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Planning & Assessment Fall 2016

Reading Discussion
Chapter 1
Chapter 2
Chapter 3
Backward Designed Curriculum
Boats
Pg 53 Unit on Boats
Read/Review it
Looking back over the what we just talked about; answer this
question:
Why did I put a sticky note in my book that said YUCK!?
In your notes, indicate at least one reason for each of these slide
headers that we just covered:
Curses

Big Ideas
Society impact
Migration
Abundance
Essential Questions
How does transportation effect your daily life?
How does transportation further society?
How do we het our stuff?
How do people get where they want to go?
How does transportation vary across cultures?
Clarifying Content Priorities
Backward Design Curriculum
Share your reasons with a few neighbors
Together with your neighbors describe a few ways the unit could
be fixed considering each of the headings.
Unit Plan Brainstorm
Grade Level Groups
Goal: Rough Unit Plans
Looking back at the activities we did with the standards brainstorm a
list of 4-8 unit plan ideas
Determine at least one for each grade level
Kindergarten
GLCEs do not have to be within the same theme strand
Pick one of the best ideas and do the following as a group:
Create a big idea and essential question(s)
Big Idea: The common good
Essential Questions: Why do we have rules? Do the
consequences effect more than just us?
Determine the GLCEs that will be covered in the unit

K-C1.0.1 Identify and explain the reasons for rules at


home and in school
K-C5.0.1 Describe situations in which they demonstrated
self-discipline and individual responsibility.
Create several critical thinking objectives
TLW create a social contract with the teacher and
themselves and defend why each is important as well as
identifying consequences if they dont follow them.
When presented, TLW identify good and bad choices by
acting out the two sides of a choice, where the students
will demonstrate a good choice or a bad choice, with the
rest of the class saying which type of choice they
portrayed.
TLW will display responsibility by taking care of their
materials in the material in the classroom (Cleaning their
areas, vacuuming the classroom, listening to directions)
Brainstorm possible pieces of evidence
Class rule list. Form of a constitution of the classroom
ofs kindergarten class
Clean classroom, clean desks
Listen during other times
Students are given a paper star when they make a good
choice, versus a sad face when they dont make a good
choice.
Lesson Plan Rubric

Review the lesson plan rubric


Read the highest level
Circle the features
Read the next level down (3)
Underline or highlight the differences between this and the top
level
Continue through to the bottom level
Time to grade
Each student will be given a different lesson to grade
Grade the lesson according to the rubric making comments on the
lessons
Share the lesson and the grade
Online Lessons
Best practices in searching You get what you pay for.
What makes it a good lesson?
NEVER can you EVER use a lesson that someone else has created without
tweaking it!
Your students are unique
You are unique
Mission/vision of school is unique

Community is unique
Big ideas/essential questions will differ
Remember to cite sources in all you do (including lesson plans)
The lessons/unit plans/assessment plans you submit must be entirely your
own.
Carousel

Assessment Continuum

Screening/Pre-Assessments
Preconceptions
Oral, written, or test
Observation
Analysis
Running Records
Formative
Informal
Used for feedback
Authentic
Diversity of Assessment
Asking questions
Summative Assessments
Summary
Test Project
Report
Not Always authentic
Standardization
MEAP, Unit test, SAT
Caters to one learning styles
Criteria
Measureable
Ongoing
Caters to different learning styles
Check, Check, Check
How is someone who plans for assessments before planning lessons,
different from someone who plans activities first?
One could plan to teach the test versus those who make sure
the students know the material well.
What is formative assessment and how is it best used?
Informal tests given throughout a lesson to help identify the
students next learning steps. Best used when there is less
pressure to answer that doesnt effect grades
Methods Match Targets
Targets:
Knowledge
Reasoning

Skills
Product
Disposition
Methods
Selected response/short answer (Knowledge)
Extended Written response (Reasoning, disposition)
Performance assessment (all, maybe)
Personal Communication (Reasoning)
Performance Task Scenarios
In Moodle Week 4
Performance Student Roles and Audiences
Performance Products
Performance Task Examples
Complete the GRASPS Idea Starter sheet for a performance task that could be
used at your grade level
Share your ideas at your table
Look back at the cards
If you created a strong performance assessments with specific criteria.
How many of the cards that you put in the selected response pile could
get moved to the performance assessment pile?
Curricular Priorities & Assessment Methods
Royce Sadler, 1989
A key premise is that for students to be able to improve, they must have the
capacity to monitor the quality of their own work during actual production.
This in turn requires that students:
Know what high quality work looks like
Be able to objectively compare their work to the standard
Have a store of tactics to make work better based on their
observations.
Tips for Designing Effective Scoring Tools
Included the most important traits in terms of purpose and quality
Common problems:
Scoring the length of the paper instead of quality
Focusing on mechanics, organization, and presentation rather than
content, substance, and effect
Check for consistency of descriptive terms
Rubrics
Types:
Holistic Rubric
Analytic Trait Rubric
Steps:
Break out into categories
First determine what is acceptable (meets expectations) usually #3
then move up and down from there
http://rubistar.4teachers.org/

Avoid the most common problem with rubrics weigh whats important most
heavily
Rubric Review
Sample Lesson Rubric
Initial thoughts
Pull apart the GLCEs
5 U3.1.7 Describe how colonial experiences with self-government and
ideas about government influenced the decision to declare independence.
5 U3.1.8 Identify a problem confronting people in the colonies, construct
alternative choices for addressing the problem with possible consequences,
and design the course of action taken.
Determine better categories for the rubric based on the GLCE
Potential Fixes
Grammar
Organizational
Historical accuracy
Positions should be the same throughout and supported with evidence
Get rid of the result category
Support
QAlternative Choices

Next Week
Assessment Plan
Week 4 Notes
Reading Response Zarillo Chapter 7
Instructional Presentation Zarillo Chapter 7

What new info?


How has the material/experience affected you?
How has it challenged your thinking?