Description
question 1: http://www.tdschools.org/wp-content/uploads/2012/0…
Embedded Formative Assessment by William Chapter 6
Chapter Overview:
Although research shows that there is extraordinary power in employing students as instructional resources for one another in the classroom, this approach is rarely employed effectively in classrooms. This chapter explores roles that students can play to improve the learning of their peers. For example, one surprising study found that the effect of peer tutoring – one form of activating students as instructional resources — can be almost as strong as one-on-one instruction from a teacher. What this study revealed is that students often feel reticent about interrupting a teacher to ask for clarification. However, when working with a peer, students often feel comfortable enough to ask the peer to slow down or go over something again and again until they understand. This has tremendous potential. Imagine the power of peer tutoring if, under the right circumstances, struggling students might learn more from peers all because of a change in power relationships.
Do not just summarize the readings; consider the following questions in all four areas to guide your responses & reflections: (Cut/Paste these four questions into your response as paragraph headers)
- What are the key ideas or practices shared in the Chapter/Article?
- Reflect on possible applications to your present educational setting.
- Make connections to other readings, discussions from this class, or other courses that you have taken.
- Reflect on the course theme for Week 6-“Focus on Collaboration” and how it could connect to chapter/article content (Be Creative).
question 2:
Embedded Formative Assessment by William Chapter 7
Chapter Overview:
This chapter focuses on the final formative assessment strategy – activating students as owners of their own learning. Research shows that getting students involved in their own learning has the potential to produce extraordinary improvements in their achievement. For example, in one research study, a group of mathematics teachers were given two hours of professional development each week to learn how to structure student self-assessment – one form of activating students as owners of their own learning. Then these teachers used a structured approach in which they had students assess themselves by using objective and precise criteria on regular feedback. At the end of twenty weeks these students, along with students of teachers who had not received the special professional development, took a standardized mathematics test. The students who had learned the self-assessment skills learned in twenty weeks what would otherwise have taken thirty-eight weeks to learn. In other words, using the technique of self-assessment almost doubled the rate at which students were learning!
Do not just summarize the readings; consider the following questions in all four areas to guide your responses & reflections: (Cut/Paste these four questions into your response as paragraph headers)
- What are the key ideas or practices shared in the Chapter/Article?
- Reflect on possible applications to your present educational setting.
- Make connections to other readings, discussions from this class, or other courses that you have taken.
- Reflect on the course theme for Week 7-“Focus on Empowerment” and how it could connect to chapter/article content (Be Creative).
question 3: 7C’s UDL Assessment & Lesson Plan
Rewatch: Lesson Plan Overview: Step-by-Step Directions (10:00)
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Using a CA Common Core Content Standard (CA CCSS) from a self-selected grade level, candidates will write a clear instructional learning target and will identify the most effective, efficient method for assessing student mastery of that learning target. Candidates will develop a comprehensive assessment plan to address formative assessment activities before, during, and after learning.
The plan includes formative and summative assessments and multiple means of engaging learners to demonstrate their knowledge (TPE 3.4). Formative assessment principles and strategies described in the course readings will be evident in the completed plan. The Assessment Plan will be evaluated using a scoring rubric. CLO 1, 2, 3, 5, 6 e
