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What’s Your Target? If you aim for nothing you’ll hit it every time.

What’s Your Target? If you aim for nothing you’ll hit it every time. Dr. Pam Lange Jennifer Nehl. Outcomes. To develop a basic understanding of formative assessment and summative assessment.

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What’s Your Target? If you aim for nothing you’ll hit it every time.

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  1. What’s Your Target? If you aim for nothing you’ll hit it every time. • Dr. Pam Lange • Jennifer Nehl

  2. Outcomes • To develop a basic understanding of formative assessment and summative assessment. • To discuss how to close the student achievement gap, regardless of economic or educational advantages or disadvantages. • To discuss strategies/models that can help students from all economic classes, determine where the student is in the learning process, why to differentiate instruction, and why to create academic targets.

  3. Hitting the Target

  4. Hitting the Target • Summative Assessment (Learning Target) • Pre-Assessment • (formative assessment) • Formative Assessment • Formative Assessment • Formative Assessment

  5. Hitting the Target • Summative Assessment (Learning Target) • Pre-Assessment • (formative assessment) • Formative Assessment • Formative Assessment • Formative Assessment

  6. What Educators are saying about Formative Assessment …A video …

  7. It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

  8. Formative Assessment Video: Formative Assessment While watching the video: • Determine how many times this teacher formatively assess this student’s work? • What does he do each time he assesses? • How do you get started …

  9. Let’s talk about children of poverty…

  10. Research Module Intergenerational transfer of knowledge GP – SP – MC – NM – OM Three generation rule (GP) generational poverty (SP) situational poverty (MC) middle class (NM) new money  (OM) old money

  11. What causes poverty? Research on poverty can be clustered into four major areas. • Behaviors of the Individual • Human and Social Capital in the Community • Exploitation • Political/Economic Structures

  12. Time • POVERTY • Present most important • Decisions made for the moment based on feelings or survival • MIDDLE CLASS • Future most important • Decisions made against future ramifications • WEALTH • Traditions and past history most important • Decisions made partially on basis of tradition/decorum

  13. Possessions POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees

  14. To survive in poverty, one must rely upon nonverbal, sensory, and reactive skills. To survive in school or at work, one must use verbal, abstract, and proactive skills.

  15. Source: Meaningful Differences in the Everyday Experience of Young American Children. (1995). Betty Hart and Todd R. Risley.

  16. Registers of Language Adapted from Martin Joos

  17. Poverty is a concrete, sensory, reactive world. • School is verbal, abstract representational, and proactive. • Without language, one lacks the tools necessary to negotiate and manipulate his/her position in the world.

  18. If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then ... If an individual cannot plan, he/sheCANNOT PREDICT. If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT. If an individual cannot identify cause and effect, he/sheCANNOT IDENTIFY CONSEQUENCE. If an individual cannot identify consequence,he/sheCANNOT CONTROL IMPULSIVITY. If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.

  19. Hitting the Target

  20. Sooooooo…. What’s Your Target?

  21. plange@tie.net jnehl@tie.net http://plange.tie.wikispaces.net http://jnehl.tie.wikispaces.net

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