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EDUC451 Lecture Notes - Lecture 2: Formative Assessment, Summative Assessment, List Of Fables Characters

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pucemallard917
3 Oct 2018
School
University of Delaware
Department
Education
Course
EDUC451
Professor
Laurie Wicks

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Document Summary

Plan for informal and formative strategies for each lesson. 3 roles of assessment in the classroom: Assessment of student learning prior to teaching. Assessment of student learning integrated in the act of teaching. Assessment of student learning at the end of some period of instruction. To determine entering skills/prior knowledge of students in order to plan instruction. Established a baseline of learning in order to show student growth after instruction. Can also be used for placement decisions. The use of day-to-day, often informal, assessments to explore students" understanding. Can be formal when you collect data on student progress towards the learning outcomes/expectations. Enables the teacher to decide how best to help students develop that understanding. What makes an assessment formative is what the teacher does with the information it generates. Unless the result of the assessment is used to change something in teaching or learning, there is nothing formative taking place.

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Related Questions

Create a science lesson plan that involves insects. Use the 5E model from thepresentations and readings. You may come up with an original lesson plan or modify anexisting lesson plan, as long as it is not already in the format of the 5E model. If you usean existing lesson plan, paraphrase appropriately and acknowledge the source.

Title

Your title should summarize the lesson. Be mindful of the grade level! It’s okay to be clever with the title, but be sure your title makes sense.

Objectives

Your lesson plan should focus on two or three learning objectives. Your learning objectives should describe what you want the students to know or be able to do when they complete your lesson. Be sure to follow the guidelines in the presentation on writing effective learning objectives!

Advanced Preparation

Provide a detailed explanation of the science content being developed in the lesson. Here, you as a teacher should demonstrate your understanding of the science being taught in the lesson. Assume the reader does not have this background knowledge.

Additionally, a teacher may have to prepare materials before the start of your lesson. In this section, please describe what the teacher needs to do before students arrive. If there are handouts, they need to be referenced in this section.

Engage

What will you do to captivate student attention?

How will the activity help students identify their misconceptions?

How will you connect to students’ everyday lives?

What questions will you ask students?
(Provide sample answers you expect from students.)

Explore

How will you transition from the engagement to the exploration?

What common, cooperative experience will you provide for students?

How will you help students generate their own questions about the experience?

Will the students collect data? If so, what data will they collect?

What questions will you ask the students? (Provide sample answers.)

Explain

What guiding questions will you ask? (Provide sample answers.)

What ideas will you be trying to develop?

How might you act out or demonstrate the ideas you’re developing?

What opportunities will you provide for students to articulate their ideas and listen to each other?

What terminology will you introduce, and how will you clarify what students articulate?

Elaborate

What will students do during this phase?

What concepts will you be having them apply, in what kind of activity?

Will you ask students to relate previous experiences to current activities?

What guiding questions will you ask? (Provide sample answers.)

Evaluate

What formative assessments will you use, and when in the lesson will you use them?

What specifically will you be looking for in these?

What summative assessment will you use?

What specifically will you be looking for in this?

Acknowledgments

Cite any references used; APA format.

Side Bar

Main Idea

In one sentence, state the aim of your lesson.

Grade Level

State the grade level or range that your activity would be best for.

Subject

State the subject(s) covered by your lesson. Your lesson plan can address multiple subjects if appropriate, but at least one subject should be science.

Setting

State the most appropriate location for teaching your lesson plan.

Time Needed

State how long the lesson takes. Work through your lesson to estimate this.

Next Generation Sunshine State Standards

Find two standards that your lesson/experience plan meets. The Next Generation Sunshine State Standards can be found here http://www.floridastandards.org/Standards/FLStandardSearch.aspx
Refer to the Lesson Plan presentation for help selecting standards.

Materials Needed

List all the materials needed for your lesson.

Title

Main Idea

Grade Level

Subject

Setting

Time Needed

Standards

Materials Needed

Learning Objectives:

1.

2.

3.

Advanced Preparation

Engage

Explore

Explain

Elaborate

Evaluate

Acknowledgements / References

the full case is below. i need help answering "How would you evaluate whether the sample size for the survey was appropriate in this case?" please. Thanks

Mastering Teacher Leadership

>Abstract

This case is about a multistage, communication study of teachers by Wittenberg University’s Department of Education to determine the viability of starting a Master of Education program for Ohio-certified teachers working within school districts serving a five-county area. www.wittenberg.edu

>Background

Ohio legislators recently implemented new standards for those wishing to teach within Ohio’s public and private schools. Teachers certified to teach in Ohio in 2002 or later will need to complete a master’s degree before obtaining their second licensure renewal. New teachers, therefore, will have a five- to seven-year window to complete the master’s degree after their initial licensure to teach. Historically, teachers have looked to graduate level courses to fulfill their professional development requirements. According to the newly passed Ohio Department of Education Teacher Certification Standards, for the first time all professional development activities must be tied to professional development plans customized by local school district goals. All such plans will be approved and monitored by Local Professional Development Committees. These LPDCs will look favorably on courses that fit local goals, which are increasingly motivated by student performance variances on standardized tests. Wittenberg University is primarily a resident campus of 2,000 students affiliated with the Lutheran Church in America. Located in central Ohio, Wittenberg is a comprehensive liberal arts institution with professional programs in education, business management, pre-med, and pre-law. It has been training teachers for more than 150 years and has earned a reputation for producing exceptional teachers for K–12 programs. This high quality, as perceived by local teachers who supervise Wittenberg undergraduate field teaching experiences, is expected to be Wittenberg’s greatest asset in pursuing the development of a master’s program. Wittenberg, historically, has not offered a graduate degree in education, but it has offered graduate degrees in its nationally recognized music program and, until the mid-1980s, in its theology program. Wittenberg sees the change in Ohio Teacher Certification Standards as an opportunity for its Center for Professional Development (WittCPD), a program of professional development courses designed to fulfill the continuing education requirements of teachers in the area. Central Ohio is rich with high quality universities. Within a 30-minute drive of Wittenberg’s campus, undergraduate teacher education programs can be found at Wright State University (WSU), the University of Dayton (UD), Urbana College, Cedarville College, Wilberforce University, and Central State University. WSU and UD currently offer Master of Arts degrees in teaching. WSU offers continuing education programs that fulfill professional development programs. Increased turnover is also expected to be a motivating factor contributing to increased enrollment in university development programs. Ohio’s schoolteacher turnover is expected to increase due to the aging of the teacher population, incentive buyout programs designed to encourage aging teachers to retire, and the need to hire experienced teachers in the hard-to-fill math and science areas. With an average 15 years teaching experience, Clark County schools have more than 900 certified staff and hire 50–60 new teachers each year. Springfield City schools have more than 800 certified staff and hired 119 teachers in 1997, 99 in 1998, and 118 in 1999.

>Research

The faculty of the education department, in concert with university administrators, conducted a brainstorming session in early fall 1998 to identify university resources that might contribute to a master’s program in education. This was followed by a retreat with an Ohio Department of Education consultant, who reiterated the advantages of a liberal arts-based program in the ongoing preparation of K–12 teachers. To further explore the opportunity for offering a Master of Arts degree in Classroom Leadership, WittCPD conducted three focus groups: two with Springfield City district teachers and one with local school superintendents. Both groups were positive about the likelihood of a program customized to the needs of the various local school districts. Additionally, they provided direction for the desired content and orientation of an effective program. Such a program would need to: • Deal with the diverse cognitive and social needs of students. • Emphasize technological literacy for both teachers and students. • Emphasize both program and classroom assessment by providing a sound research foundation for both curriculum and instruction. • Address classroom management issues of student social skills, moral education, and discipline. • Provide a framework for teachers to learn to collaborate with other teachers and with community professionals. In the spring of 1999, Education faculty associated with the WittCPD drafted a market survey and mailed it to 2,000 practicing teachers in a four-county area. Each of the 1,600 teachers in Clark County, Wittenberg’s home county, received a questionnaire, with the remaining 400 surveys delivered to a systematic sample teaching in the outlying counties of Green, Montgomery, and Champaign. By September 1, 1999, 763 teachers had returned their surveys (31.8 percent response), of which 53.8 percent of respondents had completed or were enrolled in degree programs beyond the bachelor’s level.

>Initial Results

Out of 763 teachers, 21.2 percent said they definitely would enroll, with an additional 57.7 percent who might enroll, citing professional requirements, professional advancement, or keeping their certification as the three primary reasons for enrolling. Those who expressed a lack of interest in a Master of Arts program at Wittenberg claimed as three obstacles the anticipated high cost, their holding a current master’s degree, or family responsibilities. In order for the Wittenberg Board of Directors to approve offering of the new degree program, the program needs to continue the liberal arts tradition and strengthen the undergraduate teacher education program, as high quality undergraduate education is seen as part of Wittenberg’s primary mission. Additionally, new academic initiatives such as the one proposed are increasingly asked by the board to reach break-even within their first operating year.