Teaching Strategies:
During the movie the teacher will make sure to follow along with the students while watching the video to be aware of when questions on the worksheet are being answered. The teacher will also pause the video periodically to ensure that every student has a chance to write down anything they need to. The teacher should also walk around the room to ensure that any students that may be struggling can ask for clarification. The teacher will continue playing the movie while also pausing for questions possibly twice throughout the movie. After the movie is finished the teacher will let students pair up with a shoulder partner to go over their worksheet with each other incase they have any other questions.
After working with a partner the teacher will pass out the classes’ grading pens which are used for students to go over their own work while also being help to the standard of not changing their previous answers. The teacher will go over each answer with the class while also making sure that everyone is using their pen. This form of assessment will not be used based off of whether or not
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The teacher will only say the name of the book, before showing the students the cover, and ask the students to turn and talk about any connections they have made with the title of the book. After students have talked with their shoulder partner the teacher will ask students to tell them what they heard. Students should be able to use prior knowledge from the past lessons to be able to come up with many connections. The teacher will show the students the book and inform them that the book will be a resource to help them work on their final activity. Since this book would be too long as a read aloud the teacher will make sure to give the students enough time to look through the book at the images that were used throughout the
What are the important themes of the book? What questions or issues about teaching and learning does it address?
Have you had a time in your life, where everything just seemed to be going wrong, and life was hard. Then all of the sudden you actually have a good day. You made it through when times were bad. In the novels Brown Girl Dreaming by Jacqueline Woodson, and Shooting the Moon by Frances O’roark Dowell the theme getting through the hard times so you can see the good ones, is shown by Jacqueline and her family not being treated fairly, Jacqueline leaving her home, and Jamie's brother going to war.
Throughout the story “Walk Two Moons” written by Sharon Creech, Mrs.Winterbottom is faced with internal and external conflicts that lead her to change.
Summarize 5 key points of the film with a partner. Share with class. Write the students’ ideas on the board in a timeline format. Have them share in sequential
The Apollo 13 crew quickly lad to figure something out, and the unavoidable issue was how are we going to get back to Earth? First step to getting back to earth was abandoning the lunar landing mission and get back to Earth. Due to the the lack of water fuel and electricity sleeping practically unthinkable. Conditions in the spacecraft were extremely uncomfortable result of no resources to create heat. The temperature dropped to 38 degrees fahrenheit (Apollo, 2009). With help from mission control the astronauts were able to use strategies to secure their safety and return back to Earth safely. After the accident Apollo 13 was going to miss Earth by 2,500 miles (space, 2015). In order for the astronauts to get back on path they had to fire the
It encourage their collaboration and skills to engage on their assignments. (Hudd, 2003). The set of grading criteria is utilize to pursue the expected output of the tasks. It guide the teacher and pupils to meet the completion time wherein the tasks are needed to accomplish. The students prefer some guiding content of instruction when doing assignments and it gives successful outcome that lead students to easy response in accordance with their body and in the simple and detailed discipline of the syllabus.
Two Americans, space travelers of Apollo 11, directed their delicate four-legged lunar module securely and easily to the notable arriving yesterday at 4:17:40 P.M., Eastern time.
When no other country had accomplished space travel to the moon, the United States set the president by sending Apollo 11 on a space exploration. The United States was a front-runner in the race to land a man on the moon. Apollo 11 was launched into space in 1969 and was quite different from the Apollo 10. The successful lunar landing of Apollo 11 made the United States a respected and competitive player in space technology.
Between July 1969 and December 1972, 12 American astronauts walked upon the lunar surface. Their 240,000 mile journey to the moon began centuries earlier as the first human gazed skyward into the heavens. As the closest celestial body to the Earth, the moon inspired dreams of exploration through masterworks of literature and art. While such visionary dreams became reality with the technological giant known as Project Apollo, the atmosphere of the Cold War precipitated the drive to the moon.
One tool Ms. Ladsten created is high low high where students are writing information down and turning it in to the teacher. The first high is a question about the content they are learning. The low is what the student is still struggling with or what they need more work on. The last high is something that is going well in their life. Using high low high checks students’ knowledge about the main objective that is being covered. In the article Formative Assessment at Work in the Classroom the author states the importance of being precise in describing what we want students to understand (Baron 51). It is a formative assessment which gives students a chance to share with the teacher what they need help with. This also informs teachers what information they need to go over again. And lastly an important part of teaching is building a relationship with students and creating a positive environment for students to learn in. High low high is a formative assessment that gives the teacher a lot of information in a short amount of
The student assessment that I choose for my students to complete in my geometry class was to write in their personal journals. By writing in a personal journal and reflecting on the lesson they learned, I will be “Activating students as the owners of their learning.” (William, 2007) After each lesson, usually at the last 5 to 10 minutes of each class period, I had my students write in their personal journal of what they learned and what information they were not completely sure of. At the end of the class as my students leave, I will hold on to their journal and look through a few of them to see what they understood and what they still need help with in understanding. The students will have three questions they can answer on their journal entries, they are:
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
Assessments allow for teachers to monitor the progress and growth of his/her students, help engage students and help guide teachers as well as students in their decision making. Teachers should know that tests are not the only way to assess students in the classroom. It is important for educators constantly assess their students on comprehension and progression.Teachers can take use of both formal and informal assessments so that they can engage students in their own learning, as well as monitor their comprehension and progress.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a