Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
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.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Authentic Assessment, its three modes and Project Based Learning.pptximaqua2023
Powerpoint Presentaion about Authentic Assessment and its three modes and Project-based learning in the course Assessment and Evaluation in Mathematics
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter 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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Providing the Spark
Providing the Spark
for CCSS
for CCSS
Performance Based Assessments
Performance Based Assessments
VS
VS
Problem Based Learning
Problem Based Learning
2. Our Purpose Today…
Discuss strategies that relate to the implementation
of CCSS Performance Tasks
Describe Performance-Based Tasks and Models
Describe Problem-Based Learning and Models
Sum up how these two teaching techniques lead to
CCSS “Student Generated Discoveries”
3. CCSS Performance Tasks
As part of the CCSS Assessment, students in grades
3-12 will complete up to 5 performance tasks each year.
These tasks will:
-measure complex assessment targets
-demonstrate ability to think and reason
-require higher-order thinking skills
-allow for multiple approaches for collecting evidence of a student’s
knowledge and abilities
-use real-world contexts
-integrate knowledge and skills
-measure understanding, research skills, analysis, and the ability to
provide relevant evidence
-require students to plan, write, edit, and revise their results
4. Setting the Stage
for
Performance-Based
Assessment
Tasks, Projects, &
Assessments That Change Learning
Spark Learning Solutions LLC
6. Performance-Assessment:
What’s It All About?
If you are like most teachers, it probably is a common practice for
you to devise some sort of test to determine whether a previously
taught concept has been learned before introducing something new
to your students. Probably, this will be either a completion or
multiple choice test. However, it is difficult to write completion or
multiple choice tests that go beyond the recall level. For example,
the results of an English test may indicate that a student knows
each story has a beginning, a middle, and an end. However, these
results do not guarantee that a student will write a story with a clear
beginning, middle, and end. Because of this, educators have
advocated the use of performance-based assessments.
Brualdi, Amy (1998). Implementing performance assessment in the classroom.
Practical Assessment, Research & Evaluation, 6(2). Retrieved April 23, 2010 from
http://PAREonline.net/getvn.asp?v=6&n=2
7. So What is Performance-Based
Assessment (PBA)?
▪Performance-based assessments "represent a set of
strategies for the . . . application of knowledge, skills, and
work habits through the performance of tasks that are
meaningful and engaging to students."
▪ This type of assessment provides teachers with
information about how a student understands and applies
knowledge.
▪ Also, teachers can integrate performance-based
assessments into the instructional process to provide
additional learning experiences for students.
11. Performance
Based Assessment
Overview
Steps of Design
Rubrics/Templates
Resources
12. Step 1: Define a Purpose
In order to administer any good assessment, you
must have a clearly defined purpose. So, you must
ask yourself several important questions:
▪ What concept, skill, or knowledge am I trying to
assess? (The Standards)
▪ What should my students know? What outcomes
am I looking for?
▪ At what level should my students be performing?
▪ What type of knowledge is being assessed
By answering these questions, you can decide what
type of activity best suits you assessment needs.
13. Step 2:
Choose an Activity
After you define the purpose of the
assessment, you can make decisions
concerning the activity.
There are some things that you must
take into account before you choose the
activity: time constraints, availability of
resources in the classroom, and how
much data is necessary in order to make
an informed decision about the quality of
a student's performance.
14. Step 3: Define the
Criteria
▪ Identify the overall performance or task to be assessed,
and perform it yourself or imagine yourself performing it
▪ List the important aspects of the performance or product.
▪ Try to limit the number of performance criteria, so they
can all be observed during a pupil's performance.
▪ If possible, have groups of teachers think through the
important behaviors included in a task.
▪ Express the performance criteria in terms of observable
pupil behaviors or product characteristics.
▪ Don't use ambiguous words that cloud the meaning of the
performance criteria.
▪ Arrange the performance criteria in the order in which
they are likely to be observed.
15. Step 4: Create Rubrics
As opposed to most traditional forms of testing, performance-based
assessments do not have clear-cut right or wrong answers.
Rather, there are degrees to which a person is successful or
unsuccessful.
Thus, you need to evaluate the performance in a way that will allow
you take those varying degrees into consideration.
This can be accomplished by creating rubrics.
A rubric is a rating system by which teachers can determine at what
level of proficiency a student is able to perform a task or display
knowledge of a concept. With rubrics, you can define the different
levels of proficiency for each criterion.
16. Step 5:
Assess the Performance
Using this information, you can give feedback on a student's performance
either in the form of a narrative report or a grade. There are several
different ways to record the results of performance-based assessments:
▪ Checklist Approach When you use this, you only have to indicate
whether or not certain elements are present in the performances.
▪ Narrative/Anecdotal Approach When teachers use this, they will write
narrative reports of what was done during each of the performances. From
these reports, teachers can determine how well their students met their
standards.
▪ Rating Scale Approach When teachers use this, they indicate to what
degree the standards were met. Usually, teachers will use a numerical
scale. For instance, one teacher may rate each criterion on a scale of one
to five with one meaning "skill barely present" and five meaning "skill
extremely well executed."
19. "The basic principle supporting the
"The basic principle supporting the
concept of PBL is older than formal
concept of PBL is older than formal
education itself; namely, learning is
education itself; namely, learning is
initiated by a posed problem, query,
initiated by a posed problem, query,
or puzzle that the learner wants to
or puzzle that the learner wants to
solve" (Duch, Groh, & Allen, 2001).
solve" (Duch, Groh, & Allen, 2001).
20. How do PrBLs & PBAs apply to CCSS?
• The CCSS explicitly calls for, and integrate, higher-
order thinking skills (PrBL) as a means to
achieving career and college readiness for all students.
• The CCSS documents establish critical thinking,
reasoning, communication and
media/information/technology literacy in ELA and
mathematics as a key performance outcomes (PBA)
around which curricula and assessments should be
focused.
Partnership for 21st Century Skills 2012
21. The Motivation to Learn Begins
with a Problem
In a problem-based learning (PBL) model, students
engage complex, challenging problems and
collaboratively work toward their resolution. PBL
is about students connecting disciplinary
knowledge to real-world problems—the
motivation to solve a problem becomes the
motivation to learn.
22. What is P(R)BL?
Problem-based learning (PBL) is an instructional
method that challenges students to "learn to
learn," working cooperatively in groups to seek
solutions to real world problems. These problems
are used to engage students' curiosity and
initiate learning the subject matter. PBL
prepares students to think critically and
analytically, and to find and use appropriate
learning resources.
-Barbara Duch
23. PBL overlaps with other
active learning models
such as group work and
case studies, but is
distinguished by the focus
on having students
delineate, research, and
solve a realistic problem.
Washington Department of Education
24. It's Not
New!
PrBL was pioneered in the medical
school program at McMaster University in
Hamilton, Ontario, Canada in late 1960s by
Howard Barrows and his colleagues.
Traditional medical education disenchanted
students, who perceived the vast amount of
material presented in the first three years of
medical school as having little relevance to
the practice of medicine and
clinically based medicine.
25. Research says……
The three major complaints of
employers about college graduates
are the graduates poor written and
verbal skills, their inability to
problem-solve, and their difficulties
working collaboratively. PrBL can
address all three areas.
DeGallow & Grant, UCI
26. Research says…..cont.
Dochy and colleagues (2003) have found that,
although the students gain slightly less
knowledge, they retain more of the knowledge
acquired, the knowledge is better organized,
and the skills are immediate and lasting. This
increase in the learning of skills is supported by
Baker, McDaniel, Pesut, and Fisher's (2007)
research in which they found that students
engaged in PBL exceeded traditional students in
clinical knowledge, performance, and
satisfaction with program.
27. Why Use Problem-Based Learning
*PBL better prepares students to apply
their learning to real-world situations.
*PBL enables students to become producers,
rather than consumers, of knowledge.
*PBL can help students develop
communication, reasoning and critical
thinking skills.
28. Teacher’s Concerns……
** How do II get
How do get
started?
started?
** II am responsible for
am responsible for
teaching all of the
teaching all of the
standards. What
standards. What
about gerunds??
about gerunds??
And similes???
And similes???
Performance-Based
Performance-Based
Assessment can help!
Assessment can help!
29. How do I get started with PBL?
Develop problems that:
*Capture students’ interest by relating
to real-world issues.
*Draw on students’ previous learning
and experience.
*Integrate content objectives with
problem-solving skills. (Science, SS)
*Require a cooperative, multi-staged
method to solve.
Washington Department of Education
30. Develop Problems Continued
*Necessitate that students do some
independent research to gather all
information relevant to the problem.
*Design assessment tools that:
*Account for process (e.g. research,
collaboration) as well as content skills.
*Are closely tied to course learning
objectives.
*Balance individual and group
performance.
Washington Department of Education
31. What instructors do:
*Develop real-world, complex and open-ended
problems such as might be faced in the
workplace or daily life.
*Act as facilitators, making sure students are
staying on track and finding the resources
they need.
*Raise questions to student groups that
deepen the connections they make among
concepts.
*Strike a balance between providing direct
guidance and encouraging self-directed
learning. Washington Department of Education
32. W students do:
hat
*Address the problem, identifying what they
need to learn in order to develop a
solution and where to look for
appropriate learning resources.
*Collaborate to gather resources, share and
synthesize their findings, and pose
questions to guide further learning tasks
for the group.
Washington Department of Education
33. Classroom Implementation
Varied Amount of Structure
Based on the age of the students some
whole group discussion may be
needed to solve the task.
34. Classroom
Implementation
*An entire course can be PBL based,
or PBL can be used for part of a given unit.
*Depending on your learning goals, it is possible
to design problems with a narrow range of
correct solutions or with a wider range of
creative possibilities.
*Though usually based in group work, PBL can
also have individualized components,
provided that students are required to come
together to discuss their findings.
Washington Department of Education
35. Procedures Within the Group
• Use group etiquette--concensus
• Discuss the problem: prior knowledge & ideas. The scribe
records all of the information.
• Decide what needs to be researched and who will do it.
Set a time to reconvene to discuss the research.
• Discuss & come to a consensus on a plan of action
• Work collaboratively to decide the end product the
group has selected.
• Share the results
36. How Do They Compare?
PBL PBA
Supports the 21st Century Gives teachers the means
Skills needed to support to build in mini-lessons
the Career Readiness to ensure the CCSS
Anchor Standards are taught
• Student centered • Group or individual tasks
• Problem drives the • Teacher sets the
learning expectations
• No one answer is correct • Students are assessed on
• Increased motivation application of
• Process-centered rather knowledge, skills and
work habits
than product-centered
38. Our Purpose Today…
Discuss strategies that relate to the implementation
of CCSS Performance Tasks
Describe Performance-Based Tasks and Models
Describe Problem-Based Learning and Models
Sum up how these two teaching techniques lead to
CCSS “Student Generated Discoveries”