Skip to main content

Home/ FSD Teachers/ Group items tagged resources

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Pamela Stevens

http://school.discoveryeducation.com/schrockguide/assess.html - 1 views

school.discoveryeducation.com/...assess.html

education Rubrics resources web2.0 assessment rubric evaluation

shared by Pamela Stevens on 17 Mar 12 - Cached
  • Pamela Stevens on 17 Mar 12
     
    Now that we are using the Internet in the classroom to support instruction, it is important the area of assessment be addressed. One usable method for teachers is to provide a rubric for student use and for both formative and summative assessment purposes
Pamela Stevens

Educational Leadership:New Needs, New Curriculum:The Learning Power of WebQuests - 0 views

www.ascd.org/...arning-Power-of-WebQuests.aspx

webquests curriculum

shared by Pamela Stevens on 23 Jul 13 - No Cached
  • WebQuest, a model for integrating the use of the Web in classroom activities. He defined a WebQuest as
  • nquiry-oriented activity
  • hey are not WebQuests because the information in each activity can go from the browser to the product without altering—or even entering—the learner's understanding.
  • ...11 more annotations...
  • n a real WebQuest, newly acquired information undergoes an important transformation within learners themselves.
  • A real WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students' investigation of an open-ended question, development of individual expertise, and participation in a group process that transforms newly acquired information into a more sophisticated understanding.
  • nspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes.
  • s students internalize more advanced intellectual skills through ongoing practice, the teacher can gradually remove the scaffolded levels of support. Scaffolding is used to implement such approaches as constructivist strategies, differentiated learning, situated learning, thematic instruction, and authentic assessment.
  • Real WebQuests should pass the ARCS filter: Does the activity get students' Attention? Is it Relevant to their needs, interests, or motives? Does the task inspire learners' Confidence in achieving success? Finally, would completing the activity leave students with a sense of Satisfaction in their accomplishment?
  • A teacher can challenge students by “posing contradictions, presenting new information, asking questions, encouraging research, and engaging students in inquiries designed to challenge current concepts” (Brooks & Brooks, 1999, p. ix).
  • Background for Everyone,
  • Background stage also paves the way for differentiating student activities in such a way that all students can master required knowledge and then pursue different levels of individual expertise.
  • ontent, process, products, and learning environment—
  • irst, we ask, Could the answer be copied and pasted? If the answer is no, then we ask, Does the task require students to make something new out of what they have learned?
    • Pamela Stevens
      Pamela Stevens on 23 Jul 13
       
      Questions to ask about webquest:  1. Can the answer by copied and pasted? 2. Do the students make something new out of what they learned.
Pamela Stevens

Educational Leadership:Poverty and Learning:Nine Powerful Practices - 0 views

www.ascd.org/...Nine-Powerful-Practices.aspx

poverty education strategies teaching

shared by Pamela Stevens on 22 Jul 13 - No Cached
  • Students from families with little formal education often learn rules about how to speak, behave, and acquire knowledge that conflict with how learning happens in school.
  • helpful in raising achievement for low-income students.
  • calls me by my name
  • ...48 more annotations...
  • answers my questions
  • talks to me respectfully
  • says "Hi."
  • helps me
  • gestures and tone
  • help all students feel part of a collaborative culture.
  • high school student eating lunch alone
  • Assign any new student a buddy immediately
  • involved with at least one extracurricular group at lunch or after school.
  • paired assignments or cooperative groups.
  • five registers, or levels of formality: frozen, formal, consultative, casual, and intimate
  • Both school and work operate at the consultative level (which mixes formal and casual speech) and the formal level (which uses precise word choice and syntax).
  • Teachers conduct most tests through formal register, which puts poor students at a disadvantage.
  • we tell them it's "money talk."
  • Have students practice translating phrases from casual into formal register.
  • Teachers should use consultative language (a mix of formal and casual) to build relationships and use formal register to teach content, providing additional explanation in consultative register.
  • eight resources.
  • Financial
  • Emotional
  • without engaging in self-destructive behavior.
  • stamina, perseverance, and good decision making.
  • Mental
  • Spiritual:
  • Physical:
  • Support systems:
  • Relationships and role models
  • Knowledge of unspoken rules:
  • But if the school provides a time and place before school, after school, or during lunch for the student to complete homework, that intervention will be more successful.
  • If laughter is often used to lessen conflict in a student's community, that student may laugh when being disciplined. Such behavior is considered disrespectful in school and may anger teachers and administrators.
  • For example, to survive in many high-poverty neighborhoods, young people have to be able to fight physically if challenged—or have someone fight for them. But if you fight in school, you're usually told to leave.
  • You don't use the same set of rules in basketball that you use in football. It's the same with school and other parts of your life. The rules in school are different from the rules out of school. So let's make a list of the rules in school so we're sure we know them.
  • Plan to use the instructional strategies that have the highest payoff for the amount of time needed to do the activity.
  • Use rubrics and benchmark tests
  • Identify learning gaps and choose appropriate interventions.
  • district's learning standards,
  • Chart student performance and disaggregate
  • nstruction time, providing a supportive relationship, and helping students use mental models.
  • drawing represents the apple.
  • mental models—stories, analogies, or visual representations.
  • make a connection between something concrete he or she understands and a representational idea.
  • student has trouble formulating a specific question.
  • ound that students who couldn't ask good questions had many academic struggles.
  • To teach students how to ask questions, I assign pairs of students to read a text and compose multiple-choice questions about it. I give them sentence stems, such as "When ___________ happened, why did __________ do ___________?" Students develop questions using the stems, then come up with four answers to each question, only one of which they consider correct and one of which has to be funny.
  • What is the ratio of educators to parent in meetings?
  • greet the parent five minutes before the meeting starts and tell him or her who will be present and what is likely to happen.
  • language used in parent meetings understandable,
  • I recommend doing home visits.
  • A teacher or administrator who establishes mutual respect, cares enough to make sure a student knows how to survive school, and gives that student the necessary skills is providing a gift that will keep affecting lives from one generation to the next. Never has it been more important to give students living in poverty this gift.
1 - 19 of 19
Showing 20▼ items per page