Download
1 / 29
290 likes | 392 Views
Please check, just in case…. Announcements. Plagiarism test certificate due now. Classroom/caseload learning objectives description due next week. First classroom—based assessment due the following week. Quick questions or quandaries?. APA Tip of the Day: Credible Sources.
E N D
Announcements • Plagiarism test certificate due now. • Classroom/caseload learning objectives description due next week. • First classroom—based assessment due the following week.
APA Tip of the Day: Credible Sources • Fact, rather than opinion, based. • Accurate. • Scholarly (well-researched and well-documented). • Reliable. • Peer-reviewed.
Topic: (a) Backward design and the reflective teaching cycle and (b) rating scales September 3, 2013
What do you want students to understand, know, and be able to do? (curriculum) How will you know they have accomplished this? (assessment) Develop a plan to get there (content, activities, teaching strategies). (instruction) Backward Design Process:
Backward Design Steps 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences and instruction.
“a specific blueprint for learning that is derived from content and performance standards... It is a specific plan with identified lessons in an appropriate form and sequence for directing teaching.” (Wiggins & McTighe, 1998, p. 4) 1. Curriculum
1. What do you want students to understand, know, and be able to do?
Curriculum:Language Arts Content Std. II:Students will communicate effectively through speaking and writing. Understand/Know/Do: Writers use a variety of techniques to communicate ideas to readers. Use a variety of strategies to generate topics and organize ideas. Example:
2.How will you know they have accomplished this? Align with Step 1
“The act of determining the extent to which the curricular goals are being and have been met. Assessment is an umbrella term we use to mean the deliberate use of many methods to gather evidence to indicate that students are meeting standards.” (Wiggins & McTighe, 1998, p. 4) 2. Assessment
Possible Assessments: Performance Task: Write a persuasive letter or essay Quiz: Elements of a persuasive essay Other evidence: Journal entries Student self-assessment: Checklist Example:
Sample Formal Assessments • Exam and Quiz • Case Study • Article or Book Review • Lab Write-up • Essay • Student Presentation • Skill Demonstration
Sample Informal Assessments • Quick write • Minute paper • Observation of small or large group discussion or activity • “Big paper” summary of small group activity • On-line discussion group
3.Develop a plan to get there: content, activities, and teaching strategies. Align with Steps 1 & 2
“choices about teaching methods, sequence of lessons, and resource materials... [that help]... us as educators to focus our planning and guide purposeful action toward the intended results.” (Wiggins & McTighe, 1998, p. 13) 3. Lesson Planning
Unit: Persuasive Writing Lessons: Elements of persuasive writing, Examples from literature, and Writing persuasive letters. Example:
Quick Write: How is the backward design process similar to or different from how you typically plan instruction for your students/clients? How might you consider using backward design to a greater extent in your curriculum design process?
How do I figure out what students should know, understand, and be able to do?
What is worth knowing? • Important beyond the classroom? • Important to the discipline? • Frequently misunderstood? • Interesting to students?
The Reflective Teaching Cycle assess teach plan
How will you know if your students know something or know how to do something?
Main Points • Your choice of assessment methods depends on the purpose of your assessment. • Assessment in schools should ultimately provide information that is relevant to the instruction of students. • You can’t design good classroom-based assessment until you have clear idea what you want your students to know, understand, and be able to do.
Work Groups: • Identify several possible learning objectives for your students or clients. • Develop a rating scale that might be appropriate for identifying student performance on one or more aspects of the learning goal.
Looking ahead: Topic: Rubrics Read: Jigsaw readings in rubrics folder on e-reserves
