Instruction and Technology November 24, 1009

First… Sign attendance sheet. 2. Place name tent on CPU 3. Open class wiki at and print a copy of the media selection activity sheet 4. Update class fall term CI513 checklist for all work you have posted to your personal wiki. 5. Working break – take five minutes as needed.

Today’s agenda 1. Look closely at pre and post assessments. 2. Consider MISL technology options for lessons. Complete class activity sheet. 3. Plan for seamless technology integration for lessons--teacher instructional pieces and student activities. 4. Continue work on integrated unit and lesson plans. Pair share draft lesson plan. 5. Consider GTEP rubrics and revise lessons as needed.

Thinking about pre and post assessments Questions to ask yourself – –What enduring understandings and content standards/skills do I want my students to develop? –How will my students demonstrate their understanding when the unit is completed? –How will I ensure that students have the skills and understand the concepts required on the summative assessment?

Beginning with the end in mind Decide what is essential for students to know. Determine how students will demonstrate their understanding. Designing post or summative assessment must occur early in the planning process to give both you and your students a clear destination for the unit. Create a roadmap for learning experiences required to get there.

Some considerations for building post/summative assessments How will the summative assessment require students to demonstrate their understanding and their ability to apply essential skills and concepts? How will you communicate the components or elements of this summative assessment to students at the beginning of the unit so they will know what will be expected and required? How will you communicate the criteria for a successfully completed assessment? What role can students play to help shape the summative task that they will complete?

Bottom line? Consider curriculum framing questions (specifically, the essential question) for your unit as enduring understandings for students. Review key content standards and benchmarks your unit embraces. Carefully review your overall unit goals/learning outcomes. From the key concepts, content and ideas of these primary unit design elements, construct a summative assessment. Now address a pre-assessment.

Pre and post assessments for your work sample For pre-assessment, consider questions that invite students to reflect on key knowledge, ideas and concepts in your unit of instruction. Use the same important information and questions to measure learning gains at close of unit – the post assessment. See GTEP rubrics for your work sample. “Each of the learning goals are assessed by pre and posttests. Prompts are clearly written and scoring procedures explained.” GTEP, p. 31, a_assets/gse_gtep_handbook.pdf a_assets/gse_gtep_handbook.pdf Also see pp. 33, 34, 35, 42.

Take a thirty minute break! for your cooperation!

Media Selection Activity Print a copy of the Media Selection Activity Sheet or download/activate a digital copy on your computer. Complete picture piece you received. With picture partners, begin station rotation for media selection activity doc. You will have twenty minutes for each station. Determine ways you can integrate technology you have explored today. Take notes. Have fun! (Print a copy of this embedded document.)

Take a five minute break! Hurry back! :-)

Lesson plan strategies First, identify the specific skills and concepts required to successfully complete the post or summative assessment. This becomes the roadmap of lessons you will teach in your unit of instruction. Use the lesson planning guide to assist you. Check out resources of constructivist teaching strategies at 12/Best%20Practices/Index.htm 12/Best%20Practices/Index.htm Continue developing the lesson for your unit.

Continue lesson plan considerations Friendly critic review and feedback Revise lesson idea, align with unit goals and post assessment. Complete student activity artifacts. Complete teacher instructional artifact. (Print a copy of this embedded document.)

Next session Guidelines for being a critical friend. Begin unit of instruction presentations. Capture class feedback.