Recognition&Rewards
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The document discusses reinforcing student effort and providing recognition to increase achievement. It outlines research showing that explicitly teaching students about the relationship between effort and achievement can improve performance. Effective recognition involves personalizing praise for meeting standards and using abstract symbols rather than tangible rewards. Recognition should be contingent on attaining goals and not just participating in activities.
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The document discusses reinforcing student effort and providing recognition in the classroom. It recommends that teachers explicitly teach students about the importance of effort, have students track their own effort and achievement, and that recognition works best when tied to meeting a performance standard. The document also provides examples of how technology can be used to track effort, showcase student work, and provide recognition.
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Sample rubrics for_physical_education_0
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Rubrics
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Araling Panlipunan Performance Matrix
This was taken from the Revised Secondary Education Curriuclum.
I edited the format to improve its readability. The copy I had was a scanned copy of the document which had poor readability.
Presentation how to design rubrics
This document provides guidance on designing effective rubrics for assessing student performance. It discusses that rubrics should have specific indicators for clearly defined criteria. Rubrics establish performance levels on a scale and describe the characteristics of each level. Benefits of rubrics include providing clear assessment standards for students and feedback. When designing rubrics, the document recommends limiting criteria to key areas, using concrete language, and involving students.
Creating Rubrics
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This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
Cognitive Apprenticeship
The document discusses the importance of effective teaching and how it impacts student achievement. It notes that students who had 3 years of very effective teachers scored much higher on achievement tests than students who had 3 years of very ineffective teachers. The document emphasizes that the knowledge and skills of teachers is the most important influence on student learning.
AfL - Effective Feedback
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
Feedback Quotes List - Education - Assessment and Reporting
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Teach Teamwork Mutual Support
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 4 provides strategies on how team members can provide support/assistance to each other.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Day 2 presentation what is assessment
This document discusses assessment in education. It begins by reviewing learning theories and multiple intelligences. It then discusses the purposes and benefits of assessment, as well as potential barriers like unclear objectives and overuse. The document outlines different types of assessment, including diagnostic, formative, and summative assessment. It also discusses what can be assessed, like knowledge, skills, understanding, and aptitude. The document provides guidance on creating effective assessments, considering student starting points and multiple intelligences. It emphasizes the importance of assessment in discovering the truth about an educational system and driving student learning.
Reinforcing effort & providing recognition by carmen rosa
This document discusses strategies for reinforcing student effort and providing recognition. It suggests that explicitly teaching students about the relationship between effort and achievement can increase motivation and performance. The document recommends that teachers ask students to chart and compare their effort levels and achievement scores, and provide timely, specific feedback. It also provides guidelines for effective recognition, such as praising individual students for personal progress and using nonlinguistic rewards like stickers.
Foreign Language Classroom Assessment in Support of Teaching and Learning wit...
Foreign Language Classroom Assessment in Support of Teaching and Learning wit...Language Acquisition Resource Center
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011Questioning teaching method
This document discusses questioning techniques used in education. It defines questioning as a process that stimulates responses and uses cognition to produce information. There are different types of questions including open-ended, closed, clarifying, probing, and reflective questions. Questions can be used for various purposes like assessing knowledge, stimulating independent thinking, and developing critical thinking skills. Questions can also target different levels of thinking from basic recall to evaluation, as outlined in Bloom's Taxonomy. The document reviews advantages like engaging all learners and disadvantages like intimidating timid students. It provides examples of different types of questions.
Motivational Theories In Education
Motivational theories and their applications to teaching and learning. Maslow's Hierarcy of needs, ARC's motivational theory, equity theory, expectancy theory, herzberg two factor theory.
Formative assessment final
Formative assessment is used during instruction to evaluate student understanding and provide feedback to improve learning. It identifies gaps in knowledge through techniques like quizzes, discussions, and observations. Teachers use formative assessment to adjust their instruction, provide feedback to students, and promote student involvement in the learning process. The goal is to continuously monitor progress towards learning objectives through techniques that are learner-centered and help close the gap between current and desired understanding.
Creating the Environment for Learning
Creating the environment for learning. This is for an effective teacher-student relationship. To encourage students to discover their potential by assisting them to the learning process through an effective learning environment.
Descriptive Feedback & Sound Grading
The document discusses the importance of descriptive feedback and sound grading practices that focus on learning. It argues that traditional grading practices can lower student confidence and motivation to learn. Effective feedback should be timely, specific, and help students improve. Grades should reflect learning outcomes rather than tasks, and practices like zeros, late penalties, and grading homework undermine learning.
Assessment, Grading, Motivation and Instruction
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.
Feedback
The document discusses how to provide effective feedback to students. It argues that not all feedback is helpful, as some can decrease motivation. It provides five actions teachers can take to improve feedback: 1) emphasize the task, not the student's ability, 2) give specific guidance on improvement, 3) provide regular feedback, 4) focus on the learning process, not results, and 5) only provide feedback while students are still learning. Research showed that students who received comments-only improved more than those who received grades or both comments and grades. The document stresses making feedback actionable and allowing students to apply it.
New teacher Induction Program Session 3A
This document provides an overview of character development initiatives in the Greater Essex County District School Board. It discusses that character development is about more than academics and involves developing the whole person through engagement. Teachers play a key role in modeling behaviors and integrating character traits into lessons. Sample lessons show how to teach character traits like conflict resolution through historical examples.
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9 Instructional Strategies that Work in the Classroom
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