7 Matching Annotations
  1. Jul 2020
  2. cresst.org cresst.org
    Lesson_Revision_With_Formative_Assessment
    7
    1. MaggieDoyleOTL 14 Jul 2020
      Common issuesSuggested questions and promptsDoes not understand the concept of area and/or perimeter or does not know how to find the area and perimeter of a rectangleWhat does the length of rope given to a prospector measure?How could you measure the amount of land enclosed by the rope?How do you find the area of a rectangle?How do you find the perimeter of a rectangle?Only investigates two prospectors sharing landSuppose 3/4/5 prospectors share land. What area of land would each prospector get?Correctly answers all the questions; student needs an extension taskIf the prospectors were able to use all the stakes available to them (i.e., 2 prospectors have a combined total of 8 stakes, 3 prospectors have a combined total of 12 stakes, etc.) what other shapes could be investigated?What effect would this have on the area of land available to each prospector?

      This is a powerful resource for teachers to plan for and implement within their instruction.

      I swear this will be the last time I say this (at least in these annotations), but how powerful would something like this be in the hands of parents/families/caregivers in the event learning experiences are happening virtually.

      Some general suggestions may be universally true. However, it may not be an "all the time" resource, but at places where key connections are made among the standards, or during a potential 14 day virtual learning experience, etc.

    2. MaggieDoyleOTL 14 Jul 2020
      This is one way in which teachers can collaborate by pooling their knowledge of students, content knowledge, and pedagogical content knowledge and apply that knowledge to a usable tool that can be shared across classrooms

      This is so important! This is what builds the "team" and "community" framework of faculty/staff.

    3. MaggieDoyleOTL 14 Jul 2020
      eachers plan opportunities for peer and self-assessment to regularly occur during lessons.Peerand self-assessment foster students’ responsibility for their own progress and increase motivation. Te a c h e r s c a n h e l p b y p r o v i d i n g o p p o r t u n i t i e s , s t r u c t u r e , s u p p o r t , a n d m o d e l i n g

      This would be a great opportunity to provide guidance for those supporting student learning outside the classroom setting as well.

    4. MaggieDoyleOTL 14 Jul 2020
      Be selectiveabout the evidence you take the time to collectand analyze.

      This is a really powerful message for teachers who are working so hard and will wonder about their capacity to gather evidence will be tied to demands on their time. Being purposeful about what they select can potentially have the opposite impact and give them less quantity but more quality from their investment.

    5. MaggieDoyleOTL 14 Jul 2020
      Learning Goals describe what students will learn in a lesson. They state clearly what the student will understand or be able to do by the end of the lesson. The learning can include knowledge, skills, conceptual understanding, analytical principles, and/or procedural fluency. Learning Goals are shared with students so that theycan understand andmonitor, assess, and reflect on their own learning.

      Perhaps shared with supporting stakeholders in the event learning experiences are occurring outside the classroom setting?

    6. MaggieDoyleOTL 14 Jul 2020
      Ensure that each important lesson activity has a check-in or assessment built in so that student progress is continuously monitored.

      I know we have already discussed the importance of stakeholder involvement.

      As I read the Eliciting and Interpreting Evidence document, I thought of the role parents/families/caregivers will play in virtual and/or asynchronous learning for the upcoming year.

      Would there be a need for guidance for families around questioning/guiding discussions to elicit student thinking?

      For example, without support the "how" and "why" questions may go unasked/unanswered throughout student learning, as long as students could answer the "what". Perhaps something as simple as question stems?

    7. MaggieDoyleOTL 14 Jul 2020
      Standards

      Teacher clarity on the expectations of the standards is critical here.

      Intentional integration of the content standards and practice standards will need to be considered during lesson planning. (Some of that intentional planning may occur in step 2)

      Specific to mathematics, teachers need to clarity around whether the standard is targeting conceptual understanding, procedural skill/fluency and/or application. (I mention that to link to a statement regarding Tasks in the 'Eliciting and Interpreting Evidence' document.)

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