1. Cognitive Test Questions D-Quadrant Teaching Rubrics

2. Return Graded Work Reflections on Lesson Teaching Tonight’s Material Final Meeting during Final Exam week

3. Cognitive: acquisition of knowledge and skill by listening, watching, touching, AND experiencing. To learn by using their reason, intuition, and perception. Learner then processes and remembers new information through a variety of learning activities.

5. The 3 R’s: Rigor Relevance Relationships Relationships are the connections the students make to the content/material … via the types of instructional activities that YOU THE TEACHER create/implement. Rigor & Relevance are done through the D-QUADRANT!

6. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Teacher Work Student Think Student Think & Work Student Work

7. A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations EvaluationSynthesis Analysis Application Comprehension Knowledge AcquisitionApplication AssimilationAdaptation Knowledge Application ©International Center for Leadership in Education

8. Assessment Reflection Questions: 1. What do you remember was the best way you were assessed? 2. What do you remember was the worse way you were assessed? 3. What types of assessments did you do best on? 4. What types of assessments did you do worse on? 5. List your IDEAL preferences for the most authentic & reflective way to assess your students. Write Quiz! / Print 6 copies / Peers will critique

9. Understanding Open and Closed Questions Closed questions Test factual knowledge Contain limited range of correct responses Open questions Build upon factual knowledge Promote higher-order thinking Reflecting on Questions You’ve Used Reflect on the questions used in collaborative units you’ve done Rigor Intel: Teaching Thinking with Technology

10. Essential Questions Are overarching, foundational “big idea” questions Can help focus several units Can be used over the course of a year Example: What does it take to change the world? Rigor Intel: Teaching Thinking with Technology

11. Unit Questions Are unit-specific, open-ended questions Help build understanding for the Essential Question Example: Why leave one’s home to make a new life in a strange land? Rigor Intel: Teaching Thinking with Technology

12. Content Questions Are supporting, fact-based questions Are categorized as closed questions Help strengthen and develop students’ understanding of larger questions Examples: What route did the early explorer’s take? What were the explorers looking for? Rigor Intel: Teaching Thinking with Technology

13. Individual Practice with Questions Determine Essential Questions Identify Essential, Unit, and Content Questions Review “big idea” concepts With a Partner Exchange questions created Help each other revise Essential Questions using big ideas as needed Remember to write questions in student-appropriate language Rigor Intel: Teaching Thinking with Technology

14. How can you make it authentic? Instruction Assessment Performance-Based Learning Inquiry-Based Projects Collaboration Work

15. Authentic Instruction deserves Authentic Assessments A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).Wiggins, 1993, p. 229 “Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).Stiggins, 1987, p. 34

16. Traditional ---------------------Authentic Selecting a Response -------- Performing a Task Contrived ----------------------- Real-life Recall/Recognition ------ Construction/Application Teacher-structured --------- Student-structured Indirect Evidence ------------ Direct Evidence Authentic Assessments are also known as: -Performance Assessment -Alternative Assessment -Direct (Application) Assessment EXAMPLES!

17. Rubrics: a scoring scale used to assess student performance along a task-specific set of criteria Typically take the form of a grid with row headings describing the assessed criteria and columns noting the point value per each criteria.

18. Write UNIT EXAM!!! Timing = 40-60 minutes (for you to do) Variety of questions (MC, Vocab, T/F, Q/A, Written Response) Other items … Finalize Lesson Plans & Portfolio Resource Guide construction