please check, just in case…. announcements 1.classroom/caseload learning objectives description...

Please check, just in case…

Announcements

1. Classroom/caseload learning objectives description due next week.

2. First classroom—based assessment due the following week.

Quick questions, quandaries, concerns or comments?

APA Tip of the Day: Credible Sources

• Fact, rather than opinion, based.• Accurate.• Scholarly (well-researched and

well-documented).• Reliable.• Peer-reviewed.

Topic: (a) Backward design and the reflective teaching cycle and (b) rating scalesSeptember 3, 2014

Backward Planning:Your treasure map to student learning!

Backward Design Process:

1. What do you want students to understand, know, and be able to do? (curriculum)

2. How will you know they have accomplished this? (assessment)

3. Develop a plan to get there (content, activities, teaching strategies). (instruction)

Backward Design Steps

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instruction.

1. Curriculum

“a specific blueprint for learning that is derived from content and performance standards... It is a specific plan with identified lessons in an appropriate form and sequence for directing teaching.”

(Wiggins & McTighe, 1998, p. 4)

1. What do you want students to understand, know, and be able to do?

Example:

Curriculum: Language ArtsContent Std. II: Students will communicate effectively through speaking and writing. Understand/Know/Do:•Writers use a variety of techniques

to communicate ideas to readers.•Use a variety of strategies to

generate topics and organize ideas.

2. How will you know they have accomplished this?

2. Assessment

“The act of determining the extent to which the curricular goals are being and have been met. Assessment is an umbrella term we use to mean the deliberate use of many methods to gather evidence to indicate that students are meeting standards.”

(Wiggins & McTighe, 1998, p. 4)

Example:

Possible Assessments: Performance Task: Write a

persuasive letter or essay Quiz: Elements of a persuasive

essay Other evidence: Journal entries Student self-assessment: Checklist

Sample Formal Assessments Exam and Quiz Case Study Article or Book Review Lab Write-up Essay Student Presentation Skill Demonstration

Sample Informal Assessments

Quick write Minute paper Observation of small or large group

discussion or activity “Big paper” summary of small group

activity On-line discussion group

3. Develop a plan to get there: content, activities, and teaching strategies.

3. Lesson Planning

“choices about teaching methods, sequence of lessons, and resource materials... [that help]... us as educators to focus our planning and guide purposeful action toward the intended results.”

(Wiggins & McTighe, 1998, p. 13)

Example:

Unit: Persuasive Writing

Lessons:

1. Elements of persuasive writing, 2. Examples from literature, and3. Writing persuasive letters.

Quick Write:

How is the backward design process similar to or different from how you typically plan instruction for your students/clients? How might you consider using backward design to a greater extent in your curriculum design process?

How do I figure out what students should know,

understand, and be able to do?

What is worth knowing?

Important beyond the classroom?

Important to the discipline?

Frequently misunderstood?

Interesting to students?

The Reflective Teaching Cycle

The Leaning Tower of Lesson Plans

How will you know if your students know something or know how to do something?

Main Points1. Your choice of assessment methods

depends on the purpose of your assessment.

2. Assessment in schools should ultimately provide information that is relevant to the instruction of students.

3. You can’t design good classroom-based assessment until you have clear idea what you want your students to know, understand, and be able to do.

Refresher:

•How are rating scales and checklist similar?

•How are they different?

Work Groups:

• Identify several possible learning objectives for your students or clients.

• Develop a rating scale that might be appropriate for identifying student performance on one or more aspects of the learning goal.

Topic: Rubrics

Read: Hall & Salmon, 2003 AND Whittaker, Salend, & Duhaney, 2001

Looking ahead:

Please take a minute for the minute paper.

And don’t forget to turn your phone back on.