Week 6 Reflection

 

Week 6 Blog Reflection

Learning Reflection

Assessment

I learned how to extend my assessment activities that I was putting in my lesson plan. For example, I was typically using an exit ticket or a worksheet as the assessment piece of my lesson but I learned that I could also use a variety of others such as projects, student-teacher interviews, a checklist or a “think-pair-share” question.

Backward Design

 

Identify  Desired Results (Big Ideas and Skills)

Determine Acceptable Evidence (Culminating Assessment Task)

Plan Learning Experiences and Instruction (Learning Events)

Standard Alignment

Step 1: Start with the Standards

Step 2: Create an Objective

Step 3: Creating the Assessment 

It is very important that there is alignment between the standards, objectives, instructional activities and assessment. This ensures not only that the students can successfully complete the assessment after doing the activity or participating in other instructional methods, but also that what they are learning and being assessed on matches the grade-level appropriate goals that are outlined in the standards.

Learning Objectives

Learning objectives must clearly outline the behavior and outcome expected from a lesson. For learning objectives to be most effective, they must include observable and measurable action verbs, be relevant to curriculum standards, be developmentally appropriate for the age and or background of all students, and promote learning across cognitive, effective and psycho motor domains.

DAP

DAP stands for developmentally appropriate practice. This means meeting children where they are but also enabling them to reach challenging and achievable goals. In order to ensure that teachers are teaching developmentally appropriate practices, they should adhere to grade level standards, but also regularly assess students to determine their current skill level as well as their  knowledge of the content.