Extension Activity 5/5/14

 

                For today’s extension activity, each student will be creating their own schedule for how they will complete each activity in 20 minutes. The room’s tables will be split up into subjects that the students have been working on for the past week; Science, Reading, Spelling/Writing, and Math. Students can visit these tables in any order that they choose to. Students will create their schedules by tweeting them so that their facilitators know that the students are on task. Each facilitator will be helping out at the table that they are assigned. When the students finish the instructions for every table, they will tweet that they are finished. (The directions to activity will be on the table.)

 

“Classroom authority is, above all else, a social construction that is built, taken apart, and rebuilt by teachers and students” (Pace & Hemmings, 2007, p.21).

Extension Activity Description 4/28/14

Extension Activity Description 4/28/14

For today’s Extension activity we will first be splitting up the class in four different groups. Each group will get the same scenario that we will hand out to the class. We will also give each group a different Teaching by theory type from the reading as well as a description of that particular type. After handing out this information, we will then give the groups ten minutes to read the scenario, discuss their type, and conduct a skit that they will do in front of the class. The last ten minutes will be performing the skits and then a discussion on the different teaching by theory types. This will give the class the ability to create a possible scenario, evaluate and collaborate the teaching by theory types that they receive, analyze other skits that are performed with the different teaching by theory types, and apply them in their skits. The discussion at the end will help the class remember and understand the teaching by theory types so that they can use them in their future classrooms if they choose to. 

Team Gryffindor Discussion 4

Team: Gryffindor

Assessment Block: Discussion 4

 

Roles:

Discussion leader: Madison

Note Taker: Will

Twitter/Time Keeper: Biviana

Devil’s Advocate Tweeter: Luna

 

Summary of last discussion:

You can pair students who are on a winning streak with those that are on a losing streak. This will increase both students’ confident. It will help the student on the winning streak to better understand the material because they will be also teaching it. It will also help the student who is on the losing streak to understand the material.

Assessments can be both frustrating for the student and the teacher.

Teachers should make students feel comfortable enough to ask questions in class. 

When students don’t understand the material you can always try to relate it to a real life situation. Teachers should also try to make the time to see what each student didn’t understand and try to help the student. We could also seek for help or for new ideas from other teachers so that the student can get the help that it’s needed.

For example, on their homework you could revise it and see what they got wrong, explain it to them and make them re do them. 

Discussion starter:

In the first part of the reading, the author goes on to talk about her feelings about assessment when she was younger compared to now. She said that in both instances saying that she was nervous, but obviously in different ways. “It was difficult to move beyond the judgmental aspect of tests. They made kids nervous. They made me nervous.”

Questions:

One of the ten understandings about giving assessments in the classroom is that informative assessment isn’t always about the grade book, and sometimes giving students feedback not relating to grades is better. From your own experience when you were younger (or maybe service learning), why do you think that is? In what ways can you do this in your future classroom?

The author, from her experience, states “If I meant for every student to succeed, I would have to teach with both singular and group needs in mind.” Do you agree with her statement? If so, how can you put this into practice?

Another understanding is “Informative assessment isn’t about just finding

weaknesses.” She thinks that tests can be used as a way to see children’s progressive growth rather than “what’s wrong with them.” Do you agree and if you do how can you make children see assessments as a positive?

Closing: Has your view on assessments changed throughout this block? What is the most influential thing that you learned that you can bring in to your future classroom and teaching practice?

Team Gryffindor Notes for Discussion 2

Discussion Questions:

  1. Do you think teachers should be responsible for students’ assessments on state tests?

    1. Based off of the previous discussion, no, because there is a chance that there could be too much focus on one or two students. There is also the issue of kids that get outside help.

    2. What about kids gifted in the arts? Someone can be amazing at art and music, be well versed in math, but if they have severe test anxiety, then they will almost always do poorly on the test. If you’re a good teacher, you will know your students well enough to know if they truly understand the material.

    3. Students that are verbal rather than visual processors tend to do poorly on paper tests. Some students may be better at comprehension, which is when one-on-one attention would be key. On assessments, this is rarely available, but it may be crucial to the success of the student. From personal experience, many feel that would be better.

    4. Every individual tests differently, so that means that the testing should be provided in different ways to account for that.

    5. There should be another form of accountability in other ways than just the standardized tests. Observational accountability is an option.

    6. There are other options like “data meetings” where specific points are mentioned where teachers and all of the school faculty can collaborate to ensure that education is a group effort instead of having all of the responsibility placed on one person.

    7. Help may need to happen, but not in the amount that the students begin to rely on the teacher’s help all of the time.

  2. The four principles that are important in classroom assessment are: reliability, reference points, validity, and record-keeping. Which of these four principles do you think is more important?

    1. It’s a tough question because one doesn’t work without the other. However, validity, because interpretation of what the student is learning is key. But, really, you can’t have one without all of the others.

    2. In order to be reliable you have to be valid, they all work together.

  3. What methods would you use in your classroom to ensure assessment covers targeted learning outcomes while remaining reliable and valid?

    1. Both qualitative, interviewing, questioning and test scores

  4. Do you think teachers working together reviewing students’ work is a good or bad idea?

    1. It’s a good idea. Teachers bouncing ideas off of each other and principal support is key. Principal support for teachers especially when dealing with incidents with students is key and teachers should not feel and have to be in this alone.

    2. I like the idea of teachers communicating with each other. This should help a lot with students falling behind.

Discussion Ender: “It is individuals, not classes, who learn.” (page 8)

i. This idea exists in the notion that one size no longer fits all when it comes to education.

 

Discussion 2 – Team Gryffindor

Team: Gryffindor 

Assessment Block 

Roles:

Discussion leader: Bivianna

Note Taker: Luna

Twitter/Time Keeper: Madison 

Devil’s Advocate/Challenge Tweeter: Will

Discussion Starter:

Summary of last discussion:

  • Some subjects you might be able to test them better than way and help the students actually comprehend and learn the material.
  • Some ways to move from emergent to proficient could be first learning with a set of rules and then learning with hands on.
  • At first we might be more emergent because we will be new teachers. After we will then start to get to the proficient level with practice
  • The teaching tests were not really intended to be motivational but to see if the people taking the tests are qualified. Some people taking the tests are not qualified at all and it is scary to look around the test room and see people who might not be good teachers.
  • We also decided that an assessment is based on opinion and an evaluation is based on criteria

Discussion Questions:

  1. Do you think teachers should be responsible for students’ assessments on state tests?
  2.  The four principles that are important in classroom assessment are: reliability, reference points, validity, and record-keeping. Which of these four principles do you think is more important?
  3. What methods would you use in your classroom to ensure assessment covers targeted learning outcomes while remaining reliable and valid?
  4. Do you think teachers working together reviewing students’ work is a good or bad idea?

Discussion Ender: “It is individuals, not classes, who learn.” (page 8)

Team Gryffindor – Discussion 1

Google Doc Link: https://docs.google.com/document/d/1QYYr0j9yVGiV11vbjvs_eld9Xp1f-Ysv_LwGLiL9-T8/edit?usp=sharing

 

http://youtu.be/O2-tQcD9v48?t=5m12s   5:12-5:47

 

“Results from the assessment support important insights on the nature, strengths, and weaknesses of student progress relative to the standards.

Educators and students use this feedback to understand and direct their attention to improving relevant aspects of student learning.

Assessment can motivate students to learn better, teachers to teach better, and schools to be more educationally effective.” (pg. 7)

 

“Educators have traditionally relied on assessment that compares students

with more successful peers as a means to motivate students to learn, but recent research suggests

students will likely be motivated and confident learners when they experience progress and achievement, rather than the failure and defeat associated with being compared to more successful peers” (pg. 4) 

 

 

“Motivation is essential for the hard work of learning. The higher the motivation, the more time and energy a student is willing to devote to any given task.” (pg. 6)

 

 

 

 

 

Question 1 –  From the reading, we can see the benefits. What are pitfalls of doing a “cookie cutter” standardized test and how can we mitigate these?

 

Question 2 – What are ways to move from emergent to proficient in a specific concept or idea taught in schools?

 

Question 3– As new teachers, what ways can you think that you will be a “proficient” rather than an “emergent” style of teacher?

 

Question 4 – What are the benefits and downfalls of pre-employment or entrance exams(SATs, GRE, Pre-Employment knowledge testing)?

 

Question 5– Do competitive assessments motivate students or will they discourage students?

 

Most Exciting Tweet! – Let’s Respond!

 

 

 

Roles:

 

Twitter/Time Keeper – Will

 

Notes- Madison

 

Devil’s Advocate/Challenge Tweeter: Biviana

 

Discussion Leader: Luna