Is the era of high-stakes testing passing us by? In this Digital Assessment Summit, we talk about best practices for: common formative assessment, using data effectively, standards-based grading, and more. Sponsored by OnCourse Systems for Education
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use
scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
Is the era of high-stakes testing passing us by? In this Digital Assessment Summit, we talk about best practices for: common formative assessment, using data effectively, standards-based grading, and more. Sponsored by OnCourse Systems for Education
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use
scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Educational dispositions and expectations: Identifying the 'rules of the game'Daniel O'Sullivan
What is the basis of achievement in different disciplines?
How can the 'rules of the game' be made explicit to assist students in success?
This presentation aims to develop a shared framework for teachers from different disciplines. It uses the dimension of Specialisation from Legitimation Code Theory (LCT) to identify the underlying codes that conceptualise different rulers of achievement, and analyse differences between student and teacher dispositions to education.
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, 2011
EC171 Exam 5 Spring 2019Instructions· Due May 7, 2019 before.docxtidwellveronique
EC171 Exam 5 Spring 2019
Instructions
· Due May 7, 2019 before noon. Ideally, hand in your exams between 9:00AM and noon on May 7 at my office (Old Mill 229). Alternately, slide your papers under my office door before 9:00AM, May 7. Papers turned in late will be assigned a score of zero. Physical copies must be handed in – no digital copies of any kind are acceptable.
· This is an examination. Do your own work. You may not work with any other human nor may you plagiarize published sources. Always cite the source of any information you do use. Any evidence that these requirements have been violated will result in a score of zero for Exam 5.
· Maximum length is six pages (six sheets of paper). Narratives must be typed. Graphs can be drawn by hand. Staple your pages together.
· I will not answer any questions related to this examination and in fact I will not be available to respond to queries after 2:00PM, May 1.
Questions
1. Evaluate current economic policy (trade, fiscal, monetary) in the US. State what the current condition of the economy is (last 2 years), state the policies during this time of the federal government, and draw necessary graphs to demonstrate these conditions. If the policies seem inappropriate with regard to theory, suggest alternate policy consistent with theory.
2. Repeat the analysis you did in Question 1 for the country you have been assigned. Cite actual data to support your answers, and discuss the trade relationship between your assigned country and the US.
Running Head: ADOPTION OF CONSTRUCTIVIST APPROACH 1
ADOPTION OF CONSTRUCTIVIST APPROACH 1
Adoption of constructivist approach to promote creative and critical thinking in learners
EDCU 2130
Abstract
In the current business world, possession of the advanced skills is important in the market demands. Absence of the advanced and suitable skills is making it hard for employees to successfully adapt to the demands of the ever-changing job markets. The goal of this paper is to look at the perspective of constructivism with respect to fostering creativity and critical thinking in students. Present educational system is blamed due to the failure to produce creative and innovative learners. The current job market requires graduates to possess creative and critical thinking skills so that they can be competitive within job market. Constructivist approaches require students to be active and confident in their abilities so that they can help in the identification of the gaps in their knowledge and have the curiosity of increases their skills and learn more. In conclusion, constructivism has the ability to nurture creativity and critical thinking in students.
Today’s job market demands that employees should possess advanced skills including but not limited to creative, problem-solving and critical thinking skills. Lack of appropriate skills has made it difficult for new employees to effectively adapt to demands of the ever-changing job mark.
Essay on Teacher in English for Kids and Students | 500 Words Essay on .... My Teacher Essay | Essay on My Teacher for Students and Children - A .... An Essay On My Teacher in English - Study Thinks. Write essay on 'An Ideal Teacher' | Essay Writing | English - YouTube. Essay On My Favourite Teacher In English For Class 6 | Sitedoct.org. Write a short essay on A Good Teacher | Essay Writing | English - YouTube. My favourite teacher essay in english || Essay about my teacher. my best teacher - GCSE English - Marked by Teachers.com. Essay about teacher in english. Essay on Teacher | Teachers | Classroom. Essay on " My Favourite Teacher" | Essay writing | English essay .... Write essay on my english teacher in english || my english teacher .... Essay The importance of teaching english in elementary school - The .... 10 Lines Essay On MY TEACHER | MY TEACHER Essay in English - YouTube. My Best Teacher Essay | Custom Writing Service. My Best Teacher Essay For Class 3 In English | Sitedoct.org. ⛔ Essay on my favourite teacher. Essay on My Favourite Teacher. 2022-10-27. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... Essay writing in english my favourite teacher. Effective Teacher - Essay - Intro to Teaching – Essay Sarah Nuich .... Essay Teacher In English | Sitedoct.org. My Teacher Essay In English For Class 2. Essay writing on teachers day in english. My Best Teacher Essay in English Short | Essay on Favorite Teacher | by .... My class teacher english essay || write essay on my class teacher in .... Teachers Essay. Being A Teacher Essay – Telegraph. English essays for teachers. My favorite teacher essay in english. seamo-official.org. The role of English teachers in student’s learning process | Second .... 006 Essay Writing In English My Favourite Teacher At School Example ... Essay On English Teacher
I am working on a collaborative project for grad school- Learning Theories. We are trying to prove how every theory leads back to Bloom. I thought this was an interesting perspective of Bloom and Leadership from various domains-perspectives.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
Educational dispositions and expectations: Identifying the 'rules of the game'Daniel O'Sullivan
What is the basis of achievement in different disciplines?
How can the 'rules of the game' be made explicit to assist students in success?
This presentation aims to develop a shared framework for teachers from different disciplines. It uses the dimension of Specialisation from Legitimation Code Theory (LCT) to identify the underlying codes that conceptualise different rulers of achievement, and analyse differences between student and teacher dispositions to education.
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, 2011
EC171 Exam 5 Spring 2019Instructions· Due May 7, 2019 before.docxtidwellveronique
EC171 Exam 5 Spring 2019
Instructions
· Due May 7, 2019 before noon. Ideally, hand in your exams between 9:00AM and noon on May 7 at my office (Old Mill 229). Alternately, slide your papers under my office door before 9:00AM, May 7. Papers turned in late will be assigned a score of zero. Physical copies must be handed in – no digital copies of any kind are acceptable.
· This is an examination. Do your own work. You may not work with any other human nor may you plagiarize published sources. Always cite the source of any information you do use. Any evidence that these requirements have been violated will result in a score of zero for Exam 5.
· Maximum length is six pages (six sheets of paper). Narratives must be typed. Graphs can be drawn by hand. Staple your pages together.
· I will not answer any questions related to this examination and in fact I will not be available to respond to queries after 2:00PM, May 1.
Questions
1. Evaluate current economic policy (trade, fiscal, monetary) in the US. State what the current condition of the economy is (last 2 years), state the policies during this time of the federal government, and draw necessary graphs to demonstrate these conditions. If the policies seem inappropriate with regard to theory, suggest alternate policy consistent with theory.
2. Repeat the analysis you did in Question 1 for the country you have been assigned. Cite actual data to support your answers, and discuss the trade relationship between your assigned country and the US.
Running Head: ADOPTION OF CONSTRUCTIVIST APPROACH 1
ADOPTION OF CONSTRUCTIVIST APPROACH 1
Adoption of constructivist approach to promote creative and critical thinking in learners
EDCU 2130
Abstract
In the current business world, possession of the advanced skills is important in the market demands. Absence of the advanced and suitable skills is making it hard for employees to successfully adapt to the demands of the ever-changing job markets. The goal of this paper is to look at the perspective of constructivism with respect to fostering creativity and critical thinking in students. Present educational system is blamed due to the failure to produce creative and innovative learners. The current job market requires graduates to possess creative and critical thinking skills so that they can be competitive within job market. Constructivist approaches require students to be active and confident in their abilities so that they can help in the identification of the gaps in their knowledge and have the curiosity of increases their skills and learn more. In conclusion, constructivism has the ability to nurture creativity and critical thinking in students.
Today’s job market demands that employees should possess advanced skills including but not limited to creative, problem-solving and critical thinking skills. Lack of appropriate skills has made it difficult for new employees to effectively adapt to demands of the ever-changing job mark.
Essay on Teacher in English for Kids and Students | 500 Words Essay on .... My Teacher Essay | Essay on My Teacher for Students and Children - A .... An Essay On My Teacher in English - Study Thinks. Write essay on 'An Ideal Teacher' | Essay Writing | English - YouTube. Essay On My Favourite Teacher In English For Class 6 | Sitedoct.org. Write a short essay on A Good Teacher | Essay Writing | English - YouTube. My favourite teacher essay in english || Essay about my teacher. my best teacher - GCSE English - Marked by Teachers.com. Essay about teacher in english. Essay on Teacher | Teachers | Classroom. Essay on " My Favourite Teacher" | Essay writing | English essay .... Write essay on my english teacher in english || my english teacher .... Essay The importance of teaching english in elementary school - The .... 10 Lines Essay On MY TEACHER | MY TEACHER Essay in English - YouTube. My Best Teacher Essay | Custom Writing Service. My Best Teacher Essay For Class 3 In English | Sitedoct.org. ⛔ Essay on my favourite teacher. Essay on My Favourite Teacher. 2022-10-27. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... Essay writing in english my favourite teacher. Effective Teacher - Essay - Intro to Teaching – Essay Sarah Nuich .... Essay Teacher In English | Sitedoct.org. My Teacher Essay In English For Class 2. Essay writing on teachers day in english. My Best Teacher Essay in English Short | Essay on Favorite Teacher | by .... My class teacher english essay || write essay on my class teacher in .... Teachers Essay. Being A Teacher Essay – Telegraph. English essays for teachers. My favorite teacher essay in english. seamo-official.org. The role of English teachers in student’s learning process | Second .... 006 Essay Writing In English My Favourite Teacher At School Example ... Essay On English Teacher
I am working on a collaborative project for grad school- Learning Theories. We are trying to prove how every theory leads back to Bloom. I thought this was an interesting perspective of Bloom and Leadership from various domains-perspectives.
1. D. FELICI-SKAL
VYGOTSKY 1
Dominica R. Felici-Skal
Vygotsky-PARCC It- Just Below Each Student’s ZPD!
414 Hackensack Ave. Apt. 1420
Hackensack, NJ 07601
201-421-4265
drfeliciskal@gmail.com
Submitted: 2/11/2016
2. D. FELICI-SKAL
VYGOTSKY 2
Lev Vygotsky died very young in life. If he were still alive, I began wondering how he
would discuss and analyze the PARCC (Partnership for Assessment of Readiness for College
and Careers) exam. Although many people cringe when they hear the word PARCC, I think if
PARCC would stick to their original claim by designing a rate of growth assessment instead of a
benchmark assessment, PARCC would have more success. My first thought when I hear
PARCC is non-fiction text and one’s ability to synthesize text by not only providing textual
evidence but using the evidence from the text to provide a reflection as we do in college and
graduate school. ‘Therefore, if the designers of PARCC held their integrity and did as promised
by administering a rate of growth assessment, PARCC would follow the lower boundary of
Vygotsky’s Zone of Proximal Development (ZPD) Philosophy (Gonzalez-DeHass, A. R.,&
Willems, P. P. ,2013, p. 73). In doing so, the reading passages would be individually designed to
each student’s independent reading level, which would give the students the opportunity to feel
successful during the exam time by giving each student the opportunity to demonstrate and apply
Benjamin Bloom’s highest levels of cognition: evaluation and creativity. Until instructional
leaders utilize well-known methods such as Universal by Design (UbD) lesson plan models that
begin with assessment and apply Piaget’s Theory of Cognitive Level not as benchmarks but as
growing stages, these questions will circulate like a tornado and continue to destroy our
educational system. What are we measuring on PARCC and why? What could we be measuring
on PARCC with today’s technology? What is more important and motivational for both the
student and teacher, rate of growth or benchmark scores? I thought the Danielson Model was
designed to measure growth of teachers and administrators. How accurate is that so-called
measurement with a skewed score from PARCC?
In my eyes, the Common Core mirrors the popular song by Pink Floyd, “The Wall” as
both are commonly misunderstood. Each school has a school curriculum, which is supposed to
3. D. FELICI-SKAL
VYGOTSKY 3
be the bottom floor, not the ceiling of each student’s expectations, yet the Common Core is
meant to be the ceiling, which is rarely explained. ‘At the same time what becomes more
confusing is that the PARCC is assessing is at a ceiling level instead of at each student’s
independent level or lower boundary of Vygotsky’s Zone of Proximal Development (ZPD)
Theory’ (Gonzalez-DeHass, A. R., & Willems, P. P. ,2013, p. 73). Therefore, the technology would
be utilized as it is on the Scholastic Reading Inventory (SRI), the comprehension assessment that
discovers one Lexile score or independent reading comprehension level. In other words, if the
PARCC was a helpful, self-motivating assessment tool for all, it would provide students,
teachers, parents and administrators a road map where child can independently apply their
highest levels of cognition while defining the student’s instructional level, better known as
Vygotsky’s Zone of Proximal Development (ZPD)’ (Gonzalez-DeHass, A. R., & Willems, P. P. ,
2013, p. 73-4).
So other than informing school districts that students x, y and z bombed the PARCC
exam and pointing the finger at the educators, administrators and the Board of Education to fix
the problem, let’s begin by applying conflicting researched-based theories such as Piaget and
Vygotsky into practice. What do you mean we all don’t have to agree? My reply: Is it realistic
that all of these individuals would agree? Do we have to pick one theory, philosophy or method
as the so-called golden model? Before you answer, is there such thing as a one size fits all
literacy program or is intertwining methods of literacy instruction and assessment more
productive for student achievement? Now, I question what does all of this have to do with
Common Core and Pink Floyd’s “The Wall?” ‘According to Walter Bowne, a comedian who
wrote an argumentative article entitled, “Op-Ed: Here’s Why Our Students Won’t Take the
PARCC Exams Seriously” which questioned PARCC’s method of assessment by alluding to this
Pink Floyd song: “Are we creating another brick in the wall?”; lack of motivation to expose
undefined weaknesses and strengths’ (Browne W., 2015). ‘Whether or not Vygotsky would
4. D. FELICI-SKAL
VYGOTSKY 4
agree with Bowne’s point on motivation, I think Vygotsky would change his tune on the
importance of motivation regarding today’s school environment with the all of the distractions of
social media by linking his social constructivism theory to his explanation in reasoning in
automatic success when placing intellectually gifted individuals with so-called lower achievers’
(Gonzalez-DeHass, A. R.,& Willems, P. P. , 2013, p. 69). Would Vygotsky consider technology
and the social context of learning from social media a psychological tool for learning or
distraction?
‘Based upon Vygotskian perspective, the teacher’s role of scaffolding instruction based
upon assessment results at each student’s ZPD instructional level will lead to learning growth as
a new ZPD is defined for the learner; the learner’s previous ZPD becomes their new independent
level and is most beneficial in a social environment’ (Gonzalez-DeHass, A. R., & Willems, P. P. ,
2013, p. 77 & 88) ‘The quote “We don’t need no education, we don’t need our thoughts
controlled” and the lyrics tied with “pouring their derision” or sarcasm by “exposing every
weakness” on everything the student did. However, carefully hidden (weaknesses) by students
due to the “dark sarcasm in the classroom” apply to the purpose of today’s Common Core level
by allowing each student to base their perspective on textual evidence’ (2015, June 15, youtube).
But is PARCC allowing this to happen when the text itself is exposing each student’s weakness
with the dark sarcasm of providing text above or below one’s cognitive ability? “Hey PARCC-
Leave Those Kids Alone (on their independent level); We Do Not Need Another Brick in the
Wall”.
Here’s how:
(1) Apply today’s technology and provide an appropriate assessment so that each
learner can have the opportunity to demonstrate their cognitive abilities,
which should be assessed according to a level of cognition on Bloom’s
Taxonomy
5. D. FELICI-SKAL
VYGOTSKY 5
(2) ‘Intertwine competency-based learning and standard-based assessments, in
order to provide a clear picture of rate of progress on an individual basis and a
clear picture of how that competency level relates to specific Common Core
standards in The Zone of Proximal Development (ZPD)’ (Townsley, M.,
2014)
(3) ‘At the middle school level, start matching a student’s strengths and areas of
improvement with apprenticeships and community service opportunities.
After that, apply these real-life experiences by asking teachers to scaffold a
cognitive apprenticeship. A cognitive apprenticeship would include a guided
student reflection of real life academic and social conflicts reflections, in
order to deepen the student’s complexity with problem solving skills by
exploring a personalized problem’ (Gonzalez-DeHass, A. R., & Willems, P.
P. , 2013, pp. 83-88)
(4) Include a section to assess the student’s ability to work as a group through
technology on the assessment
Therefore, PARCC needs to make a choice; either PARCC It: Just Below Each Student’s ZPD
(independent level) and provide feedback of for the each student’s ZPD (instructional level) or
stay PARCC with a broken engine to learning.
6. D. FELICI-SKAL
VYGOTSKY 6
References
Bowne, W. (2015, May 7). OP-ED: Here's why our students won't take the PARCC
exams seriously. Retrieved February 01, 2016, from
http://www.njspotlight.com/stories/15/05/06/op-ed-here-s-why-our-students-won-t-take-the-
parcc-exams-seriously/
Gonzalez-DeHass, A. R., & Willems, P. P. (2013). Theories in Educational Psychology:
Concise Guide to Meaning and Practice. New York, NY: Rowman & Littlefield Education.
Pink Floyd-Another Brick In The Wall (HQ). (2013, June 15). Retrieved February 01,
2016, from https://www.youtube.com/watch?v=GqPwffptR-E closed caption
Townsley, M. (2014, November 11). What is the Difference between Standards-Based
Grading (or Reporting) and Competency-Based Education? Retrieved February 1, 2016, from
http://www.competencyworks.org/analysis/what-is-the-difference-between-standards-based-
grading/