1. Dr. Carol Rubel

2. Agenda  Class Share  Discussion Questions  Questions and Answers 2

3. What would you like to share? 3 Let’s share our week...

4. That was great! Thanks for participating! Let’s move on to the discussion questions 4

5. Discussion Question 1 What is Authentic Assessment? Authentic Assessment is a means of enabling students to demonstrate their understanding of the content material as it relates to realistic, life experiences. The process is that the teacher will be decisions on what determines mastery. Then the curriculum can be constructed to enable students to perform these tasks, which are related to the acquisition of essential knowledge and skills. McDonald (1992) considers this backward planning. 5

6. Is this authentic assessment? Task: Counting Students will count a group of colored blocks aloud, using one – to – one correspondence. Students will point as they count. Student will have to tell how many are in the group. Then, students will be asked to identify the written number that represents how many are in the group. Student will write the number. The students will then be asked to sequence the groups from most to least and explain why they placed each group where they did. Task: WWII – Debate: Students will work in pairs (pro/con) to either criticize or defend topics from World War II. Topics include the attack on Pearl Harbor, the dropping of the atom bombs, the concentration camps, and the Japanese-American internment camps. For this assignment, you will be expected to remove your personal feelings and opinions and take on the argument given to you. You and your partner will be graded according to the following rubric. 6

7. Discussion Question 2 How do you use rubrics to clarify expectations? http://www.rubrician.com/general.htm Scroll down to the #7 Sea Life Park Music Project. What are the components of the rubric? 7

8. Discussion Question 3 What are problem based assessments? The essential feature of a teaching system designed to emulate professional practice is that the crucial assessments should be performance- based, holistic, allowing plenty of scope for students to input their own decisions and solutions” (Biggs, 2003, p. 3) 8

9. How do we grade problem based assessments? Many enquiry and Problem-based Learning courses use Pass/Fail/Refer with a consequent greater emphasis on the feedback, particularly in the early stages of a course. Knight (2001) examines some of the problems with grading, not least if a norm-referenced approach is adopted. Biggs (2003) refers to the SOLO (Structure of Observed Learning Outcomes) taxonomy as a way of grading and as an alternative to Blooms’ hierarchy of educational objectives - knowledge, comprehension, application, analysis, synthesis and evaluation. SOLO has five levels or stages which can be used to gauge students’ understanding of a topic: prestructural, unistructural, multistructural, relational and extended abstract (M Macdonald, 1999). http://www.nuigalway.ie/celt/pblbook/chapter9.pdf 9

10. Discussion Question 4 What is a differentiated assessment ? What are some things you need to consider when differentiating instruction and assessment? Let’s look at what Carol Tomlison has to say. http://www.mainesupportnetwork.org/pdfs/sing07/Sing apore%20-%20Handout%20-%20Equalizer.pdf 10

11. A unit plan A unit plan is a set of lessons on one major topic. Each lesson has its own objectives, activities, assessments, and material. Although a lesson that you plan may take two days to do, the individual lesson should NOT have the same learning objective or assessment. For Example: Day 1, you are teaching proper nouns. The objective is to understand what a proper noun is Day 2, you are teaching proper nouns. The objective is to be able to see the difference between proper and common nouns. 11

12. What is in a lesson plan? Each lesson plan should have Aim: What you are teaching Objective: What student skills students will be able to do after the lesson Material: What material will you use in the lesson? Activities: A series of steps to motivate, instruct, review, and apply information Assessment: A formative assessment to see if the students learned the skills you taught that day. 12

13. What is reflection in instruction? When do we help students to do it? What do students learn from doing it? 13

14. What is a peer review? When students review one another’s work, it is called peer review. What are some strategies to add to your instruction that might be considered peer review? 14

15. Week 4 Assignment: Analysis of Reading Strategies What do you need to do for the Unit 4 assignment? Select reading strategies for 1. 2 prior reading 2. 2 during reading 3. 2 post reading *You may use the template, but you will need to add documentation in the constructivism and balanced literacy sections. **Add a reference list of sources used. 15

16. For each strategy you will Write the name of the pre-reading strategy that you will be analyzing. List an example of how and why you would use this strategy in your content area lesson plans. Describe how this strategy demonstrates the theory of Constructivism according to how you would use it in your lesson plans. (You MUST use citations for this information.) Describe how this strategy demonstrates the principles of balanced literacy according to how you would use it in your lesson plans. (You MUST use citations for this information.) 16

17. 17 Theme: What is the general topic? State your theme What is the theme for this group of lessons? Objective: State your overall unit objective List your objectives for lesson one. * Each lesson MUST have a different objective. Standards List the learning objectives for your content area and ELA for your state. TextState the title and type of text you will use to help teach this lesson. Use APA formatting in the box. Then at the end of your paper add a reference list. Example of APA reference for a book. Author, first initial. (date). Title of the book. City, ST: Publisher's Name. Activity State what kind of activity you will use to help your students comprehend the material and describe how it will be used.

18. 18 AssessmentState the assessment activity that will determine if your students have met the objective, including both self-evaluation and peer-evaluation components. * There MUST be a different formative assessment for each day. What will students need to do to demonstrate that the objectives of the lesson were learned? How will you grade them? Differentiated Activity Explain how you will differentiate the activity for diverse learner populations. State the population of learner you are differentiating for. * Select two groups for which you will be differentiating instruction and change how you will differentiate for each day's work. EXAMPLE: How will you modify the activity for : 1.at risk learners – Who are they? 2.advanced learners

19. 19 ProcedureList the steps for participating in this lesson including when and how the text is used and when students complete the activity within the plan. Classroom Management State how students will be grouped for different phases of the lesson. * You want to make sure to use varying group settings for different days. Explain when students will work as  whole class instruction  group instruction  paired instruction  individual instruction

20. Questions and Answers 20 Thank you for participating in the discussion! hat was GREAT! That was GREAT! What Questions Do You Have ?

21. Have a Safe and Happy Week Remember that I am here to help you. Enjoy your week! Dr. Rubel 21