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melrichardson21

Exit Tickets | EL Education - 15 views

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    "At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
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    My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
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    This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
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    Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
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    SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
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    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
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    Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
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    Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
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    Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
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    Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
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    I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
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    Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
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    I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
jlinman7

Creating an assessment-centered classroom: Five essential assessment strate...: UMUC Li... - 0 views

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    (Week 8: Javon and Kim) I found this article on UMUC in the online Library. Traditionally, classrooms are not assessment-centered focus. Most often students take an assessment after learning specific content, but in an assessment-centered learning environment, the teacher and students have a road map for learning and is more positive. Author and Professor, Steven L. Turner, PhD., raises an article on creating an assessment-centered learning classroom. He does this by presenting PILOT -an acronym for an assessment strategy. PILOT Assessment Strategy P- Preassessment The purpose of Preassessment is to evaluate a student's knowledge about a particular subject that will be taught. Turner suggesting asking a series of questions to gain this information (i.e. "What is the student's current knowledge about this unit", "What students are interested in this topic?" etc.). Preassessment surfaces student thinking and information that helpful for teachers and those designing curriculum and assessments. I-Identify student strengths and areas of need (readiness) Identifying the areas where students are strong enables them to be more engaged in the topic. Students are also able to self-assess to identify where they presently are, become aware of their challenged areas, and what it will take for their progress. L-link differentiated classroom learning experiences to district standards and learning goals Linking the classroom learning experience to standards and benchmark testing have proven to be successful. Curriculum that links with the Common Core Standards - what students in K-12 should learn in language arts and math, strengthens foundational knowledge for students. O-offer multiple in-class assessment opportunities Offering multiple assessment methods allows the student to take control of their learning while putting them in the "driver's seat." Although this step could be time consuming it shows the student that the instructor cares and is conc
calqlus

Massachusetts, PARCC Assessments, and the Common Core - 3 views

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    I selected a source from ERIC that focused somewhat upon the novelty and implementation on PARCC assessments in place of other testing batteries in school systems. This article may help us to a degree in honing our focus of our EQ as to why students grades declined significantly in the third quarter. Discussing issues with the ELA and the Common Core in Massachusetts, the very novelty of the testing led one overwrought educator to even remark, "...I'm not really thinking about PARCC yet. I have too much else to do" (Barrett, 2014, p. 25). Herein, Barrett mentions that field testing was just implemented into 18 states, just last year, and income and resource availability may play a significant role in Massachusetts' national performance leadership on former testing assessments and the Common Core (p. 24). Interesting to note is that the two parts of the PARCC testing, the PBA and the end of year examinations are only one month apart, spanning from March-April, and May-June (p. 25). Barrett, L. (2014). Common core 'A really big reset'. Education Digest, 79(8), 22.
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    This citation caught my eye because I am a Massachusetts educator and it is still undetermined whether or not the PARCC tests will be implemented in my district again this year. In general I felt that, last year, the assessment took too much time away from instruction. Now the teachers and parents I know seem more uncertain than ever that all our preparation efforts are worth it. I think if we weren't in such an all-fired hurry to raise our scores PARCC could actually develop into a meaningful exercise. Everybody relax!
slail2

How testing practices have to change in U.S. public schools - The Washington Post - 0 views

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    This article describes how testing has changed, especially since ESSA. Some states have dropped graduation required testing and even teacher evaluations tied to testing. Great article.
seosteph

Why Standardized Tests Don't Measure Educational Quality - 0 views

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    This article highlights the struggle that teachers face when "teaching to the test". As educators, we want to show our best qualities. However, that is limited when we must teach to the test. The quote I want to pull is "We are measuring temperature with a tablespoon"
lbrown12

Teaching Test-Taking Strategies: Importance and Techniques - 4 views

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    Test-taking can be taught earlier in academic settings. When students start learning these strategies young, testing can be more reflective of what they know because the testing barrier has been minimized.
Jennifer Dow

There's No Such Thing as a Reading Test - 1 views

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    This article argues that we, as a society, are misguided in our approach to teaching to the test, when it comes to critical reading. The author argues that it is not simply enough to teach reading strategies to students because research has demonstrated that there is an absolute necessity to teach context and content for essential background knowledge. This seems to stand in the face of the common tagline in education that it is not What we teach, but how we teach. To tackle this issue, it is recommended that teachers take a more curriculum based approach in reading tests. That is to say, that teachers don't simply choose texts arbitrarily, but rather, in order to teach to these high-stakes tests and core standards, that teachers very mindfully construct a curriculum which builds student exposure and study of key informational texts.
seosteph

What You Need to Know About Standardized Testing - 1 views

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    This looks at both pros and cons of standardized testing. It helps to see the other sides of the argument. I think as critical thinkers we need to embrace the benefits of education with and without standardized testing.
tricia1022

Search › simple circuits | Quizlet - 1 views

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    Week 9 Quizlet is an online study tool that allows users to setup vocabulary list or use existing vocabulary list setup at their site to study in six interactive ways. I highly suggest Scatter and Race. Chris, Alison, and Patricia
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    This Quizlet activity offers students a way to study for a test, test their knowledge, and improve their competency in the subject. This is a tool which has many different functions and purposes; teacher can use it as a homework assignment, a redo qualifier, or even a warm up activity. This integrates technology in the classroom in a way which is not a burden or done simply because it can be, if integrated it adds to the experience without detracting from the content or user experience.
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    Quizlet is a useful tool for the classroom. There is a library of "little quizes" already available for use in the class in a range of subjects. These allow students to review vocabulary, definitions and test their knowledge. There are various methods of reviewing the material, one example being flashcards. A teacher can also create their own lesson/quiz using Quizlet. The program could effectively be used to review for a test or as an exit ticket done in the class or at home.
lbrown12

Test-Taking Strategies for Reading - 1 views

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    Strategies that can be used when taking a reading test. Although the information presented is for students, they can be taught by a teacher gradual to build a tool box for students.
mbnorthark

Give One, Get One, Move On (Go Go Mo) | EL Education - 16 views

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    this is a "protocol students can use to share and gain knowledge in preparation for an assessment."
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    Dimension chosen: Student engagment Rating: 3 (Moderate engagement for most students) This activity would be good for preparing for my SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." Students could read a text and then come up with various themes based on their own evidence by passing around the clipboard. I think it would be engaging for majority of my fourth grade students to be able to move around and see new ideas from their classmates.
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    Dimension: Student Engagement Level: 3 (Moderate Engagement for most students) My partner's SMART goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." I could see this GoGoMo protocol as a useful way to both check for understanding and review before upcoming Spanish assessments. Students could help each other review the material, and having to speak to other students also helps them practice in the target language. Also, because students are speaking to multiple other students, it helps keep them active and engaged with this class task.
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    Dimension chosen: Student engagement Rating: 3 This activity would be great to review different strategies to solve a certain math problem. Smart Target Learning Goal: By the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will help the students remember all the different strategies, the more practice the more likely they are going to remember different ways to solve when the assessment happens.
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    Dimension: Impact on learning Rating: 4 Students have to be able to reflect on their learning and they also be prepared to summarize it and present it to their peers. This repetition and organization of their learning will help them remember it better and possibly understand it in new ways.
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    Dimension: Student engagement Rating: 4 This is a good activity to allow students to collaborate and share ideas. It will allow them to focus on a specific topic (essay) by explaining and allowing interactions with peers so that students are not only reading but they understand that writing takes focus. This is useful in supporting my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students so they are able to reach their WIDA exiting level of 4.4 because students will be able to remember what they are learning. As a writing tool, this concept would help to initiate a meaningful asset for improving a student's skills of communication and concepts of what is needed to form a proper essay for writing. It promotes brainstorming for supporting a topic of discussion.
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    Smart Target Learning Goal(s): By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1 By the end of the unit, 50% of students will score 70% or higher on the assessment. Impact on learning - Using this protocol the teacher would be able to see what pieces of the content students are comfortable with and which pieces students are unsure about. This match my teams goals as we all wish to improve test scores. In our groups we noticed that there are gaps in the students learning across the board in specific areas. If we all implement this protocol we would be able to see what students do not understand and make sure to go over it before any assessments.
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    This protocol uses the most basic collaboration tool of pen and paper. My focus dimension is techonolgy integration. There are several options that can be used to integrate techonlogy but not overly complex to distract the students from the instructor's assigned topic. Students ciuld use googke drive, wiggio, padlet, recap, etc. SMART GOAL * For students to be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real life problems and scenarios. * Extending learning units when covering quadratic equations. Assign weekly formative tests to better track progress and adjust to students individual needs. The formative tests should only be 3-5 questions to be able to show progress and allow the teacher enough time to give detailed feedback but also adjust teaching strategy if necessary. * Goal is to show 90% student improvement from beginning of unit to the end of unit. * The games introduced will directly work to improve reading comprehension and application of quadratic formulas on multiple skill levels. * Time to complete goal is a unit of study, optimally 12-16 weeks. I would use this protocol with this SMART goal in the begining of a lesson as a way for students to share and monitor their own progress. However, the protocol does not allow for the teacher to be able to give direct feedback and adjust lessons. This is a huge part of the goal. If one of the technology tools was integrated into the lesson, it would allow the teacher to monitor progress easier and more individually.
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    I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.
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    This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.
evposey

Interactive Word Wall | EL Education - 12 views

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    "A word wall in the classroom is a powerful instructional tool to strengthen content vocabulary or concepts. A word wall can be an organized collection of words (and sometimes phrases) displayed on a wall or other space in the classroom."
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    My smart goal is "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." By creating an interactive word wall using my spare whiteboard, I can post key questions and sentence starters continuously as we learn them during the week to support students during speaking and listening practice. Students who need additional accommodations with graphic organizers can refer to the word wall during speaking practice to increase their understanding and ability to participate.
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    My SMART learning goal of "by the end of quarter 1, 70% of students will score a 90% or higher on the EMATS/performance matters test." This will allow students to move the words around on the wall/ board into different concepts or topics. This will help them categorize the words and review what they learned based on the topic.
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    My SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The rigor and relevance protocol directly connected to this video because the students did most of the thinking in this activity. I believe that this interactive word wall is a wonderful use of time in the classroom and allows students to share the connections they have made with the content. Most often, I find, that some students have made strong connections to prior knowledge while other students, struggle to see how a single concept can fit into the big picture. I love the idea of using a interactive word wall to help students build a deeper understanding of the content. I also believe that all members of my group could use this resource in the classroom. In particular, I believe that Eli could use this strategy with his AP students to help them understand and connect the readings which they complete at home to concepts they cover in class. I am looking forward to using this in my Tutorial class to help students in across all subjects. This upcoming week, I will work with at least 2 students to build a concept map using an "interactive word wall" that covers words in their math content class.
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    Dimension: Impact on Learning Rate: 4 My SMART Target Learning Goal is that 80 % of my Pre-kindergarten class will master their reading foundation skills by the 3rd trimester. Using an interactive word wall is a great idea to have students see the cause and effect relationship. The students will be able to see connections. This will allow them to scaffold the words in order to bring the vocabulary words to life. Once they can bring the words to life their writing will improve. The students essentially build upon each other ideas. For my students they are still learning to read. Therefore, I could use an interactive words wall with the words and pictures. This would help my students learn the words. I believe that this video has a high impact on learning that is why I gave it a four. The students will be able to share what they have learned about the content. EDTC 615 Spring 2018 Week 5
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    Dimension: Alighment to Standards Rate: 5 Group Members SMART Goal: By the end of the quarter, 80% of students will obtain a 60% or higher in Algebra 1. The word wall by design has to align with standereds. The whole idea behind using a word wall would be to enforce and teach students content specific vocabulary that created deeper understanding for students. My group memeber's students tend to struggle with remembering specific vocabulary, which leads to low standerdized test scores especially in work problems. A word wall is a good way to ensure students are comfortable with the content specific vocabulary.
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    Dimension: Student Engagement Rate: 4 SMART Target Learning Goal: By the end of the third quarter, 80% of first grade students will score 16-20 points (80%-100%) on the next Unit Test which covers all reading skills. The interactive word wall is very engaging for students because it forces students to use words that they have learned in class and make connections between the vocabulary words through explaining their reasoning. This activity is very hands-on and is also a great visual because the students are seeing how vocabulary words can connect and relate with one another. Also, students are collaborating and building upon each other's ideas which can also be very engaging.
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    Dimension: Rigor and Relevance Rate: 4 This word wall engages the students, and they are the ones doing the thinking and work to make connections between the concepts. The teacher does some work to prepare the words, but the students are the ones engaging with the material. This protocol could be used for our AP biology students to make and reinforce connections between the science vocab and topics being covered.
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    Dimension: Impact on Learning Rate: 4 (High-impact) Smart Goal: By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR reading and math. Implementing an interactive word wall in your classroom is a great way to keep students engaged in their learning. An interactive word wall can have a high-impact on students learning. Students can refer to the word wall when completing a lesson to help remember what the word means. When students continuously refer back to a word, they are more likely to remember the word when taking a state assessment. An interactive word wall is a great way to help students increase in their STAR data in reading and in math. I have an interactive word wall in my class for students to use or refer to when working on practice assessments or completing assignments. I believe my team would benefit from having an interactive word wall in their classroom. All students can use an interactive word to help remember words they may not use on a daily basis. EDTC 615
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    EDTC615 FALL2018 GROUP1 Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. This tool is great for student engagement and impact on learning. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.
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    Watching this video gave me a great idea for one of my group members Spencer who teaches ESOL students who struggle with verbal/conversational skills and written/language skills. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. With this strategy students can build vocabulary skills by word connections and possible interactions with one another to help strengthen each others vocabulary skills often times with the teacher being the facilitator of instruction not the lead in the instruction.
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    Watching this video gave me ideas on supporting my students. Word Walls are important supports for students in the classroom. They help students solidify their thinking process and content knowledge. Students in this video did the thinking required. This is also important as students tend to rely on teacher lead information. Our SMART goal is that 75% of students will increase their informational text reading comprehension by one grade level. The word wall in this video is a great strategy to make connections with my students.
barrellpony

Social-Emotional Learning - 0 views

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    Week 8: Group 2- James Sweigert, Sabrina Carey, Jennifer Freburger
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    This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the mid-west. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and report cards grades. This target group was compared to schools without the intervention plan. In the 12 target schools, the selected students participated in intervention lessons through the program "Second Step-Student Success Through Prevention". Our group, Group Two felt strongly connected to this article as two of us teach students with disabilities while all three of us are employed in the public school system where character traits such as empathy, caring, and a willingness to intervene to help a victim of bullying are taught through advisory lessons to ALL students. However, within our schools and counties there are no programs tracking data on the effectiveness of such lessons. This article is highly useful to our team because our Smart Target Goals all relate to increasing specific scores or improving behavior types. We will be using information discussed in this article within our current implementation period. For example, by applying an emphasis on This is a journal article accessible via the UMUC Library. The focus of this article is on a three-year study in which a focus group consisting of middle-schoolers were targeted. More specifically, this target group consisted of 123 students, all with disabilities from 12 different schools in the midwest. The focus of this study was to compare these students willingness to show empathy, caring, and a willingness to intervene to help a victim of bullying with their academic test scores and re
barrellpony

Anchor Charts | EL Education - 25 views

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    a posted visible support for just-in-time learning that includes only the essential information about strategies, procedures, and concepts that students can access at any time.
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    My SMART goal is to make sure 80% of student in my class are reading by level K (using Fountas and Pinnell) by December. Anchor charts could definitely help this by having strategies for comprehending texts and how to be an active reader up around the classroom. Students could refer to them while reading to make sure they are being active readers and taking in what they are reading about. I would rate this 4 for student engagement and high impact on learning.
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    This video about anchor charts would work great with my SMART goal- "Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Anchor charts are a really important tool for students to use as they're reading texts and after reading texts. For example, I have an anchor chart in my classroom that explains the rate of speed for reading. Students can refer to this as they're reading so they can monitor themselves as they're reading to make sure they're reading at a fluent rate of speed. Another anchor chart in my room that students can refer to is the asking questions anchor chart. This anchor chart explains to students how to stop and ask themselves questions throughout the reading. This supports my SMART learning goal because some of my students were held back from moving forward in reading because of their reading comprehension. When referring to the planning protocol rubric, I would rate this a 4 for impact on learning category.
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    This would be good for my fellow teacher on my team for their SMART learning goal of "by the end of quarter 1, 60% of students will score a 70% or higher on the Quarter 1 Literacy Assessment on Theme." This will allow students to review/ use different anchor charts to review theme. If the teacher wanted to take it to an another level, students could create their own anchor charts in groups that helped them identify the theme in ways so that they would remember them.
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    Dimension: Student Engagement Rating: 4 My partner's SMART goal is, "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." Anchor charts could be useful in the Spanish classroom because they could help prompt students about the use of expressions and structures they would need to master the vocabulary in the numbers unit, which would help more students achieve an 80% or higher. While many of those expressions and structures involve common, everyday vocabulary and concepts that also exist in English, the syntax is different enough from English that having something up in the classroom that helps scaffold the students' learning of the syntax would help them communicate with more ease. These would be charts that every student would refer to, and they could change for future units of study.
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    This video describes anchor charts. Anchor charts are a visual learning tool that helps students work through any type of process. I could see this as being beneficial to my my SMART goal because I could use this with my Biology I students to help them identify learning gaps and work through those.
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    Dimension: Student Engagement Rating: 3 SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. In order to promote achievement of their SMART goal, my groupmate could use an anchor chart to remind students of strategies to apply when reading unknown words. Anchor charts are designed to encourage students to apply a process when solving problems. While guided and direct reading instruction are beneficial to student reading development, it is not realistic for teachers to work with every student every minute of instruction. My groupmate could use an anchor chart to display strategies for sounding out words (ex. "Stretchy Snake" or "Chunky Monkey"). Within the anchor chart the teacher could use colorful pictures and words to remind students of previously learned strategies. This system will allow students to continue their reading development even while they are not working with a teacher. This will ultimately enhance their engagement when reading independently.
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    Dimension: Impact on Learning Rating: 3 SMART Goal: By the end of the third quarter, 80% of first grade students will score 16-20 points (80%-100%) on the next Unit Test which covers all reading skills. Throughout this video, the teacher discusses the importance of anchor charts in a classroom. She expresses how anchor charts guide students through a process in their learning where they rely on the anchor charts to remember what they learned, what their task is, and where they should go next. Anchor charts are written with different colors to grab student's attention and to make the information visibly pleasing to look at/easy to follow along with. The SMART goal that I have for my class is that 80% of my students will score 16-20 points on their next Unit Test which covers all of the reading skills that they have learned so far in first grade. Most of these reading skills are about the long and short vowel sounds, dipgraphs/blends, and comprehension skills. I have posted multiple anchor charts around my classroom that covers these skills. I use different colors, words, and pictures to teach the information on the charts. I constantly remind my class to use these anchor charts to help assist in their learning and when they have questions. This is why I rated anchor charts a 3 on "Impact on Learning". They have a medium-high impact because students can refer to them anytime they need to in the classroom. They also remind students what they have learned so far in the school year. However, in first grade, they sometimes have trouble reading the anchor charts because they are still learning how to read. This is why I did not rate the anchor charts a 4.
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    Dimension: Student Engagement Rating: 3 Smart Goal: By the middle of the fourth trimester, 80% of 3rd grade students will score a 3 or 4 on their reading and math assessments. By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR reading. By the middle of the fourth trimester, 80% of 3rd grade students will increase at least 40% on STAR math. Integrating anchor charts into a classroom is a wonderful way to maintain student engagement. Anchor charts are a great tool for teachers to use to help explain content to students. Anchor charts can be interactive in a classroom. A teacher can write a topic on an anchor chart and students can join in the conversation by adding content to the chart. As a third grade teacher, I use anchor charts on a weekly basis. Anchor charts can be used to teach a lesson, to explain rules, or as an exit ticket. Posting anchor charts around a room can help students as they learn a lesson. The best part about anchor charts is how they are more engaging than a poster. Typically, students do not read a poster in a classroom. However, when students are involved in creating an anchor chart, students are more likely to refer back to the chart and it can also help students remember content better. Anchor charts can be used in class to help students reach their SMART goal. In my classroom, I have the students STAR goal for reading and math on an anchor chart. When the students reach their STAR goal, students can put a star by their name on the anchor chart. Also, I have another anchor chart in my classroom listing different strategies to remember when taking STAR reading and math. I rated anchor charts a 3 on student engagement, because anchor charts are wonderful tools to use to keep a student motivated in their learning. I did not rate anchor charts a 4 because technology is a tad more engaging than anchor charts. However, my students sill love anchor charts! EDTC 615
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    Dimension: Impact on Learning Rating: 3 SMART Goals: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Anchor charts are a great way for the students to reference important skills and strategies during lessons. As the teacher is teaching the strategies during guided reading, they could make a anchor chart to reference during the lesson in order for the students to use. As the students are reading and they are stuck on a word they can reference the anchor chart in order to find a strategy that would work for them. For example, a student may be struggling with a sentence, then they look at the chart and find the strategy that says "Look at the picture". After they find the strategy, then they are able to apply that strategy in order to help them to read the story. These strategies must be explicitly taught in order for these anchor charts to be effective in the classroom, but it is a great tool to use. EDTC 615 Spring2018
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    SMART Goals: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. I believe that anchor charts are a great strategy for students to use in the classroom. When my students are working independently they can use an anchor chart in order to help them answer a question they may have instead of asking their teacher. It is also helpful when these are really colorful and organized for students. I think that these are a way that teachers can really support student learning because as they say in the video these anchor charts can be based on the curriculum where they are taken down or they can be left up all year long. For example, in my own classroom I have a place value anchor chart on my wall. Now we do not cover this concept in this quarter but since some of my students still struggle with the concept it is important I keep it up. I would say based on the protocol I would be looking at this in the impact of learning dimension. I would say that this would rate as a 4 because students would be able to use this to impact their learning in a positive way either independently or in small groups. EDTC615 Spring2018
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    Dimension: Student Engagement Level: 4 SMART Goal, "By the end of module 3, students will be able to use various manipulatives to effectively solve measuring equations." Anchor charts are a great way for students to gather information and strategies during lessons. As the teacher is going through the various parts of the lesson, both the students and teachers can write down or draw pictures to explain their thought process and clear up any confusion. When it comes to measuring, teachers can create an anchor chart by putting longer than on one side and shorter than on the other. Students can use linking cubes of different quantities to measure each other sticks. Another activity that will be helpful when it comes to measuring is using print outs of objects with different lengths. Using a string, students will be asked to measure their objects using their string, place it on the correct side, and explain their choice using the sentence frame, 'My object is longer than or shorter than my string.' Using the anchor chart gives each student an opportunity to participate in the group discussion and serves as an process monitoring mechanism for teachers. EDTC615 Spring2018
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    An appropriate use of Anchor Charts could greatly improve student learning. The visual aids allow students guide their own learning. I think that I can instill confidence and improve engagement, since they do not have to ask the teacher for assistance as often. This would help those students bridge their learning gap, because they have continually reinforcement posted at times to reference and retain. I think that Anchor Charts could be used in multiple contents areas including Biology.
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    I really enjoyed this video. It seems like anchor charts are a tool before students see a rubric. They are colorful, easy to read, and less intimidating than a rubric. I may use an anchor chart in a class in the future instead of a rubric and see if students have a better understanding of what is expected.
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    Anchor charts are always helpful to students throughout the day that helps them visualize their learning throughout the unit. Because of this, I believe this can be helpful in guiding our students to be successful in our SMART goal. The goal in our group is students will be able to not only answer a real-life mathematics question, but they will also be able to defend their thinking/reasoning accurately and precisely 75% of the time. They way that we can use the anchor chart is to show students how to create an appropriate response, and what makes an appropriate response.
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    EDTC615 FALL2018 (Week 8 Ericka, Michele, Spencer) The article and video is via diigo library SMART GOAL: By the end of 1st quarter 75% of the LSN Government students will be able to analyze political cartoons and historical content with 75% accuracy for historical content and meaning for the LSN FAST I test. The video states it is for grades 3 - 8 but I find that it can be appropriate for high school students also. Anchor charts can be used for any subject matter, really any grade level for many different purposes as a visual aid for individual learning and for groups activities. Anchor charts can be used as warm up activities, classroom assessments, exit tickets, and classroom activities. Anchor reports can be used within the members of our group to make key vocabulary points especially for ESOL students. They are used to access what the students have learned on an independent level. These anchor chart can be used to fortify information needed in small groups for the overall whole class. The use of color, large fonts, and well organized and easy to read anchor chart are much more viable for students. Anchor chart when used with practice the students can use them to guide their own learning. These are important for all students because at some point we want the students to take charge of their own learning and be self-sufficient within the classroom setting. There is some prep work completed by the teacher and the teacher facilitates the learning but the overall learning is done by the students. For my students I would like to use anchor charts as a class survey, assessing the knowledge learned by a particular lesson or as an exit ticket forum.
mhorovitz

Thousands of Kids Opt Out of Standardized Common Core Tests Across U.S. - 2 views

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    "At some schools, up to 70 percent of kids are refusing to take the exams". "Thousands of students are opting out of new standardized tests aligned to the Common Core standards, defying the latest attempt by states to improve academic performance".
taylie27

Using computers widens the achievement gap in writing - 5 views

"Low-performing fourth-graders do poorly in writing tests given by computer, but high-performing students do better" What if the reason why students are struggling with writing assignments is how ...

achievement gap writing computers paper tests EDTC 615

bheyman

Why Good Grades Don't Always Match Good Test Scores - 0 views

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    Parents and caregivers usually receive and review several report cards throughout the school year. They may also see the quizzes and read the papers that result in their kid's average grades. But sometimes when standardized test reports go home, children's scores don't match the grades they've earned for their work in school.
tricia1022

BBC - KS3 Physics - Electric current and potential difference - Revision 1 - 0 views

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    This is a perfect resource for students who have trouble writing notes, need to review, or missed class. Teachers could attach a link for a particular lesson to your class website for students to review before class or before a test.
ceciledroz

Formative Assessment: Why, What, and Whether - 2 views

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    In this first chapter of his book, Popham (2008) attempts to define what formative assessment is and what it is not. He insists on the fact that formative assessment is a process and in his opinion a classroom process. He refers to a meta-analysis conducted by Black and William (1998b) to show evidence of the benefits of formative assessment and quotes Black and William's claim that "student gains in learning triggered by formative assessment are "amongst the largest ever reported for educational interventions" (p. 61). Popham also warns educators against testing companies who are now offering interim or benchmark tests as "formative assessments" and claims that there's no scientific evidence that district-developed or state-developed periodically administered assessments will improve students' achievement.
Jared Kavlock

Quia - Quia Web - 0 views

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    Quia is a site that allows teachers to access template tools for quizzes and other assignments, and students can access and take these assessments online.  This can be used in a variety of ways, including formal assessments and test preparation.  There are also shared activities teachers can access, which are well-organized by category.
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