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Proposal of cooperative learning
Proposal of cooperative learning
Proposal of cooperative learning
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Unit Reflection
MWSU Standard #6.1 & 6.3 – Student Assessment (Missouri Teacher Standard #7.1)
6.1 – The teacher candidate understands multiple methods of assessment including formative and summative assessment strategies to assess the learner’s progress and how to use them in a variety of ways
6.3 – The teacher candidate uses multiple methods of assessment to monitor learner progress. Before and after I taught my unit over main idea and summarizing informational texts, I gave my students an assessment to determine what they know about the subject. My first assessment was called a pre-test and they did not receive an actual grade for this. This test was designed to give the teacher an idea of what the students know about main idea and if they
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We also used graphic organizers to help them read through a text and determine what the main idea was. This helped the students, because they were able to practice all week long on how to discover the main idea and to summarize the texts in their own words. For the pretest, I used the main idea assessment over ninjas. I felt this would intrigue the students and motivate them to do well. However, as many of them did not completely understand the material, a good majority of them did not fare well on the pretest. I felt this assessment would be helpful to them, because it even gave them concise directions for completion. During the first day, we used an anchor chart to go over the Somebody-Wanted-But-So-Then method (SWBST) of summarizing a text. As we were going over the anchor chart, I had students read a text together and make sticky-notes to go along with the SWBST method. After we finished the anchor chart, I had students work together in partners to complete the worksheet. If they finished the worksheet, they were to complete the ticket-out-of-the-door, which was very similar to the worksheet they just finished. I used these methods, because I feel that cooperative learning will help them, especially if the groups are working together to …show more content…
Since I am a new entity in the classroom, they were not yet accustomed to my presence in their classroom. The students are from homes that are not always the greatest, so a lot of them have trust issues when it comes to new people. They are used to their classroom teacher, so they behave accordingly when he is teaching, but when I was implementing my lessons, they were out of their seats, calling out of turn, and, at some points, just being rude to everyone, including myself.
Overall, my lessons were well thought out and planned, as I had worked hard on them, but implementation did not always go as planned. There were multiple behavior issues that we had to work through as a group, as well as individually. This is a major problem in the class every day with behavior and we are still working on this. During my unit, however, I noticed that most of the students understood the material while we were working on activities in the class. They were able to complete the assignments with 90%
An educator must have the ability to notice the value of extending planning and subject matter. In addition, educators need to be flexible enough to change the curriculum based upon state standards and the student’s ability to absorb information.
After taking the Personal Survey of Assessment Literacy, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader. After scoring the survey, I noticed that I scored myself the highest in the section of During Test Administration with a perfect average score of 5 and scored an average of 4 in the section After Testing. The two lowest sections I scored in where in the General Considerations with an average score of 3.3 and in the section of Prior to Test Design with a score of 3.5.
Organizations want to be effective and time efficient. In this case the organization could measure effectiveness of the material being taught. This could be done by conducting a pretest of information that was going to be shar...
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
There are many ways in which teachers can test their students to see where they are at and what still needs to worked on. These can be broken down into two distinct categories. First there is summative testing. Summative assessments are formal tests that are constructed by professionals to compare students with other students. Summative tests are used to measure outcomes of learning over time and can be criterion or norm referenced. Comparatively assessments can also be informal. Informal assessments also known as formative are generally constructed by the student's teacher. Formative assessments are a great resource to see where a student is at and measure what needs to be learned and help prepare a student for the summative assessment.
“Assessment is one of the most effective instructional strategies to increase learning.” (Edutopia)When teachers think about assessment quality, they often focus on the accuracy of the instrument itself- the scope of which the assessment item tasks and scoring rubrics produce accurate information. It is imperative to use the different testing technique to improve learning. By taking tests, students can establish that they are independently capable of expressing their understanding of the material. I will have an opportunity to analyze each student's understanding and ability to apply learned information. I can then decide whether the
I have learned to implement rules that address each lesson appropriately. I learned that with science lessons that I should include rules that address students touching the props and experiment safety. I have also learned how to set up my classroom to get rid of unwanted behaviors and promote positive interactions with my students. I learned to separate two boys in my class who constantly talked while I was teaching. I moved one boy to the other side of the room to get rid of those unwanted behaviors. I have also learned how to positively reinforce good behaviors. I set up a system that had students raise their hands to receive a pretzel. If they did not raise their hands they could not receive a pretzel for the rest of the period. By enforcing this system it allowed students to raise their hands and not shout out answers that led to more talking by their other peers. Classroom management is probably the most important skill a teacher can have, by setting up rules and reinforcing positive behaviors, I learned and am continually learning what techniques I can use to best manage my classroom in the future to promote student
Students of the 21st century need to acquire intellectual capabilities and the abilities to perform effectively in an environment that requires working with others to achieve a variety of tasks. By using cooperative learning, teachers help students lay the foundation to succeed in a world that relies on cooperation. For this to happen it is important to have positive interdependence and individual accountability.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
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
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.
“Every phase of instruction must be accompanied by a means of checking for understanding” (Fisher & Frey, 2008, p. 37). I have realized that assessing students’ understanding of the concept on which the lesson is based is a critical step in determining the flow of the lesson. A quick recap in the form of questions and answers works well for me to not only correct misconceptions but also improve learning as it helps the students connect the day’s lesson with previous learning. In my experience, all assessment may not count towards a grade but there should be feedback for learners as well as us facilitators to know where they stand with respect to achieving the lesson objectives. “Students achieve more when they have a clear picture of the expectations”
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.