Leading
In order to lead students in learning, the teacher must engaged the students. It's important to consider your students while creating assessments and lessons in order to gain the students participation and interest. Thus, this will encourage the student to make decisions about their education and become active learners in the classroom.
Assessments
The following Algebra assessments demonstrates the Assessment standard, which engage the learners growth and monitors learners progress. The assessment gives students a choice on which they would like to respond to through multiple choice, true/false questions, matching, written response and/or a performance task.
Assessment (INTASC: 6)
The teacher understands and uses multiple methods of assessment to engage learners in their growth, to monitor learner progress and to guide the teachers and learners's decision making.
The following are links to my assessments:
Assessment (INTASC: 6)
The teacher understands and uses multiple methods of assessment to engage learners in their growth, to monitor learner progress and to guide the teachers and learners's decision making.
The following are links to my assessments:
Reflections on Assessments
The selected response assessment, extended response assessment and performance assessment demonstrates my understanding of the construction of assessments (INTASC 6). I created the assessments in my Education 337- Into to Assessments class. We had to write assessments which matched the learning targets and the standards. Throughout the assessment, I asked formatted questions differently to allow the students to demonstrate their knowledge and conceptual understanding of Algebra, for instance; project based questions or extended written responses. The assessments engaged the students in various situations and allowed them to reflect their understanding of Algebra. The students had choices on which to answer and that reflected their proficiency for each learning target. Thus, as the assessment progressed, the teacher understood exactly how the students is evaluated and thus this allowed the teacher to backward design their classroom. In conclusion of the assessment, the teacher matches their assessment with the learning targets from the various activities and notes. This will allow the teacher to decide what activities to do, and how to create other diagnostic and formative assessments before assessing the students on the summative assessment. Thus, the assessments will fairly assess the students understanding and challenge the students to monitor their growth of learning. The teacher could plan their unit with the learning targets in mind and give students decisions on what way they would want to be assessed in the classroom.
Quadratic's Unit Plan
The Quadratic Unit Plan demonstrates the Planning for Instruction standard. As I created the unit plan with my other colleagues, we used a backward design in order to plan the units. We wrote the learning targets first, then created various lessons to allow the students to demonstrate their proficiency for each of the learning targets.
Planning for Instruction (INTASC: 7)
The teacher plans for instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum cross disciplinary skills, pedagogy, as well as knowledge of learners and the community context.
The following is a link to my Quadratic's unit plan:
Planning for Instruction (INTASC: 7)
The teacher plans for instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum cross disciplinary skills, pedagogy, as well as knowledge of learners and the community context.
The following is a link to my Quadratic's unit plan:
Reflection on Quadratic's Unit Plan
The unit plan for Quadratics allowed me to design for instruction for my unit, which demonstrates the Planning for Instruction standard (INTASC 7). First, we wrote the learning targets for the unit. The learning targets are the main concepts in which we would be measuring the student’s proficiency. By keep the learning targets in mind, we were able to create a backward design for each lesson within the unit. This allowed us to break our lessons into each learning target and as a combination of the two learning targets. We were able to construct and build our lessons for the learning targets. We matched the common core state standards for each lesson and learning target, which gave us ideals on how to plan our lessons. We wanted to engage every student, so we created differentiated instruction which allowed every student to participate in the lesson. This encouraged the students to become active learners and take responsibility for their learning. We wanted the learning from each learning target be measured effectively from each student in the content and the community context. We encouraged the students to form connections of how they can use and witness quadratics in real world situations and understand the importance of quadratics. Therefore, by planning the unit, this allowed me to understand the purpose of connecting each lesson with each other in order for students to see the big idea (main purpose) and to continually evaluate the students understanding throughout the unit.
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