20 Matching Annotations
  1. Mar 2020
    1. informing learning

      This is how I see assessments. Information. Your pre assessment is the first step in gathering information from your students. You collect information throughout to help continually inform your practice but also student learning as well. This is not just for you, it is also for your students to be able to gauge their own learning and needed learning throughout this entire journey.

    2. crucial role of preassessment or diagnostic assessment

      I do think this is important. How else do we know if we had any impact.

    3. talk in more purposeful ways with students

      As you begin to officially take note, record, organize your assessment data, you become more purposeful with student learning expertise or skills - gain or loss. You can adjust if needed in more meaningful ways.

    4. student's journal

      there are so many ways to do this...only thing, it must be recorded. It should be systematic. This allows you analyze and make informed decisions.

    5. guiding students

      This is important. You never judge. You seek ways to collect as much information as you can, to notice, observe ...like a researcher...to collect data sets to help you choose materials, supplies, methods, strategies, ...that suit the needs of individual or groups of students.

    6. informing learning,

      finding ways to inform our practice is needed. It is believed that the data that we collect from our students informs our practice. But what data is good data? How might we collect this data?

    1. These are more formal pretests. For you at this time, you can use something like this as a template. For our purposes, until you feel more comfortable with the idea of pretests this is the best way to gain an accurate measure. You really need to know what you want your student to know after your lesson is over. This is how you consider your instruction, activities, materials, methods, strategies....This is the only way you will truly know if you had a gain in learning.

      Sometimes, we get caught up in the lesson itself and lose site of what we truly want our learner to know. We do not know what they know before we teach them. We might make an assumption. We may even adjust naturally while we are teaching, but when we do that, have we truly captured the true needs of all of our students?

      How can we as teachers capture a snapshot of our students understandings before we teach them our great lesson to better prepare ourselves (and them) for what is to come?

      From your pretest, you will have information about what your student has some concept of and does not understand or know. Such as concepts, vocabulary, terms, ideas, processes, etc.. This data that you obtain, is what you use when you are teaching. Highlighting specific problems, concepts, providing practice, questions, feedback, ...extra games, worksheets, activities...

      This collecting of data never ends....You collect more data throughout instruction (formative assessments) which helps you continually adjust instruction...strategies, methods, materials, resources, ...

      After the lesson, you could use questions from your pretest (that highlight your intended learning aims) in your post test. The use of the same questions will make it easier to identify what or if any learning gains have taken place at the end of your instruction for each individual student. You do not have to use all questions in your post test, only the 3 - 4 that focus on your intended learning goals. This gives you a systematic measure of what it is you wanted students to know and if they in-fact now know these concepts after you taught them. Did their scores improve? If scores move up just a bit, there is a slight gain. A slight gain is good. No gain, not so good. Now what?

    1. In Practice

      Assessments can be informally presented. They just need to be systematic in design. This will allow you to collect meaningful data from each student. You must Identify specific questions to ask that align to your final learning goals/aims. This will create a clear picture of what each student knows before you begin instruction.

    1. At every grade level and in every discipline, teachers must know what their students know before beginning a new unit of study.

      otherwise, how do we as teachers know what or if our students learned?

  2. Oct 2019
  3. Sep 2019
    1. Here are the TOPICS discussed:

      What would you like to share about...you can choose any topic. You can choose technology, teaching, your subject, a strategy....

    2. shared

      this principal shared information with others. His ideas were shared with his online community. What would you like to share with others?

  4. Jun 2019
    1. Professional studies requirements

      UMW program requires the following professional studies courses to help prepare you to meet the needs of your elementary students

    1. Postgraduate Professional License.

      This is the four graduate level courses that you are taking at the bottom of the checksheet, helping you earn your masters degree.

    1. Collegiate Professional License

      UMW provides a Collegiate Professional Teaching License if you complete the program, to include student teaching/internship.

    2. Accredited institution

      UMW is an accredited institution.

  5. Jan 2019
    1. Connectivism

      Connectivism takes social constructivism a step further complimenting diverse social connections (nodes) that individuals create within the dynamic nature of the Internet. Technologies become learning tools. Consider Twitter and the connections that we make on this social tool. We are designing our own learning environment. The media, news, individuals we connect to inform us. As they connect with us, we begin to inform them. This becomes an extension or even a new system of learning. The more diverse our connections the broader our experiences will be. The more we participate and engage the more meaningful it will be. As an educator, how can the connections that we make inform our practice in more broad and meaningful ways? How can we help our students create connections that impact and enhance their learning?

    2. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking.

      Thinking about technology as a cognitive tool and this idea of learning together, with one another, social constructivism - we consider knowledge as being constructed through the development of complex thinking and negotiation with others. How can you incorporate this idea into your activity to engage learners in complex or deeper thought using concept maps, video, resources, etc.?

    1. Constructivism and Social Constructivism

      a resource that provides an overview of key ideas to include similarities, differences, even extensions of both cognitive theories. Key theorists in these theories.

      Important points to consider when thinking about technology as a cognitive tool.

    1. Cognitive tools refer to technologies, tangible or intangible, that enhance the cognitive powers of human beings during thinking, problem solving, and learning.

      constructive tools that extend capabilities, intellectual partners