ED894 SOE Conference classroom location will move from the SOE Reading Clinic to the SOE Rm. 203 and more!
Dear ED643 Students,
Ensure that you keep up with the course requirements, in order to avoid significant point deductions. For details and a copy of our syllabus, click on the syllabus link on the top of this website. By now, you should have posted forum entries for the Overview Forum, Oct. 22, and Oct. 23. Your first practicum discussion #1 must be posted in our class blog tomorrow.
Please share this information with your colleagues who are also taking the class. Good luck, and feel free to contact me anytime.
Dr. Rivera
As part of my practicum, I decided to use the tools presented by Dr. Ellerton in her second presentation. After modifying the tools to adjust them to my discipline and students, I had my juniors and one of my 2 senior classes I met today write a letter to a friend while one senior class took the IMPACT tools. The rationale behind my choice is to see what type of feedback I get from each and which tool I find more helpful to improve my instruction and, ultimately, my effectiveness as a teacher.
ReplyDeleteI’ve just finished compiling the feedback I received from my seniors who used Response Sheet A and B. I will spend a bit of time tonight analyzing the results. I can already see patterns. Tomorrow, I will finish gathering data by using these tools with my fourth and fifth period students. Following Dr. Lin’s presentation on Excel, I would like to use this component of Microsoft Office to make my findings official.
In my practicum I decided to use the assessment philosophy of Dr. Kallingal in terms of teaching the kids a skill. I teach Digital Photography and movie making. Instead of going deep into the subject of photography like the rules of thirds and shutter speeds, I taught them how to use a simple digital camera and the different types of photos they can capture. There project assignment is to make a training presentation using slides and video on the different rules and regulations at the school (I,e, graffiti, bullying, and Off Limit Areas to name a few). The students are excited about this project and from some of the review of their work I can’t wait to see their finished product. I asses the class on what they have accomplish and the skills they have developed along the way. As they think outside the box I can see the evidence of learning in their work. Their developing Photography skills are quite impressive.
ReplyDeleteDr. George Kallingal's presentation is viable to my classroom. Thus, I will be using his concept of assessing student learns the process and not only memorizing it. In addition, I will be redirecting all my project assignments differently that students can progress with learning.
ReplyDeleteI will stray away from the ordinary method of classroom learning and into a life to detail learning of conducting academic achievement through the process of hands on. Evidently, a huge amount of students learn, absorb, and apply knowledge with their ability to build. Encouragement and enhancement are tools to give students confidence in their school work.
In addition, I will apply field work that the student can appreciate their surroundings and island. I am sold to the idea of Dr. Kallingal presentation.
Today I went over the skills assessment with some teachers. These skills were taught in their classes during 1st quarter. We were looking at the class progress as a whole and checking for mastery in those skills. The teachers were enlightened on how to then align these skills with the item analysis in the SAT10.
ReplyDeleteAssessment and accountability were discussed and the teachers understood the relation between skills taught and skills that needed to be re-taught. Exhausting day, but when the lightbulb goes on in the teachers that meet with me, the day went well.
Today, as part of my practicum, I discussed the issue of my ESL teachers meeting grade level standards. I decided to use the viewpoint of the first article that I reviewed. The article stresses that true accountability with standards involves envisioning the end result. In other words, I worked with the team to pinpoint what specific outcomes we want our students to perform.
ReplyDeleteThe other issue with accountability is the idea of reaching all of our students. I worked with my team to reach every student and make sure each student receives the same upkeep in terms of reaching a standard. This can be achieved thought the use of modifications. I participated in a child study team that involved brainstorming of those modifications.
I have always used alternare assessments in my class and highly recommend it, especially to math teachers. I also recommend varying teaching strategies but it is easier to vary assessments. Remember, all children are not the same and neither are your classes. One teacher asked me how long i've taught and how i survived that long. I said do what you can- whatever it takes.
ReplyDeleteI know paper-pencil tests make the most sense. They are cheap. I try to make my class interesting and fun with my charming personality. However, lugging around a projector and 30 books is not me. So, i vary my grading - behavior, attitiude, respect, whatever it takes to reach those kids.
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ReplyDeleteAs part of my practicum, I too, like Grace Griffin would use the tools presented by Dr. Nerida Ellerton in her second session.
ReplyDeleteAlthough Dr. Ellerton applied her "Write a Letter to a Friend Task" activity to her mathematics class, I, also, would like to use this instrument to find out the depth of my students' understanding about the stories/passages/vocabulary in the lessons which I will be covering this week.
So, Day 1, this morning was our planning stage. We did cover lesson 1, and followed through with the TE format. I hope to carry out this projective instrument, "Write a Letter to a Friend"(as Dr. Ellerton described it) to involve the students in a task which they could relate to.
Okay...Again... for the 3rd try...Starting Over!
ReplyDeleteI decided to use Dr. Prem Singh and Dr. Jacqui Cyrus' tools of pre and post assessments. We are currently, learning about "A Story of Ancient Greece." The students were asked to write on a piece of paper what they knew about Greece (Pre-Responses). Afterwards, the teacher asked for volunteers to read aloud. Every two paragraphs, I asked them questions about the information they read to see if they are retaining the information.
We didn't finish our reading today, but tomorrow we'll hopefully complete the reading and start on creating a book about Greece. Students will work in pairs and after completion, they will present in front of peers. Lastly, I will ask them the same question, I asked for the pre-response. I want to compare the two pre and post assessment responses. "What do they know about Greece?" I took creating a book from the ED456 Students who presented on Saturday. ("Jenny and Amy" B.F.F.)
Also...I like Dr. George Kallingal's Quote.."Every mind is different!"
SORRY...FORGOT TO MENTION...CURRENTLY TEACHING MIDDLE SCHOOL STUDENTS.
ReplyDeleteOctober 25. I had my sophomores in my culinary class today and I decided to use “Write a Letter to a Friend Task” to assess my students understanding of today’s topic which was Personal Hygiene in Foodservice. I wanted to deviate from this topic and instead introduce an aspect of culinary math, unfortunately, instructional tools and student handouts have been prepared since last week that I just decided to go along with it. I noted the puzzled look on the students faces as they read the agenda on the board that indicates that they will be “writing a letter to a friend”, because they are used to seeing the word “quiz” at the tail end of the agenda. I didn’t have the chance to read what everyone has written, I will do it tomorrow during my prep.
ReplyDeleteAs a counselor I don't have a class of my own, but I did volunteer today to be the test coordinator for the GDOE Standards Base Assessment Project. I believe all middle schools and high schools will be participating in this pilot testing while only a few selected elementary schools will participate.
ReplyDeleteWe had a meeting today at 10:00 AM at the PREL office in Hagatna. PREL I believed was tasked to spearhead the project. The goal of the project is - To create standards-based asessment tools to measure student achievement of the newly adopted Content Standards and Performance Indicators.
This brings me back to Dr. Ellerton's presentation about Assessment and Testing. This project hopefully would create the baseline data wherein we measure student achievement and learning. Personally, I believe that there should be another way of testing our students in GDOE aside from SAT-10. And this project seems to be a good avenue for GDOE to look into as an alternative form of asessment.
The plan for our school was to test 4 classes in the 6th grade and 2 classes in the 7th and 8th respectively. The types of test will be Reading/Language Arts, Math and Science. The propose date of testing is on 11/3/2010 and all materials will be return by 11/5/2010. So pretty much, I got my hands full for the next two weeks. I don't know why they schedule this right after Nov. 1 & 2, I hope this would not affect our students condition and mind set. Anyway, I'm looking forward in working with the teachers and students on this pilot testing.
good evening, ladies and gents. i introduced the "letters to a friend", which i see is being used by others. i explained the process to my middle schoolers in both of my classes. my first class went well as we discussed what they've been taught over the past several weeks. the activity definitely shows where i may need to improve in getting my students to retain knowledge. i had 5 new students today, so the letter activity was useful in understanding what the new students had learned at their homeschools. my 2nd class wasn't as smooth. several behavioral problems arose and having new students adjust to my classroom expectations made teaching difficult. as such, i will have to try the letter activity with my 2nd class tomorrow.
ReplyDeleteI dont actually have a classroom but I was able to do my practicum at one of the elementary schools in a Second Grade Class with 23 students. I used Dr. Ellerton's "Write A Letter to A Friend". I was allowed about 20-30 minutes as this school was a DI School so I asked the students to write a letter to me about what they learned the week before since I am new and I want to know what they were doing. It was actually really fun. They wanted to tell me verbally but I kept reminding them that they had to write about it to me. The teacher wanted to keep the letters to send home as a way of showing the parents what they were doing especially since its parent conference tomorrow.
ReplyDeleteI also used the "Write a Letter to a Friend Task" talked about by Dr. Ellerton at the conference. I explained the expectations to my three middle school SPed Reading classes. I immediately sensed a bit of suspission as we had never done this particular expercise. Once a few of the students stared to write the others folllowed suit. I have different levels of disability and it was fairly productive for the higher levels of cognative ability. They were able to understand the requirements and thier knowledge of the subject matter over the course of the 1st quarter was evident. Then there were the students who treated it just as a personal letter and never really expressed any content knowledge. I will have to reexamine my instructions and inspect more closely as they work on this. It is a very good assessment tool.
ReplyDeleteAs a school leader, I am actually working with three different teachers to apply different strategies in their classroom. One strategy is related to Mentoring the Mentor's program presented by Dr. Arellano. This teacher is currently working with a first year teacher to assist her with instructional strategies and peer support. Secondly, since I work in a DI school, it is very rare that "show of lessons" are being implemented with teachers in order to improve instructional delivery. I am asking one of my faculty who needs help in sound and format practice as one strategy. Lastly, in relation to Dr. Ellerton's keynote on the use of data and other authentic assessments. I have asked one of my teachers to use one type of assessment tool known as Dr. Soe's item analysis to target specific skills in their second qtr. pretests results in order to guide her instruction.
ReplyDeleteFor my math class, my daily homework assignment is one word problem a day that entails the student to use one out of the nine problem solving strategies presented in most math curriculum textbooks. Since we were already required to implement one of the strategies from the conference, I decided to tweak the assignment a bit, and infuse Dr. Ellerton's strategy of "Writing a Letter to a Friend." I instructed the students to--rather than just solving the problem using the specific strategy--explain step by step as to how they are tackling the problem. I told them to pretend that they were trying to EXPLAIN how to solve the problem to their friend. Although it was new to them, and it was only the first day introduce, I hope the outcome is what I expected. I'll blog tomorrow about the results when the students turn in their homework assignment.
ReplyDeleteThe Breakout Session on Accountability to the Environment: Reforestation brought back fond memories of my teaching years. I would use the same types of teaching strategies for other grade levels. It would be easy to adapt and apply this same theme with younger aged students. I would utilize the brainstorming activity, choral reading, poem sharing and big book reading as part of my lesson. Creating masks and posters enriches the experience and integrates other content areas. The oral and product based assessments provide opportunities for the students to demonstrate mastery.
ReplyDeleteI can support a teacher with this activity by providing feedback on written lesson plans, offering assistance in obtaining the needed resources to carry out the lesson and presenting additional assessment strategies to enhance the planned lessons.
As an educator, I would definetly use Dr. Ellerton's "Write A Letter to A Friend". This is a great way to assess your student' understanding of the concepts that were taught during the week. This letter can apply not only to math but to the other subjects as well.
ReplyDeleteDr. Kallingal cautioned us several times about teaching our kids "garbage"..."garbage in, garbage out." When I assess my students, I will ask them to reflect on what they have learned, if the information was meaninful to them, and how they will be able to apply the recently acquired skills to their life. Reflections are another great way to assess understanding.
I have several other assessemnts that I intend to use. However, I will elaborate more in my practicum entries.
Last week my students received a lesson on one of the three branches of government (Legislative Branch). I was teaching the students the process on how a bill becomes law. One of the functions of the legislative branch is to hold public hearings; and for my practicum, I have decided to set a mock legislative hearing to allow students to express their thoughts or ideas rather than memorize the diagram on "How A Bill Becomes Law". Dr. Kallingal's presentation highly encourage teachers to teach their students to "think" rather than have them memorize concepts. Topics were given out today to each student relative to school issues such as lack of textbooks, school uniform, bullying, and so forth. Student will be given the opportunity to read their brief testimony (page long) in the class tomorrow. Student reflections will be collected on Thurday because of our Middle School PTC on Wednesday, October 27, 2010.
ReplyDeleteToday, I used Dr. Ellerton's assessment method of "Write a letter to a friend" with my 10 grade students. My objectives are to: 1. discover if my students strongly comprehend my previous lessons and teaching strategies; and 2. discover how I can improve my teaching and communication skills with my students. My first period class consist of 25 chattering teenage girls and 5 interactive teenage boys. My second period consist of 25 active, humorous, teenage boys and 5 calm, teenage girls. All students were not allowed to use their daily agenda as reference, any textbook, or converse with each other, as they wrote the letter.
ReplyDeleteI was able to look through their letters and was ok with the outcome. The letters ensured me that within all of first period's talkative girls and second period's strong male bonding, students are in tuned with my teachings and lessons. In their letters students were able to demonstrate how to: 1. write a proper letter. 2. be creative. 3. used correct grammar skills. and 4. were able to explain at least 5 or more assignment examples.
I plan to continue using this assessment strategy for future lesson check-up's. However, tomorrow I will use my assessment of "student self reflection" to find out if students are happy with their progress from 1st, 2nd and 3rd quarters. I also would like to know how students plan to change their behavior habits and learning patterns to show greater improvement.
It sounds like we all enjoy and incorporated Dr. Ellerton's assessment strategy. I will most definitely share this method with my SHS English department colleagues someday.
ReplyDeleteThe strategy I applied today, dealt with Dr. Giardina's accreditation keynote address on the first day of the conference. Today I attended a focus group meeting for accreditation. This school year, Simon Sanchez High School is up for accreditation review. One of the key issues discussed, dealt with a recommendation from the accreditation team on the time needed for collaboration to support teachers in the quality implementation of the school's curriculum development and professional growth initiatives. This recommendation came about because three years ago, SSHS implemented a double session schedule, due to the overcrowding of the school. We have since gone back to a regular schedule, thus, challenges regarding this recommendation have been minimized.
ReplyDeleteIn the counseling department, we do not have prep periods and we usually work through lunch sessions. Collaboration among counselors does take place frequently, despite this. We often engage in consultation regarding individuals and special cases. Whenever we take on projects or school events, such as the Career Fair, which occurs annually, we develop a timeline of tasks and meet regularly to discuss our progress according to that timeline.
Collaboration with faculty takes place whenever the teachers or administrators make referrals or seek consultations regarding individuals. There may also be special circumstances in which an entire class needs to be addressed; therefore classroom visits may be necessary to assist teachers in the concerns that they have. For example, the 9th Grade Academy is apprised of graduation requirements through these visits that utilize technology (PPT), and at the end of every school year, all of the counselors visit the classroom for pre-registration.
Collaboration among teachers, counselors, and administrators is crucial, and may be seen by the accreditation team, as a way to assess student achievement and success. Personally, I feel that it has definitely helped enhance my professional growth. When faculty work together, it ensures that everyone is on the same page and that the needs of the students are being met.
As a counselor, I get to interact with students when we discuss graduation credits, personal issues, academic challenges, career interest and reasons for being referred to the principal’s office. I will focus on a technique presented by Dr. Ellerton which is known as “Letter to a Friend Task”. When students are referred to our office because of altercations we always make sure to document everything that we can for accountability. Part of our documentation process is a written document by the students who are involved.
ReplyDeleteThe students are usually asked to write reports about the incident. Many students do not find it easy to write down what happened. They often look at me first and then ask again what they have to do. I noticed that many students find it difficult to explain their selves in writing. Most of them are afraid to write or say anything, however I believe that such documentation process will be easier for students to complete if they are ask to pretend to write a letter to a friend about what happened. I also believe that such technique will greatly help the students, counselors and administrators to have a better picture of the situations and make proper decisions.
Assessment is a vehicle that governs the learning process of direction and how it takes you there while learning all the skills humanly possible. It can identify alternative routes in teaching and delivering. As for accountability, we all understand that it is a process that determine accomplishment or performance that an individual can manage to apply humanly. Thus, all educators has the ability to deliver all the necessary skills, but to what extent. In the past decade, our education delivery system failed due to lack of true direction, political interventions, and rebellious educators. GDOE pretends to have collaborations, cooperations, and professionalism throughout the decades, but I know on a personal basis it never existed.
ReplyDeleteAccountability has been the biggest question in Guam DOE. And, it continues to still be the biggest question. Assessment has been collected, but the results has been derailed.
Currently, the presenters knew that "Assessment and Accountability" is the focal point in getting back on track. We know the troubles, collected the datas, and understand its implementation, but how can we meet the challenges before us as an educational institution and classroom teachers. Drs. Ellerton and Kallingal identify our greatest problem is not listening to the real stakeholders, which is the students. Our standard testing is nothing more that an illusion to suffice bureaucrats and obtain justification for more funding. We need to return to the basic core of nurturing, relating, and supporting the students academic needs over our ego....
Oh --- what happened to my post? I do not see it! I will try again.
ReplyDeleteI've posted three times already and only the short one stays? Is this the problem Grace was having earlier? I know it showed that my posts went up at 5:?? something and again at 6:?? something. Any suggestions on how to get the whole blog posted and to have it stick? This is getting frustrating.
ReplyDeleteBeing that I am not a classroom teacher, I have been tasked with describing in detail how I would apply the assessments/strategies I’ve learned if I were in the classroom and identify how I would support the classroom teacher in applying such assessments/strategies.
ReplyDeleteTherefore, if I were in the classroom, I would choose the pre-post test methods of assessment to initially gage where my students are, identify where I would like them to be, and plan my lessons so that I can get them there using formative assessments to ensure true learning is taking place along the way. These methods were clearly discussed in presentations shared by Prem Singh, George Kallingal, Jacqui Cyrus, and Pablo Lamsis and emphasized in both presentations by Dr. Ellerton and Dr. Underwood’s opening address. It is important for educators to know what prior knowledge their students have and adjust their curriculum so that essential skills are within reach for each student to ensure learning of the standards and skills necessary to succeed. Additionally, formative assessments during the process of the lesson is vital to ensure students are learning the material and not just “memorizing” as DR. Kallingal pointed out as “garbage in – garbage out”. The pre-and post test assessment will have to be designed so that it is not just focused on “what was taught” but instead “what was learned”, kind of like using the KWL teaching strategy.
continuation ...thought I'd try to separate it.
ReplyDeleteAs a form of support for faculty, I am currently putting together a PowerPoint presentation for the upcoming November 1st Professional Development on Common Assessments and Response to Intervention. Clearly, the knowledge gained from this conference has impacted my views on assessment. I will be including information provided by Dr. Ellerton on authentic assessments and use references she shared with me during our very last conference session on Small Group Dimensions. It was a pleasure having the opportunity to chat with her regarding her views on assessment. Additionally, I will continue to work with the professional development committee to promote the Literacy Project JFK faculty have been implementing and continue to support faculty on using formative assessments.
I will put this in just to ensure that the previous post stays. Wish me luck because I need to get some sleep -- tomorrow is a long day!
ReplyDeleteFlorence
Wow! This class really came in handy...I mean the timing is just perfect! I will be starting Formal Observations with my teachers. So, when I meet with them at their scheduled Pre-conference I will definitely share the different strategies of assesing our students. During their formal observation, I will not only focus on the implementation of their lesson, but how well did their students "learn" from their lesson. The major aspect of their lesson that I really would like to focusing on, would be from Dr. Kallingal's lecture "Educating Today's Children to Face Tomorrow's Challenges". Dr. Kallingal's lecture made a lot sense, we want to prepare students for life! I really would like my teachers' lesson to have an impact on life-long learning.
ReplyDeleteSorry if my practicum is more of a long term...but it's obvious that "Formal Observations" has to do a lot with "Assessment and Accountability".
I would use Dr. Ellerton's strategy of developing a 5 R Model for the ESL (English as a Second Language Program. As she puts it,to
ReplyDelete"tweak the intended and implemented curriculum by assisting each learner to grow both cognitively and affectively." To address student achievement, collaboration with community resource groups, and parental involvement in the schools, I will focus on assessing the academic needs of the ESL(English as a Second Language) program in an elementary school. I will be working with ESL teachers, PIRC intepreters (Parent Information Resource Center) and the social worker and aide from the Parent Community Outreach Program.I will conduct a survey for ESL parents to complete as they provide input about their child's academic concerns. Then I will conduct an informal forum for the parents to address their concerns as they interact with the English teachers.
As a result of the forum, I would be able to assess the parental participation, academic concerns, and communication in order to address the needs of the ESL learners.
I like what prez is doing. Dr. Kallingal really provided a true focus for what real learning outcomes should be. Students need to know the process, as well as the reason behind what they do. There needs to be a sense of character development injected into the curriculum
ReplyDeleteI agree with Roger. Family lifestyles have changed. It's no longer mom home to clean, cook, and help the kids with homework. Most kids are being raised by other family members, close friends and other caregivers. Character education should be included in the curriculum. For my practicum, I will focus on what the students learned each day. The students at the end of each day have to draw and/or write what they learned and liked about the days lessons. They need to include the character of the month. This months character is Responsibility/Responsibilidat. All these End-of-the-Day reporting will be included in their End-of-the-Year Portfolio Showcase our school does each year. I can't wait to start.
ReplyDeleteHi All,
ReplyDeleteToday, I had it all planned out to do the IMPACT Program ( Response A and B ) with my library aides. By the way, I am a school librarian and I do have about 3-5 students every 45 minutes. I teach them all Library Skills including automation which happens to be my biggest project this SY2010-11. Library is just like a classroom but just a much bigger responsibility. I was always curious to find out the students’ insight in a variety of perspectives such as knowledge, confidence, attitudes, and etc. about me. So, I quickly thought of this program that I learned from Dr. Ellerton. I can hardly wait to know the result of this program; what my students have to say about me, my teaching and everything??? Unfortunately, when I got to school this morning, I was told by my Assistant Principal that I am sitting in the DAC Hearing (Discipline Advisory Committee). I was all bummed out about it. Folks, to make my long story short I won’t be able to tell you the result until Thursday when I blog. Sorry.
It was nice to see you all today. Don't forget to put your "blog picture" for extra credit!
Syl
I absolutely agreed with Roger and prez! Dr. Kallingal talks about reality and not illusion. The authentic assessment should be based on what the students have learned; the students need to know the process and if there are reasons behind it.
ReplyDeleteI also would like to agree with Lynnette about what she said that Reflection is another great way to assess understanding.
Syl
A post for October 26, 2010.
ReplyDeleteDr. N. Ellerton’s keynote talk on 10/23/10 on Authentic Assessment: A Multiple Perspectives Approach was superb. Otherwise, my early years of teaching bear no application or records for student achievement via accountablity or assessment. Teaching is not my first skill depriving me of just about all prerequisites necessary to hold the fort (the classroom) in those days and thank God they're over. Today, however, I am pleased to report that those lack of skills no longer prevail or haunt me. Rather, I am anxious to collect as much as I could to become a teacher of ‘excellence’ and prioritize the anticipation of my parents and superiors to seek out my multifaceted expertise in teaching, surely.
Her call to be aware of not considering a multiple perspective approach is imperitive. To its exclusion, manifestations can beset the educational world unnecessarily if we heed this clear warning.
The cognitive and affective profiles of students are realities of multiple learning modes teachers must recognize matching their own abilities to be able to meet this need and is the evidence as such.(p.4 of power presentation_Ellerton) Moreover, it demands us to assess our own abilities and if absent then to put forth into a professional development forum. Of note, we need to ask this question: What is GDOE, UOG, and all Guam educational facilities doing to assess its skills in this area? Can Dr. Ellerton’s highly suggested MPA be a solution to Guam’s educational issues and concerns. Being there is more than meets the eye, that more queries be posed, nothing stops any entity to be able to explore this arena.
How about it leaders? ^_^ !
When I reflected on the material I learned during the conference, the one concept that stuck with me was the one about assessment from multiple perspectives. All my life, math tests have always looked the same: you do your problems, you show your work, and if your answer matches the answer on the teacher's key, then you get the points. MAYBE we look at the student's work if something isn't clear. Then we start to think a certain way about students who don't get the number of points we wanted them to get.
ReplyDeleteMy short experience as a teacher has already made clear that Dr. Ellerton, Dr. Kallingal, and the other presenters last Saturday were correct: there are students who possess the competence to learn, but do not respond to the traditional assessment methods teachers have historically employed. It seems that many in this group have elected to try Dr. Ellerton's "Write a Letter to a Friend" task. While I think that this will become valuable to me in the long run, I don't think that I will be able to use this assessment type immediately.
I am reminded of the three types of errors the Student Teachers said were common in solving math problems: comprehension, conversion, and process. I am presenting some material to my Algebra II students that is supposed to be review from Algebra I (albeit from at least two years ago). At this stage I can give them a pre-test plus questionnaire that will determine what type of error each student is making, then design a lesson plan that aims to fix all three types of errors. For this I can follow the Introduce-Explore-Generalize-Apply lesson model. I will then give a post-test, minus the questionnaire, and compare the results using statistical methods and Excel (recommended by Dr. Li).
For my other classes perhaps I can use another concept learned during the conference. The presentations by Dr. Alava on Practical Work Activities and by Mr. San Nicolas on Service Learning could serve as a model.
In utilizing assessment with teacher evaluation, during the pre-conferences I will definitely discuss the method of assessment the teacher will be using to evaluate the students in the lesson being delivered. I can assure you that as teachers, a variety of formative assessments will be utilized throughout the observation.
ReplyDeleteI will be particularly observing for the Dr. Kallingal theory of "Garbage in, Garbage out". It will be interesting to see if these students are meeting the lesson objectives and learning the material intended from this lesson.
One of speakers during the conference stated what exactly is education doing to children today? Is education really helping children develop needed skills and dispositions for living a meaningful life? As a teacher, my point of view is the majority of professionals in this line of work genuinely impart knowledge and life skills to enrich their mental, emotional and moral development. Students will often reflect this with praise and fond memories of their favorite teachers. Teachers they remember fondly that had heartfelt concern for their well being.
ReplyDeleteThere's a lot of strategies shared regarding "Assessments and Accountability". What I will be expecting from my teachers is to utilize different types of strategies to meet their students' needs. Not just through assessments but the actual lesson itself. I wish my teachers were able to attend this conference, it would've provided them with great ideas on strategies/techniques that they can use. Also, they will have a better undertanding on why accountability has to be to be in placed. What's great about the presenters, they used a lot of practical examples that we all can relate to.
ReplyDelete