makin the gr de online educational resources a

Makin’ the GR DE

Online Educational Resourceshttp://jc-schools.net

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Let’s Take A Little Test!

Slice of Life

The GOOD

The BAD

Let’s Take A Little Test!If this was a test administered to

students, should the teacher:

A.Reteach and retest the materialB.Record the grades and give the

students a bonus point activity to pull up their average

C.Ignore the results and move on to the next objective

D.Reexamine the state standards to determine if this objective is to be taught in the first place

American kids can’t locate countries on a map. Educators have vowed to correct the problem.

Formative Assessment Observations which allow one to

determine the degree to which students know or are able to do a given learning task, and which identifies the part of the task that the student does not know or is unable to do. Outcomes suggest future steps for teaching and learning. Before assessment….you must have

an effective lesson!

The Roadmap to Success

CLEAR STANDARDS GOODTEACHING

ASSESSMENT

SUCCESSSUCCESS

Brutal Facts Instruction itself has the largest

influence on achievement (a fact still dimly acknowledged).

Most (though not all) instruction, despite our best intentions, is not effective but could improve significantly and swiftly through ordinary and accessible arrangements among teachers and administrators. ----Dr. Mike Schmoker

In a 45 minute class only 15

minutes of actual instruction takes

place.

EFFECTIVE LESSONS HAVE: A clearly stated standard Teacher examples (modeling) Whole group practice Partner practice Individual practice Assessment Adjustments based on the

assessment results

Check for understand

.

Address higher level

thinking skills

The Effective Lesson Marzano - Introduce the

following vocabulary: solid, liquid, gas, energy, heat, cool, condensation, evaporation, melting, boiling, freezing, mass, volume

The Three States of Matter Matter Raceway-whole group Partner practice: States of Matter Individual practice

The AssessmentQuestioning is the

KEY Do students develop a deep

understanding of key facts, concepts, generalizations, and principles and knowledge by emphasizing higher-order questioning?

The Assessment

Is discussion encouraged in the classroom by using open-ended questions?

Are there goals or purposes to questions?

The Assessment

Is important--rather than trivial--material emphasized for in-depth exploration of essential/key questions?

Are "yes" and "no" questions avoided?

The Assessment

Are "probe" questions used to encourage elaboration and support of claims?

Do students clearly understand questions—or are they playing a "guessing game?"

The Assessment

Are questions posed that "contain the answer"?

Is the students' response anticipated to questions, while still providing for divergent thinking and original responses provided?

The Assessment

Are purposeful strategies for helping students deal with incorrect responses utilized?

Is there effective use of Wait Time?

Are question structures varied ?

Importance of WRITING Writing is the litmus paper of thought…the very center of schooling. Ted Sizer

Writing aids in cognitive development to such an extent that the upper reaches of Bloom’s taxonomy could not be reached without the use of some form of writing.

Kurt and Farris 1990

BRUTAL FACTS “For all its unparalleled cognitive

benefits, little or no real writing instruction takes place in the regular classrooms.” Kameenui and Carnine

We don’t teach writing…we make writing assignments.

K-12/COLLEGE SUCCESS Analytical READING Persuasive WRITINGOnly 31% of college graduates can read

a complex book and extrapolate from it.

National Center for Education Statistics

Only 24% write at the “proficient” level; 4% were rated “high”

NAEP study

Kinds of Writing Prompts

Miss Takes Challenge

Sentence Stretchers

Writing Assessment

Do students have an opportuntity to evaluate their own work based on a rubric?

Do they have an opportunity to revise their work after their evaluation?

Scoring & Feedback

Holistic Scoring Scoop on Scoring Raise Your Score!

Did you know?

In late fall of each year the SDE will request the names of 2 teacher to attend the writing scoring workshop in Nashville, which is held in early March. The SDE will pick up expenses. For more info contact Charlotte Woehler (Charlotte.Woehler@state.tn.us)

Who decides what is "competent"?

Seventy-five teachers from East, Middle, and West Tennessee meet for two days in Nashville to read and score essays from a sample group each year. The teachers discuss the papers and choose anchor papers for each score point of the scoring rubric to be used as guides in the scoring process.

What is on the test?

Isn’t this teaching the test?

The SPIs detail what TN expects students at a particular grade level show learn as a result of being enrolled in a TN school and taught by a highly qualified teacher for that year.

Internet 4 Classroom

Grade 6 Math SPI

Daily Dose of Math

Gateway Biology SPI

PowerPointCollection

Organic Compounds

Math, Science & Social Studies

Online

Science Online

Social Studies Online

Math Online

Academic Vocabulary

Six-Step ProcessThe first three steps are to assist the

teacher in direct instruction.  The last three steps are to provide the learner practice and reinforcement.

Step 1: The teacher will give a description, explanation, or example of the new term.

Grade 6: Probability

Grade 6: Probability

Chances, odds, likeliness, possibility

If student X has not turned in homework for the past 2 weeks, what is the probability that he will turn in today’s assignment?

Looking for Descriptions?

Utilize examples, descriptions, but not definitions.  Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary.

Thesaurus Reference

Google

define:probability

EXTRA BONUS!

List of sites related to the

subject

Six-Step Process Step 2:The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

Six-Step Process Step 3:The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.

Six-Step Process Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks.

probability

A chance that something will happen based on past experiences.

frequency in distribution

Sports statistics

Six-Step ProcessStep 5:The learner will discuss the term with other learners.

Six-Step ProcessStep 6: The learner will participate in games that provide more reinforcement of the new term.

Basic Skills

7th Grade Geography

Book Adventure

Literacy Lane & Literacy Off Ramp

Writing

Write On &Write Away

netTrekker Differentiated Instruction

Social Studies9-12

Math9-12

Language Arts9-12

Science9-12

With sex education, self-esteem, multiculturalism, self-awareness, computer studies, and touch feely, I’m not going to have time for reading, writing, and math. That’s where you as parents come in…