary
sources (e.g., artefacts, artworks,
literature, oral tradition)
I can describe the philosophical
viewpoints of various cultures with
regard to universal concepts of life
(e.g., love, death, time, space, nature,
war and conflict, peace, prosperity,
eternity/afterlife)
I can analyse the influence of the
natural environment on the
development and identity of Greek
civilization.
I can examine a variety of artistic works
(statues) with regards to:
- influences
- materials/techniques
- purpose
I can analyze how the arts express a
civilizations’ cultural elements
I can describe the development of
Athenian democracy and compare it
to democracy in the present day.
I can describe how Athenian
democracy is a reflection of Athenian
values.
I can describe the role of philosophical
ideas in the development of western
culture.
I can analyse how cultural values and
ideas are transmitted over time.
68. English 10 Curriculum Map
Unit of Study A Quest Toward
Perfection: Dystopian
Literature
Inevitability and
Fate: From Teen to
Adulthood
Is the Grass Going to
be Greener?: Hope for
Future Generations
Learning Intentions
I can interact and collaborate in pairs
and groups to
- understand the perspectives of others
- comprehend and respond to a
variety of texts
During reading, I can select and use a
range of strategies to construct,
monitor, and confirm
meaning, including:
- making connections
– making inferences and drawing
conclusions
I can write purposeful information texts
that express ideas and information to
– explore and respond
– analyse and explain
– speculate and consider
– argue and persuade
Big Ideas /
Enduring
Understandings
We use dialogue and discussion to
develop, synthesize and clarify ideas.
An understanding of literature is key to
an understanding of oneself, one’s
community, and the world.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
Speaking and listening, reading and
viewing and writing and representing
are recursive / iterative processes.
Our cultural, historical, political and
social backgrounds influence our
attitudes.
A good thinker uses interpretations,
analysis, synthesis and evaluation to
deepen and enhance understanding.
Reading the world always precedes
reading the word.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
Our cultural, historical, political and
social backgrounds influence our
attitudes about the world.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the
69. Social Studies 9 Curriculum Map
Unit of Study Identity From Exploration to
Colonialism
Modern Canada: A
Reflection of its Past
PLOs I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
I can describe the daily life in
Aboriginal communities.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
I can investigate to roots of Canada’s
political and legal systems, including
the development of two legal systems
from two cultures.
Big Ideas / Enduring
Understandings
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others and
also as part of a homogenous group.
Artistic expression is a reflection of the
society in which it was created.
Colonialism exploits natural resources.
Early contact allowed for an exchange
of technologies and goods.
Present day institutions are based in the
past.
Essential ?s What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
Concepts (What students
need to know)
Identity
Nationality
Ethnicity
Heterogeneous vs. Homogeneous
Cultures
How the Renaissance influenced
exploration
Ethnocentrism
Colonization – The movement of
people into a new area with the intent
of developing the economy, religion
and culture primarily for the benefit of
its members back home.
Mercantilism
Colony
Mother country
Theocracy
Anglophone / Francophone
Separatist
Referendum
70. Social Studies 9: Final Project
Enduring Understandings Learning Intentions Essential Questions
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others
and also as part of a homogenous
group.
I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Colonialism exploits natural resources.
Early contact allowed for an
exchange of technologies and
goods.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
Present day institutions are based in
the past.
Institutions and ideas are rooted in
historical struggles / accomplishments
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
People are generally capable of
improving themselves and their lives.
As ideas of around rights develop
people are more likely to attempt to
fight for those rights in the form of
armed revolts.
Science is used to uncover / discover
the natural of human behaviour.
I can analyse the ideas of the
Enlightenment thinkers and speculate
how their ideas can contribute to
revolution and conflict.
Are rules necessary for civilized
societies to exist?
Are people generally good or bad?
Change in history is often rooted in
violence.
The average citizen in society has a
powerful voice.
I can analyse the factors that
contribute to revolution and conflict.
I can analyse the contribution of the
American, English and French
Revolutions in the development of
democratic concepts.
What constitutes a Rebellious Act?
Do people have the right to rebel
against a government they don’t like?
What are the roots of democracy?
When is democracy actually
democratic?
Does democracy exist?
Is democracy realistically attainable?
Is democracy necessary to ensure the
rights of people are upheld?
How much violence is justified in
securing a better future?
71.
72. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)
73. “We know that sustained, collaborative,
inquiry based professional development
can help teachers develop new
understandings and approaches.”
74. Grade wide, interdisciplinary teaching
teams working on shared goals can make
a significant difference in student
learning.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
Reading comprehension = Thinking
Nancy
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.