The student will be able to use decision making process to identify a solution and reflect on the effectiveness of that decision. ASSESSMENT (Formative & Summative).
How will you know whether your students have made progress toward the objective? How and when will you assess mastery? Formative assessment: The teacher will introduce the review of subjects by having the students come to the board and write down key terms or concepts.
Summative assessment: A multiple choice test. KEY POINTS.
What key points will you emphasize? What are the big ideas? State government, government, mayor President, congress, services in the community, skills, specialize, community, respect, responsible, citizen, town, city, and states.
LESSON CYLCE OPENING.
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Considering the terms, the students write down, the teacher will review and emphasize on materials previously discussed in the lessons.
-Chalkboard
-Markers INTRODUCTION TO NEW MATERIAL. (_10____ min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate? MATERIALS/
TECHNOLOGY
For the introduction of the lesson, the teacher will arrange the classroom in groups. The students will play a game of jeopardy with categories including government, citizenship, and geography. Throughout the game the teacher will elaborate on each question the students select whether they answer right or wrong to create a class lecture from the teacher. Considering we have discussed material within these three categories in previous lessons, the teacher will use this formative assessment to re-lecture and review materials from the previous lessons. -Computer
-Jeopardy
GUIDED PRACTICE. (___10___
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They will have one to one instruction and I will implement using pointers as I teach the lesson to grab their attention to what I am talking about. The autistic student will have more time between the assignments to finish their work and constant checkups from the teacher. The ADHD student will be the teacher helper by passing out paper and turning off the lights for the start of the game and whenever the teacher will use the projector. The ELL students will have guided instruction and explanation from the teacher or teacher aid to make sure they understand the material
An activity that can be used to attain proficiency in the objective, would be for the students to read the book “Henry’s Freedom Box” independently. After each student has read the book and understands the context of the book. Each student will be given a handout that is a paper divided in half and one side says “same” and the other says “different” that they need to complete. After that, the class will be divided into two groups.
Formative Assessment- There are a number of formative assessment that are used. The first one is the list created on the first day after reading the passage along with student participation on sharing their findings the following day on day two. Student participation in day six when sharing their papers and the write up of a peer’s paper will be used for a formative assessment. All of these are graded on accuracy and completion and will be worth five points each.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.
Curriculum and instruction is impacted by assessment, and whether in the design, delivery or data interpretation processes, aligning these apparatuses is most challenging part of being a teacher. Teachers are called to exercise an alignment between assessment and curriculum, use assessment to guide instruction, and deliver assessment that truly evaluates achievement. Two forms of assessment used in the classroom, formative and summative possess important components, that track them into purposeful, designated uses. Even more so challenging as a teacher in using these two assessments is understanding how they work separately, together, and exploring how they might be used with and for each other.
...on my students work so that they know how they are progressing. I will always be sure to hit my instructional focus on the children?s strengths before working on an area of development with the children.
"In the day to day business of organizational life, decision making is seldom the logical, rational, systematic process suggested by the management textbooks. It does not unfold in identifiable stages where a problem is defined, alternative solutions are generated, the alternatives are weighed against a known criterion, and a choice is made (1998, p. 50)."
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
...and values to be acquired by the learner (learning objectives), (2) how these objectives are to be accomplished (learning resources and strategies), (3) the target date for their accomplishment, (4) what evidence will be presented to demonstrate that the objectives have been accomplished, and (5) how this evidence will be judged or validated.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
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).
A sequence of steps must be following in the decision-making process (Dunn, 2010). These include defining the problem, analyzing the problem, developing alternatives, evaluating the alternative and choosing the best, and finally taking action and following up (Dunn, 2010). According to Dunn (2010), the problem cannot be addressed until the true root of the problem has been defined. Once the source has been defined the next step is to gather
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
An employee does an unsatisfactory job on an assigned project. Explain the attribution process that this person's manager will use to form judgments about this employee's job performance.
Some of the formative assessments I used included asking students questions and observing how they were working and discussing the information needed for their videos with their partner. Other forms of formative assessments included providing feedback and generating whole group discussions. I found myself using observations and feedback more frequently throughout my lesson. As I walked around the classroom, I noticed the students