Today in class we discussed our upcoming assignments for the class. We also talked about the science fair judging and what we needed to do.
Also in class we worked on our final project. Our final project is for kindergarten and is over measurement. The neat thing about this project is that everyone's lesson plans hook together from one grade into the next. For our lesson plan, we are having a kindergarten class use unifex cubes to measure the heights of their stuffed animals. Then the children will have to order the stuffed animals, according to heights, from smallest to highest. It is really fun to do a lesson plan with hooks.
Thursday, November 20, 2008
Tuesday, November 18, 2008
Assessment Types
Assessment is the process of discovering, often in measurable terms, knowledge, skills, attitudes and the ability to apply newly acquired knowledge in new situations.
Formative assessment allows the monitoring of the development of understanding as bridging occurs with existing ideas and skills and how these skills and ideas are developing. And, the teacher’s role is changing as they monitor, coach and guide students to construct their scientific understanding. There is evidence that using formative assessment leads to considerable gains in levels of achievement.
Summative assessment has an important but different role. Its purpose is to reflect achievement at the end of a unit or course. It can be by summarizing evidence already used for formative purposes or checking up on focused knowledge or skills.
Performance Assessments Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do. Some performance tasks are designed to have students demonstrate their understanding by applying their knowledge to a particular situation. For example, students might be given a current political map of Africa showing the names and locations of countries and a similar map from 1945 and be asked to identify and explain differences and similarities. To be more authentic (more like what someone might be expected to do in the adult world), the task might be to prepare a newspaper article explaining the changes. Performance tasks often have more than one acceptable solution; they may call for a student to create a response to a problem and then explain or defend it. The process involves the use of higher-order thinking skills (e.g., cause and effect analysis, deductive or inductive reasoning, experimentation, and problem solving). Performance tasks may be used primarily for assessment at the end of a period of instruction, but are frequently used for learning as well as assessment.
Seamless Assessments is the difference in assessment for learning as opposed to assessment of learning. Ongoing assessment is already embedded in effective inquiry-based instruction. However, whether the scoring of assessments is primarily designed to guide instruction or measure achievement toward the standards is another matter. Assessment that is primarily designed to measure learning, and is often considered punitive, can be effective. But somehow coupled with that must be assessment for learning, that is not necessarily used to quantitatively measure a student’s cognitive abilities but is instead used to guide the path instruction should take to be most effective.
In the education industry, alternative assessment or portfolio assessment is in direct contrast to what is known as performance evaluation, traditional assessment, standardized assessment or summative assessment. Alternative assessment is also known under various other terms, including: authentic assessment, integrative assessment, holistic assessment, assessment for learning.
Formative assessment allows the monitoring of the development of understanding as bridging occurs with existing ideas and skills and how these skills and ideas are developing. And, the teacher’s role is changing as they monitor, coach and guide students to construct their scientific understanding. There is evidence that using formative assessment leads to considerable gains in levels of achievement.
Summative assessment has an important but different role. Its purpose is to reflect achievement at the end of a unit or course. It can be by summarizing evidence already used for formative purposes or checking up on focused knowledge or skills.
Performance Assessments Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises, or problems that require students to show what they can do. Some performance tasks are designed to have students demonstrate their understanding by applying their knowledge to a particular situation. For example, students might be given a current political map of Africa showing the names and locations of countries and a similar map from 1945 and be asked to identify and explain differences and similarities. To be more authentic (more like what someone might be expected to do in the adult world), the task might be to prepare a newspaper article explaining the changes. Performance tasks often have more than one acceptable solution; they may call for a student to create a response to a problem and then explain or defend it. The process involves the use of higher-order thinking skills (e.g., cause and effect analysis, deductive or inductive reasoning, experimentation, and problem solving). Performance tasks may be used primarily for assessment at the end of a period of instruction, but are frequently used for learning as well as assessment.
Seamless Assessments is the difference in assessment for learning as opposed to assessment of learning. Ongoing assessment is already embedded in effective inquiry-based instruction. However, whether the scoring of assessments is primarily designed to guide instruction or measure achievement toward the standards is another matter. Assessment that is primarily designed to measure learning, and is often considered punitive, can be effective. But somehow coupled with that must be assessment for learning, that is not necessarily used to quantitatively measure a student’s cognitive abilities but is instead used to guide the path instruction should take to be most effective.
In the education industry, alternative assessment or portfolio assessment is in direct contrast to what is known as performance evaluation, traditional assessment, standardized assessment or summative assessment. Alternative assessment is also known under various other terms, including: authentic assessment, integrative assessment, holistic assessment, assessment for learning.
5 E Model
The 5 E Model is a useful tool for designing science lessons. According to the textbook, throughout the five phases of the instructional sequence, students engage in science questions, collect and use data to formulate expectations, and evaluate and communicate their explanations. The 5 E model consists of five phases. These phases include engage, explore, explain, elaborate, and evaluate. The book states that each phase aims at a slightly different purpose for science learning. The first E is Engage. In this phase, students encounter a scientific question, idea, or natural phenomenon. The next phase is the Explore stage. In this phase students have firsthand experiences with a phenomenon. Students that are exploring may carry out investigations using lab equipment or collect data using the Internet. The third phase is Explain. The purpose of the Explain phase is for students to formalize their understanding of the concepts under investigation. The book explains that in this phase, students invent explanations and use evidence from the Explore phase to support their ideas. The fourth phase of the 5 E Model is the Elaborate phase. Students build on their understanding by solving new problems in new contexts. The book explains that in this phase, it is the teacher’s role to design ways for students to extend what they know by transferring their understanding to these problems. The fifth and final phase of the 5 E Model is the Evaluate phase. The book states that this phase provides opportunities for students to reflect on and demonstrate what they know.
Thursday, November 13, 2008
November 13, 2008
Today in class we had a working day. Our professior was very kind and thoughtful by letting us have a day to catch up on homework and projects because she knew how busy and stressed we were. In class, my partner and I worked on our second lesson plan. Our lesson plan is designed for a kindergarten science class. We are doing our lesson plan over the 4 Seasons and we have many great things planned for the activity!
Monday, November 10, 2008
November 6, 2008
Today in class, we discussed what the 5 E Model is and about Seamless Assessment in science. They goals of the class was to understand and apply the 5 E model to our own science teaching and to help use understand and apply seamless assessment techniques within the 5 E model. Also to make us aware of the resources in our book and elsewhere to help use along the way.
We then worked with a group to come up with an activity that correctly applies the 5 E model to a regular classroom. Our professor gave us some materials to use in order to come up with that activity. We then invented the activity implementing the 5 E model and assessments.
We then worked with a group to come up with an activity that correctly applies the 5 E model to a regular classroom. Our professor gave us some materials to use in order to come up with that activity. We then invented the activity implementing the 5 E model and assessments.
November 4, 2008
For the first part of class today, a group presented their midterm presentation project. The project was over the 4 Seasons. They discussed different ways in which a teacher could integrate different activities and lessons into their classroom over the four seasons. They also displayed a video that would be a great visualization for students on how the seasons change year round.
During the last part of our class, we discussed what kinds of assessments we have conducted already. Then we talked about the different types of assessments we use, as teachers, and why we use those specific assessments. The achievement and opportunity to learn must be assessed correctly. Teacher flexibility is very important when dealing with the your classroom and also when using assessments. Assessments should be deliberately designed to help the students. Also assessment procedures need to be consistent. Students should have many opportunities to demonstrate achievements. Teachers also need to make assessments purposeful. It is important that students have varied assessments. The timing of assessments is very critical. We then went on to discuss the 5 E's of Seamless Assessment. During this time, we discussed what each five were and how to implement them in our classrooms.
During the last part of our class, we discussed what kinds of assessments we have conducted already. Then we talked about the different types of assessments we use, as teachers, and why we use those specific assessments. The achievement and opportunity to learn must be assessed correctly. Teacher flexibility is very important when dealing with the your classroom and also when using assessments. Assessments should be deliberately designed to help the students. Also assessment procedures need to be consistent. Students should have many opportunities to demonstrate achievements. Teachers also need to make assessments purposeful. It is important that students have varied assessments. The timing of assessments is very critical. We then went on to discuss the 5 E's of Seamless Assessment. During this time, we discussed what each five were and how to implement them in our classrooms.
Monday, November 3, 2008
October 30, 2008
Today in class we watched our classmates do their Science Midterm Projects again. Everybody has been doing such a great job with their projects. I really feel that I could take each person's idea and use them in my own science classroom. I feel that everyone did great lesson plans that have hands-on activities that would really benefit students. I believe that with the knowledge and ideas that I have gained from listening to everyone else's ideas I will be better prepared when it comes time to do my own science lesson plans and activities.
October 28, 2008
Today in class we watched our classmates give their Science Midterm Projects. The projects and activities that accompanied the projects were great. Some of the projects were over mixtures and learning about oil spills. The activities were also great to do in a regular science classroom.
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