Abstract:
The first part of chapter was all about effective and fair grading. The second part of chapter was about reporting grades. There were six main principles to grading; grades and reports should be based on clearly specified learning goals an performance standards, evidence used for grading should be valid, grading should be based on established criteria not on arbitrary norms, not everything should be included in grades, avoid grading based on averages, and focus on achievement and report on other factors seperately. The part on reporting was that it should be expanded from the simple one letter grade to a system that shows more adequately how well students have mastered the content.
Reaction:
There was a slight disagreement at the beginning about the part that all assessments should not be grades but that all grades are assessments. There was disagreement in our group, some thought that all assessments should be graded. At the end I believe there was consensus. The one section that we all really agreed on was the fact that assessments should not be arbitrary. The things that we assess our students for should be the important things we are trying to teach them, not simply memorization of radom facts.
Wednesday, March 21, 2007
Monday, February 26, 2007
chapter 10
For the most part this chapter finalizes the idea of DI and UbD and how you might be able to apply the ideas from the book to real life. This chapter talks about two models and how they can be broken down and used in classrooms. It also presents three questions that need to be answered as far as the two models go. It goes on to then state that if all of the questions are answered then the students will be able to succeed with the material. That is pretty much the chapter in a nut shell.
We as a group really loved this chapter because we could all connect with the stuff in the chapter and we all are able to apply stuff like this in our classrooms to meet the needs of the students. We all believe that by using these two that we will be able to become a more effective educator which will maximize the strengths of all of the students. We also feel that we need to follow these two models and step out of our comfort zones in order to become an effective teacher. This is a very good chapter because it sums all of the stuff up for us.
We as a group really loved this chapter because we could all connect with the stuff in the chapter and we all are able to apply stuff like this in our classrooms to meet the needs of the students. We all believe that by using these two that we will be able to become a more effective educator which will maximize the strengths of all of the students. We also feel that we need to follow these two models and step out of our comfort zones in order to become an effective teacher. This is a very good chapter because it sums all of the stuff up for us.
Thursday, February 22, 2007
Chapter 7
Abstract:
This chapter is about educators teaching for understanding in academically diverse classrooms. It tells us that it is not that quantity of information that is imoprtant but the quality. It gives us six tipes for creating essential questions for teachers. It mentioned the learnig ladder and the problems with it. We should employ a small amount of essential questions. The chapter also introduces the six facets of learning as instructional tools. The chapter finishes be explaining the WHERETO format. Educators should think about WHERETO when they are developing a plan for format. Educators should think about WHERETO when they are developing a plan for learning. These elements provide the armature or blueprint for instructional planning.
Reaction:
I really liked the initial statement in the chapter that, "Understaning must be earned, whereas facts can me memorized and skills developed through drill and practice, coming to an understanding on 'big ideas' requires students to construct meaning themselves." I believe this 100%. Students can sit and listen to you giving a lecture all year and not fully understand unless they have put in the time themselves. Tyler felt a connection with the ladder theory and the WHERETO format. Tyler and Katie both felt that you need to build off of things that you learn to reach the next level. Tyler liked that WHERETO format because they are good questions to consider when developing the guidelines for a lesson plans. Tyler believes they cover all important aspects that will help the students get the most out of the lesson. Rich also believes that WHERETO would be very good when starting to plan a lesson. He likes how this chapter used self knowledge in the math example. He also liked the idea of posting the essential questions on the wall that we it is clear to the students of what they have to do. Rich himself has always done better when he knows what needs to be done.
This chapter is about educators teaching for understanding in academically diverse classrooms. It tells us that it is not that quantity of information that is imoprtant but the quality. It gives us six tipes for creating essential questions for teachers. It mentioned the learnig ladder and the problems with it. We should employ a small amount of essential questions. The chapter also introduces the six facets of learning as instructional tools. The chapter finishes be explaining the WHERETO format. Educators should think about WHERETO when they are developing a plan for format. Educators should think about WHERETO when they are developing a plan for learning. These elements provide the armature or blueprint for instructional planning.
Reaction:
I really liked the initial statement in the chapter that, "Understaning must be earned, whereas facts can me memorized and skills developed through drill and practice, coming to an understanding on 'big ideas' requires students to construct meaning themselves." I believe this 100%. Students can sit and listen to you giving a lecture all year and not fully understand unless they have put in the time themselves. Tyler felt a connection with the ladder theory and the WHERETO format. Tyler and Katie both felt that you need to build off of things that you learn to reach the next level. Tyler liked that WHERETO format because they are good questions to consider when developing the guidelines for a lesson plans. Tyler believes they cover all important aspects that will help the students get the most out of the lesson. Rich also believes that WHERETO would be very good when starting to plan a lesson. He likes how this chapter used self knowledge in the math example. He also liked the idea of posting the essential questions on the wall that we it is clear to the students of what they have to do. Rich himself has always done better when he knows what needs to be done.
Monday, February 12, 2007
chapter 6
This chapter talks about the instructional decision making of the backward design model and how it works with a classroom. In order to be an effective teacher you have to use the classroom elements to your advantage to achieve the highest academic outcome for our students. This chapter tells us that differentiation is not all about meeting the students needs, but instead it is about responsive to our students. This chapter also touched upon classroom management tips a little and how the classroom could be ran to maximize student output. Understanding the differences between the students and the teacher can only help in developing the lesson so that everyone learns something.
We as a group liked the fact that the book explained differentiation a little more so that we could gain more insight into it. It helps us with the fact that we need to adjust to every different student because they all have very different learning styles. It breaks it down even more into simpler words that we can better understand. We all want to have the mindset to be able to teach responsively so that we can adjust to other student needs. If we can't adjust then we are not an effective teacher and we should not be shaping the minds of our nations children. We know that it is almost impossible to reach every student, but a good teacher will try to do this and that is what separates them from the other teachers that just want the paycheck. A true teacher is there to further learning and help people learn new ideas and concepts. As a group we all believe that the ramp example summed up the chapter for all of us. It may have been built for a few people, but in the end it helps everyone.! That is our group response to this chapter!
We as a group liked the fact that the book explained differentiation a little more so that we could gain more insight into it. It helps us with the fact that we need to adjust to every different student because they all have very different learning styles. It breaks it down even more into simpler words that we can better understand. We all want to have the mindset to be able to teach responsively so that we can adjust to other student needs. If we can't adjust then we are not an effective teacher and we should not be shaping the minds of our nations children. We know that it is almost impossible to reach every student, but a good teacher will try to do this and that is what separates them from the other teachers that just want the paycheck. A true teacher is there to further learning and help people learn new ideas and concepts. As a group we all believe that the ramp example summed up the chapter for all of us. It may have been built for a few people, but in the end it helps everyone.! That is our group response to this chapter!
Sunday, February 11, 2007
Chapter 9
Abstract:
This chapter brought differentiated instruction and understanding by design together to reflect the best of content and learner centered planning, teaching and assessing in the classroom. The chapter breaks down how both models are being used in the lesson plan and gives examples of how the big ideas of the two come together for classroom application. When DI and UBD are combined, they develop an understanding for the essentials students will need to know, understand, and be able to do at the end of each specified unit. They also constitute evidence that students know, understand, and can do those things. (As well as the steps necessary to guide students to the desired outcomes.) These two models combined facilitate the teacher and learner relationship that is both having expectations that lead to maximizing the learning potential of the students.
Reflection:
In our reflections, we all mentioned how we liked the specific examples that were given in this chapter. In particular, Tyler and I, really found it helpful when they broke down the nutrition plan and how each model was being used in that particular situation. This chapter helped us understand the difference between the two better, and how they are combined and used in a lesson plan. There is no doubt in my mind that we will all use this when we become teachers of different instruction. All of our goals as future educators are for our students to be successful, knowledgeable and of course healthy. We feel that using this method is the best way to get just that!
Posted by Katie ;)
This chapter brought differentiated instruction and understanding by design together to reflect the best of content and learner centered planning, teaching and assessing in the classroom. The chapter breaks down how both models are being used in the lesson plan and gives examples of how the big ideas of the two come together for classroom application. When DI and UBD are combined, they develop an understanding for the essentials students will need to know, understand, and be able to do at the end of each specified unit. They also constitute evidence that students know, understand, and can do those things. (As well as the steps necessary to guide students to the desired outcomes.) These two models combined facilitate the teacher and learner relationship that is both having expectations that lead to maximizing the learning potential of the students.
Reflection:
In our reflections, we all mentioned how we liked the specific examples that were given in this chapter. In particular, Tyler and I, really found it helpful when they broke down the nutrition plan and how each model was being used in that particular situation. This chapter helped us understand the difference between the two better, and how they are combined and used in a lesson plan. There is no doubt in my mind that we will all use this when we become teachers of different instruction. All of our goals as future educators are for our students to be successful, knowledgeable and of course healthy. We feel that using this method is the best way to get just that!
Posted by Katie ;)
Sunday, February 4, 2007
chapter 5 abstract and reflection
Overall, this chapter is about assessment and the different ways that it can be met. There are three different types of assessment mentioned in this chapter and they are: summative, diagnostic, and formative. The chapter also mentions a key part in teaching and that is the GRASPS Frame. It also talks about how assessments are used to improve the educators teaching abilities and the student's knowledge of the material. There is also one more thing that my teammates and I have mentioned and when everyone mentions the same thing then you know that it is important. We all mentioned the example of the photo albums versus the snapshots. This important thing found in the chapter tells all of us that as a teacher you need to look at the overall picture and not just one thing. You can't effectively give a grade of a person on one assignment, instead you need to see a persons progression in order to give a grade.
Everyone in the group also mentioned the GRASPS Frame and we all think that it is a good tool to use when you are becoming a teacher. Like I mentioned before we all like the photo album approach and we think that it is the most effective assessment tool that anyone of us have seen yet! You need to look at the bigger picture in order to see progression whether it be a teacher or a coach. Overall effort should be looked at and not one test grade because we are all human and we are entitled to have a bad day at some point. Most of us in the group believe that we need to evaluate our work as a teacher in order to fix our weaknesses so that our student's knowledge can be accurately recorded instead of the lack of teaching on our part. We believe that assessment needs to be enforced on the teacher as well as the student. When making projects we believe that it is important to provide a rubric for the students because we think that when you give students a rubric they know what they need to do instead of guessing at what they need to do. This helps the teacher and the student out in a big way. If the student has to guess then the teacher didn't do there part. The last thing that all of us in the group want to do when we become a teacher is using the three important assessments: summative, diagnostic, and formative. We believe that these three things make up the real teacher and they make the teacher better for preparing our nations children! We all loved this chapter and truly believe that it is a beneficial chapter!
Everyone in the group also mentioned the GRASPS Frame and we all think that it is a good tool to use when you are becoming a teacher. Like I mentioned before we all like the photo album approach and we think that it is the most effective assessment tool that anyone of us have seen yet! You need to look at the bigger picture in order to see progression whether it be a teacher or a coach. Overall effort should be looked at and not one test grade because we are all human and we are entitled to have a bad day at some point. Most of us in the group believe that we need to evaluate our work as a teacher in order to fix our weaknesses so that our student's knowledge can be accurately recorded instead of the lack of teaching on our part. We believe that assessment needs to be enforced on the teacher as well as the student. When making projects we believe that it is important to provide a rubric for the students because we think that when you give students a rubric they know what they need to do instead of guessing at what they need to do. This helps the teacher and the student out in a big way. If the student has to guess then the teacher didn't do there part. The last thing that all of us in the group want to do when we become a teacher is using the three important assessments: summative, diagnostic, and formative. We believe that these three things make up the real teacher and they make the teacher better for preparing our nations children! We all loved this chapter and truly believe that it is a beneficial chapter!
Wednesday, January 31, 2007
chapter 3 absract and reflection
This chapter introduces to us the backwards planning model and the three steps that are associated with this model. This model was designed to teach the "big ideas" within any given content area, so that we as teachers don't overload the students with boring information that they will forget in a few days down the road. Throughout the chapter it is stressed that improving student learning in a content area is better then flying through the material so that it can all be put on one big giant standardized test. The model shows us how to make a lesson/unit plan by going backwards and starting with the established goal. From there a teacher can make a clear plan that anyone could follow!
Now after having used the backward design model, so far all of us love it. We now know what teachers have to go through every time they want to create a class lesson plan. We like the fact that so far it is pretty easy to do based on the fact that we develop the goal first and then proceed from there. We believe that it may be more work for the teacher, but it will help the students out more in the end that is what the teacher is there for. They are there for the students and even though it makes more work for the teacher it ends up being better in the end. We strongly feel that this makes the teacher better and that allows for the students to learn more and feel comfortable about the stuff that they have been taught. We think that it should also be mandatory for all teachers to have to create a lesson plan using the backward design plan and that all of the schools in Maine should be made to do this. We agree with out teacher Dr. Grace when she says that it only makes us better when it comes time to teach! She will find a way for all of us to become successful in planning lesson plans and units based off of the backward design model!
Now after having used the backward design model, so far all of us love it. We now know what teachers have to go through every time they want to create a class lesson plan. We like the fact that so far it is pretty easy to do based on the fact that we develop the goal first and then proceed from there. We believe that it may be more work for the teacher, but it will help the students out more in the end that is what the teacher is there for. They are there for the students and even though it makes more work for the teacher it ends up being better in the end. We strongly feel that this makes the teacher better and that allows for the students to learn more and feel comfortable about the stuff that they have been taught. We think that it should also be mandatory for all teachers to have to create a lesson plan using the backward design plan and that all of the schools in Maine should be made to do this. We agree with out teacher Dr. Grace when she says that it only makes us better when it comes time to teach! She will find a way for all of us to become successful in planning lesson plans and units based off of the backward design model!
Subscribe to:
Posts (Atom)