1. Entry level 1-CS Workshop 5
Nov 7-10, 2010 1

2. Welcome 2

3. Agenda 10:00 – 10:05 PM Welcome and Agenda 10:05 - 10:15 PM
2 straws to drink juice
10:15 – 10:30
Play with assessment
10: :45 PM
Rocket Design
10:45 – 11:05
Rubrics Advantages Activity
11:05 – 11:50
Rubrics Design Activity
11:05 – 11:20 PM
Rubrics Implementation (whole class discussion)
11:20 – 12:00 PM
Questioning to guide Instruction and Learning
12:00 – 12:15
Prayer break
12:15 – 1:10 PM
Using Bloom’s Taxonomy to assess Standards
1:10 - 1:20 PM
Summary and Homework
1:20 - 1:30 PM
Survey 3

4. Starter Activity 1 (10min): 2 straws to drink juice
Handout 1

5. Activity 3 (15min): Design a rocket صمم صاروخ

6. Rubrics Definition (elicit 5min)
Advantages (distribute Papers, and ask the trainees to discuss among them the possible advantages as for the students and the teachers (20min))
Design (Activity)

7. What is a Rubric? ما هو سلّم التقدير اللفظي
A scoring scale used to assess student performance along a task-specific set of criteria
مقياس يستخدم لتقييم أداء الطالب لمهمة محددة من المعايير

8. The Rubric Delicious 4 Tasty 3 Edible 2 Not yet edible 1 texture
Consistentlychewy
Chewy middle, crispy edges
Crunchy
Like a dog biscuit
color
Even golden brown
Brown with pale center
All brown
Or all pale
Burned
richness
Buttery, high fat
Medium fat
Low-fat flavor
Nonfat flavor

9. Activity

10. Advantages of using rubrics
For the Teachers
Allow evaluation and assessment to be more objective and consistent
يصبح التقييم والتقويم أكثر موضوعية ومصداقية
Help focus to clarify his/her criteria in specific terms
يساعد في التركيز على بنود محددة
Provide useful feedback regarding the effectiveness of the instruction
تقديم معلومات مفيدة بشأن فعالية التدريس
Provide benchmarks against which to measure and document progress
توفير معايير لقياس التقدم

11. Advantages of using rubrics
For Students
Help them define "quality“
معرفة درجة الجودة أو الإتقان المطلوبة
Promote student awareness of about the criteria to use in assessing peer performance
تعزيز وعي الطالب حول المعايير والبنود لاستخدامها في تقييم الزملاء
Help students judge and revise their own work before handing in their assignments.
مساعدة الطلاب على الحكم ومراجعة مهامهم قبل التسليم
Clearly show the student how their work will be evaluated and what is expected
توعية الطالب كيف سيتم تقييم عمله، وما المتوقع منه؟

12. Main Components of Rubrics المكونات الرئيسة لسلم التقدير اللفظي
Criteria البنود
Elements that characterize good
performance of a task
العناصر التي تصف الأداء الجيد
Description الوصف
To specify and clarify the meaning of each dimension
تفسير وتوضيح معنى كل محور
Scale of Values محك القيم
Numerical or Qualitative or Combination
وجود مواصفات عددية أو نوعية أو كلاهما

13. Scales محكات التقدير يستخدم عادة قيمة أو عددية أو ليعكس أوزان نسبية
Quantitative الوصف الكمي
Numbers representing
1 – 5
5 – 1
1 – 3
3 – 1
Actual point value
May be used to reflect relative weight
يستخدم عادة قيمة أو عددية أو ليعكس أوزان نسبية

14. Scales محكات التقدير May include labels such as:
Qualitative الوصف النوعي أو الكيفي
May include labels such as:
Not yet, developing, achieving
وهذه تتضمن تسميات أو أوصاف مثل
(تحقق / لم يتحقق / في طور التحقيق)

15. Activity 2 (45 min):
Design a rubric for : 1-Practical work( lab) 2-Presentation 3-Model 4-Home work 5-Reasearch 6- Group work

16. Team Rubric Team Rubrics 1 2 3 4 Will not help - ignores partner
Cooperative 1 2 3 4
Creative
On Task
Prepared
Skillful
Will not help - ignores partner
Never thinks of other ideas to solve a problem
Constantly talking to others in room, rarely works on task
Never has supplies or willing to find proper place in task
Makes no effort to learn new skills
Sometimes willing to help partner
Occasionally has a new idea, but little follow through
Sometimes talks about unrelated subjects
Looks through to task to find place and sometimes borrows supplies
Satisfied with answering questions, but no real understanding
Shares work when asked and listens to partner
Has new ideas but will not share with others
Usually follows the tasks and talks only to partner
Uses daily wrap-up to find place in task
Has general idea of task. Able to answer specific questions
Willingly explains things to partner and will use partner’s ideas
Develops new ideas or ways of doing things. Products exceed requirements
Always follows the steps of the task and sometimes goes beyond the concepts
Arrives early for class and supplies are ready
Has clear idea of task and its relationship to technology and education

17. Sample Rubric: Second Grade
Research:
Dinosaur
Report

18. Sample Rubric: Sixth Grade
Multimedia
Presentation:
Ancient Civilizations

19. Sample Rubric: Eighth Grade
Book Report:
Web site

20. Websites for Rubrics http://www.rcampus.com/indexrubric.cfm

21. Questioning to guide Instruction and Learning أسئلة لقيادة التعلم

22. Ask the trainees:
- Why do we ask questions?
- Who asks questions?
- What are the types of questions?

23. Questions Teachers ask students Students ask the teacher
Teachers ask themselves
Students ask themselves

24. Goal The goal of asking questions is:
To improve the quality of teaching and learning
Teachers like to base their lesson around a ‘key question’
لزيادة جودة التدريس والتعلم
يجب على المعلم بناء درسه
على مجموعة من الأسئلة القوية ( مفاتيح للأسئلة )

25. “Prime Questions.” Make them Formulate questions that are interesting!
Apply Jamie McKenzie’s
“Prime Questions.”
Handout 2

26. Skinny? FAT! (A skinny question has a really short, quick answer.)
Fat questions have long, complicated answers. They are fun to research and discuss. We might not agree on the answers!

27. Who? What? When? Where? Why? How? Which?
Formulate questions that are interesting!
Apply Jamie McKenzie’s
“Prime Questions.”
Great Questions:
Who?
What?
When?
Where?
Why?
How?
Which?
Why?
Jamie McKenzie’s
3 Prime Questions
How?
Which?

28. Earth Science Questions
Why do most people live near water?
Which part of this place would be good to live?
How might the people here find food and shelter to survive?
Which place would I rather live-- my home or here?
Source: Mark L. Hessenflow at

29. Types of Question أنواع الأسئلة
Closed questions الأسئلة المغلقة
Test factual knowledge
Contain a limited range
of possible correct
responses
Example: What lives in
the rainforest?
Provide the knowledge
bases for more challenging questions
اختبار المعارف والحقائق تحتوي على مجموعة محدودة من الإجابات الصحيحة الممكنة على سبيل المثال : ما الكائنات التي تعيش في الغابات المطيرة؟ تزود الطلبة بالمعرفة اللازمة لأسئلة أكثر صعوبة وتحدي

30. Example: Is the rainforest important to us?
Open questionsالأسئلة المفتوحة
Require students to think
more deeply
Require research,
investigation, reflection
prior to answering fully
Promote student discussion,
debate, inquiry
Call for learners to construct their knowledge ,Have many different answers
Example: Is the rainforest important to us?
الطلاب بحاجة لمزيد من التفكير العميق تتطلب البحث والتحقيق ، والتفكير قبل الإجابة تماما تشجيع الطلاب على النقاش والتحقيق دعوة للمتعلمين لبناء معارفهم والإجابات تكون متعددة ومختلفة على سبيل المثال : هل الغابات المطيرة مهمة لنا ؟؟؟

31. Open and closed questions
What is Oil?
What are the food groups?
What is the boiling point of water?
Open Questions
Which energy source is the best option for the future?
Is this menu healthy?
How can we make water not boil at 100C?

32. Teachers Can Use Student Questions as Learning Opportunities by:
* ALWAYS, praise the student for asking the questionشجع الطلاب على إثارة الأسئلة
*Repeat the question, paraphrasing it
أعد الأسئلة بأكثر من طريقة
*Redirect the question
أعد توجيه الأسئلة
*Ask probing questions
اسأل أسئلة بحثية أو تحقيقية
*Promote a discussion
شجع على النقاش

33. Activity

34. Prayer Break

35. Watch the video and answer the following questions:
1.What is the video about. عم يتحدث الفيديو
2.What are the hierarchy levels of thinking mentioned?ماهي مستويات التفكير التي ذكرت في الفيلم
3.What is number 4 level?ماهو المستوى رقم 4
4.Can you define Blooms taxonomy
هل تستطيع تعريف مستويات بلوم ؟

36. Order the Bloom’s Levels
Remembering
Analysing
Evaluating
Applying
Understanding
Creating
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

37. Activity Write a level on each side of the cube.
Write a sample question for each level.
Handout 3

38. Bloom's Revised
Taxonomy

39. The mind is not a vessel to be filled, but a fire to be ignited.
العقل ليس وعاء ليتم ملؤه ... بل ناراً يجب اشعالها باستمرااااااااااااار (Plutarch)

40. Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

41. المتعلم قادرا على التذكير مجددا وتذكر المعلومات المستفادة.
Remembering
The learner is able to recall, restate and remember learned information.
Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
  Can you recall information?
المتعلم قادرا على التذكير مجددا وتذكر المعلومات المستفادة.

42. Remembering: Potential Activities and Products
عمل خط زمن لصناعة الاقمار الاصطناعية
عمل خريطة مفاهيم لمفهوم النظام الشمسي
اقطع ”صوراً للفضاء" من مجلة واعمل
لوحة حائط .
أعد قائمة بمصطلحات الفضاء (الأبجدية).
أذكر أسماء الكواكب الصخرية في عالمنا
Make a time line of Man made satellites
Make a concept map of the Solar System
Cut out “space” pictures from a magazine. Make a display or a collage.
List space words (Alphabet Key).
Recall the names of the rocky planets in our universe.

43. يلتقط المتعلم المعلومات عن طريق التفسير والتأويل
Understanding
The learner grasps the meaning of information by interpreting and translating what has been learned.
Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Comparing
Explaining
  Can you explain ideas or concepts?
يلتقط المتعلم المعلومات عن طريق التفسير والتأويل

44. Understanding: Potential Activities and Products
Make your desk into a spaceship
Make an astronaut for a puppet play.
Use it to tell what an astronaut does.
Make a model of the planets in our solar system
جعل مكتبك كأنه داخل سفينة فضاء صناعة دمية لرائد فضاء.  استخدام الدمية لمعرفة ماهو رائد الفضاء . تقديم نموذج من الكواكب في نظامنا الشمسي

45. يتعلم المتعلم عن طريق استخدام المعلومات في سياق مختلف
Applying
 The learner makes use of information in a context different from the one in which it was learned.
Implementing
Carrying out
Using
Executing
 Can you use the information in another
familiar situation?
يتعلم المتعلم عن طريق استخدام المعلومات في سياق مختلف

46. Understanding: Potential Activities and Products
Keep a diary of your space adventure (5 days).
Make a brochure advertising your spacecraft
كتابة يوميات عن مغامرة الفضاء
(5 أيام). صمم إعلان خاص بمركبتك الفضائية

47. Analysing يحلل المتعلم المعلومات إلى أجزاء لفهم أفضل
The learner breaks learned information into its parts to best understand that information.
Comparing
Organising
Deconstructing
Attributing
Outlining
Finding
Structuring
Integrating
Can you break information into parts to explore understandings and relationships?
يحلل المتعلم المعلومات إلى أجزاء لفهم أفضل

48. Understanding: Potential Activities and Products
Make an application form for a person applying for the job of an astronaut.
Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
تقديم استمارة طلب لشخص للحصول على المهمة التي يقوم بها رائد فضاء. قارن بين تلسكوب غاليليو والتلسكوبات الحديثة. ميز بين البرامج الفضائية الروسية والاميركية.

49. يجعل المتعلم القرارات على أساس متعمق النقد والتفكير والتقييم
Evaluating
The learner makes decisions based on in-depth reflection, criticism and assessment.
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
  Can you justify a decision or course of action?
يجعل المتعلم القرارات على أساس متعمق النقد والتفكير والتقييم

50. Evaluating: Potential Activities and Products
Compare the benefits of living on Earth and the moon.
You can take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Prepare and conduct a debate
Write report on your space journey.
قارن بين فوائد العيش على الأرض والقمر. اختر 3 أشخاص لتأخذهم معك إلى القمر .. وماهي أسباب الاختيار .. اختر كوكب كنت ترغب في العيش عليه ، مع ذكر السبب . اكتب تقرير عن الرحلة

51. يخلق المتعلم الأفكار الجديدة والمعلومات باستخدام ما تم تعلمه من قبل
Creating
The learner creates new ideas and information using what has been previously learned.
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
 Can you generate new products, ideas, or ways of viewing things?
يخلق المتعلم الأفكار الجديدة والمعلومات باستخدام ما تم تعلمه من قبل

52. Potential Activities and Products
كتابة تقرير للجريدة :
بعنوان : "سفينة الفضاء خارج نطاق السيطرة". استخدم استراتيجية لتصميم بدلة فضائية جديدة. إعداد قائمة لطاقم سفينة الفضاء الخاصة بك. تصميم برنامج الإعلان عن الرحلات الى القمر
Write a newspaper report for the following headline: “Spaceship out of control”.
Use the SCAMPER strategy to design a new space suit.
Prepare a menu for your spaceship crew.
Design an advertising program for trips to the moon.

53. Now it’s your turn…
Use the Bloom’s Matrix and these notes to plan a number of activities or questions for each level of the taxonomy.
You may choose to use the standards mentioned in the activity sheet OR context or unit, that you will be working with.
Work with your teaching partner.
HAVE FUN!
Handout 4

54. “Assess and report on student learning”.
Additional Related Readings:
“Assess and report on student learning”.
NPST 7

55. https://scienceentry2010.wikispaces.com/

56. Evaluation forms