Reinforcing effort & providing recognition
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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 personal progress and using rewards to reinforce effort and success.
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Individualized education program
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early childhood assessment
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The document discusses models for effective instructional design. It describes Bruner's three-tiered model of learning that progresses from concrete to pictorial to symbolic. It also outlines Edgar Dale's Cone of Experience, which arranges learning resources on a scale from direct experiences to abstract symbols. The document provides questions for selecting instructional materials and discusses proper usage according to Smith and Nigel's PPPF framework of preparing, presenting, and following up. Finally, it notes similarities between the PPPF framework and Gagne's nine instructional events model.
What is an interactive read aloud
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2 epe 211 using and evaluating instructional materials
2 epe 211 using and evaluating instructional materials
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The document discusses reinforcing student effort and providing recognition. It provides examples of famous people like Lucille Ball and Michael Jordan who faced early failures or rejections but persevered. The document emphasizes that teachers should show students the connection between effort and achievement, as research shows students can learn to believe in the importance of effort. It provides suggestions for recognizing student accomplishments individually and praising improved performance.
Recognition&Rewards
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.
Reinforcing Effort and Providing Recognition
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.
Reinforcing Effort
Students' effort and achievement are related; reinforcing this relationship enhances understanding. Teachers should explicitly teach students about the importance of effort, have them track their own effort and achievement, and include effort on rubrics to self-assess progress.
Introduction to Rubrics
A rubric is an assessment tool that clearly lays out the criteria and grading standards for evaluating student work. It makes assessment more consistent, valid and reliable by clarifying expectations. A rubric benefits both teachers and students by providing feedback to improve performance and making explicit what quality of work is needed to achieve each grade. While rubrics can take different forms, they all focus on measurable objectives and describe the level of competency across different stages or elements of the assessed work.
Rubrics
The document discusses rubrics and how they can be used for assessment for learning. It provides examples of holistic and analytical rubrics and how they differ. It emphasizes involving students in designing their own rubrics so they understand the expected qualities and feedback. Teachers can guide students to determine expected qualities, performance levels, and write indicators for the rubrics. Developing rubrics collaboratively helps students have ownership over their assessment.
Rubric PPP
Rubrics are sets of criteria that define the quality of tasks, activities, or products. They make expectations clear, define quality, focus attention, provide feedback frameworks, and support group work. There are two main types: holistic rubrics evaluate entire products as a whole, while analytic rubrics evaluate products based on specific traits. Using rubrics enhances student independence, security, fairness, and metacognition.
Effective Instructional Strategies
Graphic organizers, word walls, partnering, rubrics, note-taking, and reflection are effective instructional strategies. Graphic organizers help students organize knowledge and make connections. Word walls reinforce vocabulary and connect ideas. Partnering builds collaboration skills. Rubrics provide transparency and feedback. Note-taking allows students to organize, record, and remember ideas. Reflection allows students to evaluate their learning. Combining different strategies meets various learning needs and styles.
Creating rubrics
This document provides tips for designing effective rubrics to assess student work. It discusses the purpose of rubrics and important considerations for their design. Key points include:
- Rubrics should have clear, measurable criteria and avoid vague language.
- The number of performance levels and criteria should be limited while capturing essential elements.
- Rubrics can be holistic, assessing work as a whole, or analytic, scoring specific components separately.
- Rubrics are most useful when shared with students beforehand and tied directly to assignment guidelines. Providing examples of scored work is also recommended.
- Rubrics should be designed with students and instruction in mind, not just copied from other sources.
Rubrics sample
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally rate student work on a scale from 1 to 4 or 1 to 6, with higher scores indicating more proficient or accomplished work. The rubrics provide descriptors for what student work and skills would demonstrate at each rating level.
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Sample rubrics for_physical_education_0
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1. Checklist rubrics assess whether critical elements of a skill are present or absent through a checklist.
2. Analytic rubrics assess the quality or degree of skills or behaviors demonstrated based on levels of performance. Quantitative analytic rubrics use numbers while qualitative analytic rubrics use words.
3. Holistic rubrics consider all assessment criteria simultaneously and describe levels of overall performance through paragraphs rather than individual criteria.
Automating performance based tests
Automating performance-based tests is challenging as it requires identifying tasks that lead to solving complex problems. Each task must have a clear endpoint that the testing software can detect to determine if the student completed it. Similarly, every aspect of the problem-solving process needs to trigger a detectable change in the system as evidence of competency. Properly designing an automated performance test involves carefully selecting tasks that allow for robust rubrics and identifying important milestones and strategies to track student progress.
Rubrics
This document provides guidance on designing effective rubrics for assessing student performance. It defines what a rubric is and compares rubrics to checklists. Rubrics can be holistic, assessing the overall quality of work, or analytic, assessing various criteria separately. The document recommends determining clear criteria and descriptors, involving students, limiting criteria to key aspects, using concrete language and examples, and pilot testing rubrics. Rubrics should be task-specific and altered based on experience to improve clarity and usefulness for students.
Araling Panlipunan Performance Matrix
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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
This document provides information and guidance on designing rubrics for performance assessments. It begins by defining a rubric as a scoring tool that lists evaluation criteria and gradations of quality. The purposes and advantages of rubrics are discussed. The document then walks through the steps for designing a rubric, including starting with standards, thinking about evidence needed, designing a performance task, and writing the rubric components. Sample rubrics are provided for reference. The goals are to make expectations clear, help students evaluate their own work, and make scoring more consistent and efficient.
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A sample of grading rubrics
This document outlines a grading rubric and scale. It provides letter grades from A-F that correspond to percentage scores. An A is 94-100%, a B is 84-86%, a C is 73-76%, a D is 63-66%, and an F is below 60%. General criteria are given for each grade level to describe expectations for completeness, quality, understanding, analysis, presentation skills, and use of sources and technology. An A demonstrates exemplary work that significantly exceeds expectations, a B meets expectations with good quality, and a C only partially meets expectations with inconsistent or superficial understanding. Lower grades indicate more incomplete or unacceptable work that does not meet expectations.
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Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
Effective feedback
Effective feedback provides students with specific information about what they have done well and how they can improve, gives them guidance for future tasks, and allows time to apply the feedback. It should focus on the learning goals and standards, acknowledge successes, and be accessible, varied, and enable students to benefit from the feedback. The nature of feedback should depend on the learning area and task.
ARCS MODEL
The ARCS model of motivation was developed by John Keller and focuses on four key aspects of motivating learners: Attention, Relevance, Confidence and Satisfaction. The model is important for motivating learners in e-learning courses. Attention involves boosting learner interest through unexpected or surprising elements. Relevance shows the usefulness of content and how it applies to the real world. Confidence develops success expectations and allows learners to feel in control. Satisfaction involves learners achieving goals through practice and testing activities.
21st century assessment
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
Assessment (1)
This document discusses formative and summative assessment. It defines formative assessment as assessment for learning that is used to adjust teaching and learning, while summative assessment measures achievement after instruction. The document provides examples of formative assessment methods like questions, discussions, and feedback. It also discusses using assessment to guide instruction and involve students in self-assessment. Cooperative learning is presented as an example of formative assessment that can effectively evaluate student understanding through group work and feedback. The document aims to help teachers incorporate more effective assessment practices.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
kto12classroomassessmentppt-150405021132-conversion-gate01 (1).pdf
The document discusses principles of assessment in the K-12 classroom. It outlines 7 principles: 1) assessment should be aligned with objectives and standards, 2) formative assessment should scaffold summative assessment, 3) assessment should become more like instruction, 4) assessment results should be used to help students learn, 5) assessment should not threaten or intimidate students, 6) teachers should encourage a learning community to engage in assessment, and 7) assessment is a technical competency. It provides examples of formative assessment techniques and explains the differences between assessment for learning, of learning, and as learning.
June 28 2020 hc08 unit 4 feedback
The document discusses various types and best practices for providing effective feedback to students. It describes that feedback should be specific, timely, and focused on helping students improve. It also emphasizes that feedback is most useful when it involves students, is aligned with learning goals, and encourages self-assessment and independent learning. The document provides many examples and research-based principles for crafting feedback that enhances learning.
Feedback power point
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
Classroom assessment, WOW training!
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
Obe principles and process
The document discusses outcome-based education (OBE) principles and processes. Key points include:
- OBE focuses on defining clear learning outcomes that students should be able to demonstrate by the end of a course, rather than focusing on curriculum content.
- Core OBE principles are clarity of focus on intended outcomes, high expectations for students, designing the curriculum backwards from outcomes, and expanding opportunities for all students.
- The OBE process involves constructive alignment where teaching methods and assessments are aligned with learning activities to achieve intended outcomes.
Curriculum based on the model of formative
This document outlines a formative assessment model. It defines formative assessment as ongoing feedback during teaching to close learning gaps. The model involves identifying learning goals and success criteria, eliciting evidence of student learning, interpreting evidence to identify gaps, and providing feedback and modifying instruction. Teachers use strategies like questioning and observation to gather evidence. They analyze evidence to determine if students are meeting goals and identify learning gaps. Teachers then provide descriptive feedback to students and adjust instruction to help students progress in their zone of proximal development.
Marking for Outstanding Impact
This document discusses effective strategies for marking student work and providing feedback to improve learning. It identifies feedback as the most effective strategy, adding 8 months of learning per year. The document outlines the community college's policy for "SIR feedback", which requires teachers to identify strengths, areas for improvement, and opportunities for students to respond. It emphasizes feedback should cause thinking and help students close gaps in knowledge. The policy aims to promote consistent, high-quality feedback across departments to support outstanding student progress.
What is Assessment for Learning.docx
The document discusses assessment for learning. It defines assessment for learning as the process of gathering information about student learning through classroom activities to promote learning and achievement. For learning to take place, students need to understand the learning aim, why they need to learn it, their current progress, and how to achieve the aim. When students understand these principles, the quality of learning improves. Effective assessment involves teachers explaining aims, demonstrating standards, providing feedback, having high expectations, and developing students' self-assessment skills. Assessment for learning empowers students by informing them of their progress and allowing them to take action to improve.
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Developing Student Confidence
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
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kto12classroomassessmentppt-150405021132-conversion-gate01 (1).pdf
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Ordinary to Extraordinary: The Role Each of Us Must Play
Ordinary to Extraordinary: The Role Each of Us Must Play
More from Monica Mendez
Classroom practice in identifying similarities and differences
This document provides information on different methods for comparing and classifying ideas and concepts, including comparing, metaphors, analogies, and various graphic organizers. It discusses comparing the tasks of nurses in different countries using a Venn diagram or comparison matrix. It also explains that metaphors connect two items through an abstract relationship, and defines analogies as showing how seemingly dissimilar things are similar.
Cooperative learning
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing, and can take formal, informal, or base group forms. Cooperative learning has advantages like increased academic achievement, mutual understanding between students, improved self-esteem and social skills, and teaches responsibility and social orientation.
Delivering a lecture
The document provides strategies for effectively delivering a classroom lecture, including capturing students' interest through vocal variety, gestures, movement and eye contact. It recommends opening a lecture in a warm, friendly manner to minimize anxiety while grabbing attention, and closing by drawing conclusions and posing a provocative final question. General tips include practicing delivery techniques, not reading lectures directly, and preparing emotionally.
Didactics presentation
This document discusses the role of teaching materials in language classrooms and their connection to ideology. It argues that teaching materials can either help students develop critical thinking or reinforce misconceptions, as they regulate how language is used and produced in educational contexts. The development of curriculum depends on context and individuals, and pedagogical choices have ideological implications for learners. Language planning aims to promote critical thinking, so teachers must consider the implicit values and assumptions presented to students. Teaching materials are ideological constructions that can shape students' and teachers' perceptions of the world, so both should critically analyze materials for their implicit views and perspectives.
Film lights camera - learn
A musician discovers his true calling as a teacher after failing in other careers. The film depicts his early struggles but commitment to teaching with love and care. It starts with his mistakes in other jobs and ends by showing his success in helping students learn as a teacher.
Presentación pavel
This document provides an overview of case study research methods. It defines a case study as an in-depth analysis of a particular individual or small group. The document outlines the history, purposes, types (e.g. illustrative, exploratory), and process of conducting case studies including data collection, analysis, and reporting. Key aspects of case studies discussed include collecting qualitative data through methods like interviews and observations; analyzing data for patterns and meaning; and providing rich descriptive reports that contextualize the conclusions. Issues of validity, reliability and generalizability are also addressed.
Presentación homework
Homework is important for several reasons: it allows students to review and practice what they learned in class, prepare for the next day's lessons, explore subjects more fully, and extend their learning by applying skills to new situations. When assigning homework, teachers should establish clear guidelines about purpose, amount, and expectations. They should also provide feedback to students to enhance learning and achievement. Research shows that mastering skills requires focused practice over time with opportunities for students to deepen their understanding of concepts and receive feedback on their progress.
Problem based learning
This document discusses the benefits of problem-based learning (PBL) over traditional teaching methods. It proposes using PBL to engage students by having them work in teams to research and solve real-world problems. The document outlines several steps for PBL, including defining a problem, analyzing it, testing theories, and presenting solutions. It also distinguishes between well-structured problems with single answers, and ill-structured problems more like real life that require defining and redefining. PBL is suggested as a way to promote critical thinking, problem solving, and teamwork skills needed to address issues across different subject areas.
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1. Do audience analysis to understand your students and tailor your lessons accordingly.
2. On the first day, introduce content and objectives, and establish expectations and tone. For openings and closings, use engaging techniques like questions or anecdotes.
3. Prepare thoroughly by deciding what's essential, setting objectives, and structuring lectures into discrete segments. Lecture from notes rather than reading text.
Summarizing
This document discusses strategies for summarizing and note-taking. It explains that instruction and practice in summarization techniques can improve students' reading comprehension. The teacher should model summarizing strategies and provide ample practice time with feedback. Common approaches include using summarization frames with a series of questions, reciprocal teaching where students generate questions about the text, and creating informal outlines or webs to extract the most important information from texts. Examples are also given of how natural disasters like earthquakes can initially hurt an economy but often lead to growth in the long-run as rebuilding and recovery efforts increase job availability and output.
Summarizinggg
Economic analysts believe that while the 2011 Sendai earthquake and tsunami initially damaged businesses and caused Japan's economy to decline in the short-term, restoration efforts would increase job availability and boost output in the months following. Previous natural disasters in Japan, such as the Kobe earthquake, showed an initial drop in industrial output but were followed by increases above pre-disaster levels and an acceleration of the overall economy. The earthquake immediately impacted companies like Toyota and Nissan through temporary factory closures and fires, but the Bank of Japan took measures to ensure financial liquidity during the recovery.
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Reinforcing effort & providing recognition
- 1. REINFORCING EFFORT & PROVIDING RECOGNITION
- 3. Students may not realize the relationship between effort and achievement.
- 4. Marzano states, "Students who believe the amount of effort they put into a task increases their achievement actually do better." TEACHING ABOUT EFFORT
- 6. Student’s achievement can increase when teachers show the relationship between an increase in effort to an increase in success (Craske, 1985; Van Overwalle and De Metsenaere, 1990).
- 7. Students can learn to change their beliefs to an emphasis on effort. GENERALIZATIONS
- 9. Comparing scores on an effort rubric and a related achievement rubric can help create a visual representation of the positive effect of effort.EFFORT AND ACHIEVEMENT RUBRICS
- 10. Feedback must be: Responsive to specific aspects of student work. Timely. Feedback is a research-based strategy that teachers, and students, can practice to improve their success. PROVIDING FEEDBACK
- 12. Ask students to chart effort and achievement
- 13. Establish a rationale for recognition
- 14. Follow guidelines for effective and ineffective praise
- 16. Use the pause, prompt, and praise technique MARZANO’S SUGGESTIONS
- 18. Make clear the real goal of effort.
- 19. Teachers can provide concrete, nonlinguistic reinforcement and recognition for student’s effort and successes, such as stickers, happy face drawings, awards, and treats. RECOGNITION
- 20. PAUSE, PROMPT AND PRAISE The “pause” phase is usually initiated by the teacher, who asks the student to stop working on the task for a moment when the student makes an error. “Prompt” phase: The teacher provides the student with some specific suggestion for improving his/her performance. The “praise” element provides a further opportunity for feedback based on the student’s success.
- 21. 1. Choose the five most populated cities in the world. (5 Points) Tokyo, Japan 33,200,000 New York, USA 17,800,000 Sao Paulo, Brazil 17,700,000 Seoul, South Korea 17,500,000 Mexico, City. Mexico 17,400,000 2. Which country has the longest coastline in the world? (1 Point) CANADA 3. Which of these US cities is the furthest north? (1 Point) CHICAGO 4. Which is the largest country in the world (in area)? (1 Point) RUSSIA 17,075,200 Km2 ANSWERS
- 22. THANKS