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
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
3. I will assess my student’s mastery of this objective by creating an open conversation within the entire class by asking questions, and before each student is dismissed, they will each hand in a piece of paper with one difference and similarity between the two texts written down.
It is difficult to make life decisions when knowing that it is all up to you to make the right choice not knowing what the outcome is. In “Gregory” by Panos Ionannides, the soldier has to decide whether to follow the headquarters or his own instincts. Furthermore, in “Just Lather, That’s All” the barber also has to make a choice in a small amount of time, to either kill Torres or not. Moreover, he has no orders to kill Torres it was his own decision to kill someone. The protagonists in “Gregory” and “Just Lather, That’s All” both face moral dilemmas throughout the stories. In the short story “Gregory” by Panos Ionannides, the soldier decides to follow his ethics. In the story “Just Lather That’s All” by Hernando Tellez, the barber has chosen to go towards his morals. Both the soldier and the barber portray that they both need to make decisions that are wise.
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.
The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.
...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.
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). 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,
"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.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
For more than 20 years, formative assessment has been highly researched and even accredited as a critical part of a teacher’s pedagogy. In the last decade it (formative assessment has become something of a buzzword and in some cases a mandate in k-12 schools across the country. Formative assessment can be defined as a part of the instructional process intended to gather information and provide feedback for both students and teachers that allow for needed
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