Blog Post 1
Over the course of my educational journey, there were many forms of assessment that were used to improve student learning. Teachers used various strategies and techniques to aid in the learning process of students. For both elementary and high school settings, the common forms of assessment that were used were: tests, quizzes, written and oral communication evaluations. These types of evaluations provided teachers the necessary means to gain insight into the academic levels of their students and make adjustments accordingly. The goal of an educator is to give the best possible learning experience for their students. Therefore, if teachers get to know their students, and their learning styles, this will ensure a positive learning outcome for the class as a whole.
Through these four primary types of assessments, teachers were able to make note of the differences among their students; in terms of their learning styles and what levels the students were at. However, depending on the grade level, assessments were carried out in different manners. For example, students in younger grades had a variety of testing where the teacher would primarily assess students individually. As students get to higher grade levels, the individual assessments would still take place. However, teachers would do this type of evaluation in collaborative group settings as well. Overall, I believe that assessments benefit students a great deal. Assessments test students in terms of their academic standings and learning capabilities. Through the results of the assessments, teachers are able to modify their teaching techniques in order to help a student's learning process. In the long run, assessments will help students be part of a program that will benefit their whole education experience.
Through these four primary types of assessments, teachers were able to make note of the differences among their students; in terms of their learning styles and what levels the students were at. However, depending on the grade level, assessments were carried out in different manners. For example, students in younger grades had a variety of testing where the teacher would primarily assess students individually. As students get to higher grade levels, the individual assessments would still take place. However, teachers would do this type of evaluation in collaborative group settings as well. Overall, I believe that assessments benefit students a great deal. Assessments test students in terms of their academic standings and learning capabilities. Through the results of the assessments, teachers are able to modify their teaching techniques in order to help a student's learning process. In the long run, assessments will help students be part of a program that will benefit their whole education experience.
Blog Post #2 - Session 5
Over the course of the last four sessions of assessment, I have learned the the Growing Success document plays a key role in helping to guide pre-service and in-service teachers in evaluating student learning. The ministry document provides many useful tools to help educators get familiar and follow the various instruction, assessment and evaluation strategies. In my opinion, the Growing Success document has helped myself a great deal in understanding the various aspects of the lesson plan template; as well as establishing a better understanding of assessment. At a first glance, assessment tasks and evaluations seemed like a confusing concept to complete. However, if teachers consult and get familiar with this document, assessment and evaluation strategies will come easier to complete. In addition, since my placements are with the Hamilton-Wentworth Catholic District School Board, their policies make reference to the Growing Success document. Therefore, it has been a great benefit to myself to become familiar with this document in order to continuously use it throughout my teaching career.
Instructional Lesson Planner - Part 2
NAME: Teresa-Marie Pagliaro (Erika Inrig ,
Mike Wolfsgruber, , Kelly Johnson)
|
||
Grade: 4
|
Subject: Language
|
Strand(s): Oral
Communication
|
Overall Expectation(s):
1. Listen to understand and respond
appropriately in a variety of situations for a variety of purposes
2. Use speaking skills and strategies
appropriately to communicate with different audiences for a variety of
purposes
3. Reflect on and identify their
strengths as listeners and speakers, areas for improvement, and the
strategies they found most helpful in oral communication situations
|
Specific Expectation(s):
1.2 demonstrate an understanding of
appropriate listening behaviour by adapting active listening strategies to
suit a variety of situations, including working in groups
1.8 identify the point of view
presented in oral texts
2.2 demonstrating an understanding of
appropriate speaking behaviour in a variety of situations.
2.3 communicate in a clear, coherent
manner, presenting ideas, opinions and information in a readily
understandable form.
3.1 identify, in conversation with the
teacher and peers, what strategies they found most helpful before, during and
after listening and speaking and what steps they can take to improve their
oral communication skills.
|
Achievement Chart Categories:
ð Thinking
ð Communication
Communication expression
and organization of ideas, clear expression, logical organization
communication for different audiences and purposes use of appropriate style,
voice, point of view, tone in oral
Thinking use of planning
skills to generate ideas, the
use of processing skills making inferences, interpreting, analysing,
detecting bias, synthesizing, evaluating, forming conclusions
|
LEARNING SKILLS AND WORK
HABITS: Which LSWH(s) will be addressed?
|
||
LEARNING
GOAL(S)
Describe the
curriculum expectations & LSWH in
student friendly language
We
are learning to…
Listen attentively when others are speaking.
(1.2)
Identify the point of view of the speaker.
(1.8)
Demonstrate
an understanding of appropriate speaking behaviour in a variety of
situations. (2.2)
Communicate in a respectful manner. (2.3)
Develop strategies for active listening. (3.1)
|
ASSESSMENT
TASK /STRATEGY
Describe what
students will be doing to address the learning goal(s) and identify:
ð PURPOSE:
For
ð NATURE: Formative
ð
Observation/Conversation/Product
Jigsaw
o
Students will
be placed in groups randomly. In these expert groups, students will read a short
text and discuss the plot events with their peers. Students will then be
numbered and will form new number groups (the jigsaw). In these new groups,
students will discuss the events that have happened in their text. The final
step involves students regrouping back to their expert (original) groups to
discuss the plots that they heard from one of their peers. In addition, the
last task for students would be to write a brief entry in their literacy
workbooks about the text they read and a text they heard about from one of
their peers (in their second groups). This Jigsaw Reading activity will take
place one a week.
|
SUCCESS
CRITERIA
Describe what
successful attainment of the learning goal(s) looks like for your assessment
task
I can….
Turn
my body to the speaker and make eye contact (1.2)
Share
my thoughts when it is appropriate to do so in a respectful manner (1.2)
Identify any stereotypes and biases the
speaker may present (1.8)
Share
my thoughts when the time is appropriate (2.3)
(3.1) Demonstrate that I have
reflected on and developed a strategy that best helps me with active
listening
|
|
Identify & create a tool to
record & analyse information from the success criteria for the task
Include the assessment tool with this
document
Anecdotal Record/Checklist –
incorporated in 1 document (The instructor walks around from group to group
listening in on conversations, making note of who is participating and who
still needs encouragement in order to feel comfortable sharking ideas with
peers, coming prepared with reading completed).
|
||
Assessment Tool: Anecdotal Record/Checklist
Activity/Focus or Content: Jigsaw Reading Activity
|
Success Criteria:
|
✓* = Student has completed work
and is prepared;
✓=
Student has demonstrated some completed work
ý=
Student has demonstrated little preparedness and understanding of novel
Name:
|
Comments:
|
|
Listen
attentively when others are speaking
|
||
Identify the
point of view of the speaker
|
||
Demonstrate an
understanding of appropriate speaking behaviour in a variety of situations
|
||
Communicate in
respectful a respectful manner
|
||
Name:
|
Comments:
|
|
Listen
attentively when others are speaking
|
||
Identify the
point of view of the speaker
|
||
Demonstrate an
understanding of appropriate speaking behaviour in a variety of situations
|
||
Communicate in
respectful a respectful manner
|
||
Name:
|
Comments:
|
|
Listen
attentively when others are speaking
|
||
Identify the
point of view of the speaker
|
||
Demonstrate an
understanding of appropriate speaking behaviour in a variety of situations
|
||
Communicate in
respectful a respectful manner
|
AER Strategy Form
|
EDBE 8Y01 Digital
Portfolio: AER Strategy Form Name: Teresa-Marie Pagliaro
|
|||
|
GROWING SUCCESS POLICIES
|
My Professional Learning Goals
1 goal for each
|
Strategies For Meeting
My Goals
1 strategy for each
|
Curated
Resources
minimum of 2 sources for
each
|
|
POLICY
Fundamental Principles
|
I will learn the fundamental principles in the Growing Success document.
|
I will recognize the different principles and
define each principle.
|
-The Growing
Success document (chapter 1)
-EduGAINS
|
|
POLICY
Learning Skills & Work Habits
|
I will learn the six learning skills and work
habits.
|
I can distinguish and report on the learning
skills and work habits of my students.
|
-The Growing
Success document (chapter 2)
-Sample Elementary Provincial Report Card
|
|
POLICY
Performance Standards: The Achievement Chart
|
I will learn the framework that encompasses all
curriculum expectations for subjects/ courses across grades.
|
I will plan instruction for learning and provide
a basis for consistent and meaningful feedback for students in relation to
the provincial performance standards.
|
-EduGAINS (Performance Standards: The Achievement
Chart module)
- The Growing
Success document (chapter 3)
-Learning for All document (chapter 4)
|
|
POLICY
Assessment FOR Learning & AS Learning
|
I will demonstrate an understanding of the two
types of assessment.
|
I will analyze and interpret evidence of
learning; as well as give and receive specific and descriptive feedback about
student learning.
|
-EduGAINS (Assessment as and Assessment for
Learning module)
-Learning for All document
|
|
POLICY
Evaluation
|
I will learn to evaluate student learning.
|
I will gather evidence of student achievement for
evaluation; which will be collected over time from observations,
conversations and student products.
|
-The Growing
Success document (chapter 5)
-EduGAINS document http://bit.ly/2g8tU53
|
|
POLICY
Reporting Student Achievement
|
I will learn to report upon student achievement.
|
I will make professional judgments in order to
determine a student’s report card grade.
|
-The Growing
Success document (chapter 5)
-Learning for All document
|
|
POLICY
Students With Special Education Needs
|
I will demonstrate an understanding of the
different policies and strategies to aid in the learning process of students
with exceptionalities.
|
I will make teaching modifications and learning
accommodations for students with exceptionalities.
|
-Learning for All ministry document
-Special Education ministry document
-The IEP Resource Guide
|
|
POLICY
English Language Learners
|
I will learn different strategies of teaching ELL
students; as well as familiarizing myself with the ministry ELL document.
|
I will be able to explain different strategies
and policies concerning ELL learners based on ministry documents.
|
-The ELL ministry document
-Supporting ELL ministry document
|
|
POLICY
The Kindergarten Program
|
|
|
|
No comments:
Post a Comment