- 1. By Nikki SkrochSaint Marys University of Minnesota WTS 7
& 8 EDUW 693Jeanine GelhausFebruary 19, 2012
2. Standard 7:Teachers are able to plan different kinds of
lessons. The teacher organizes and planssystematic instruction
based upon knowledge of subject matter, students, the community,
andcurriculum goals.Knowledge: The teacher understands learning
theory, subject matter, curriculum development,and student
development and knows how to use this knowledge in planning
instruction to meetcurriculum goals. The teacher knows how to take
contextual considerations (instructionalmaterials, individual
student interests, needs and aptitudes, and community resources)
intoaccount in planning instruction that creates an effective
bridge between curriculum goals andstudents experiences. The
teacher knows when and how to adjust plans based on
studentresponses and other contingencies.Dispositions: The teacher
values both long-term and short-term planning. The teacher
believesthat plans must always be open to adjustment and revision
based on student needs andchanging circumstances. The teacher
values planning as a collegial activity.Performances: As an
individual and a member of a team, the teacher selects and
createslearning experiences that are appropriate for curriculum
goals, relevant to learners, and basedupon principles of effective
instruction (e. g. that activate students prior knowledge,
anticipatepreconceptions, encourage exploration and
problem-solving, and build new skills on thosepreviously acquired).
The teacher plans for learning opportunities that recognize and
addressvariation in learning styles, learning differences, and
performance modes. The teacher createslessons and activities that
operate at multiple levels to meet the developmental and
individualneeds of diverse learners and help each progress. The
teacher creates short-range and long-term plans that are linked to
student needs and performance, and adapts the plans to ensureand
capitalize on student progress and motivation. The teacher responds
to unanticipatedsources of input, evaluates plans in relation to
short- and long-range goals, and systematicallyadjusts plans to
meet student needs and enhance learning. 3. Standard 8:Teachers
know how to test for student progress. The teacher understands and
uses formal and informalassessment strategies to evaluate and
ensure the continuous intellectual, social, and physical
development of thelearnerKnowledge: The teacher understands the
characteristics, uses, advantages, and limitations of different
types ofassessments (e.g. criterion-referenced and norm-referenced
instruments, traditional standardized andperformance-based tests,
observation systems, and assessments of student work) for
evaluating how studentslearn, what they know and are able to do,
and what kinds of experiences will support their further growth
anddevelopment. The teacher knows how to select, construct, and use
assessment strategies and instrumentsappropriate to the learning
outcomes being evaluated and to other diagnostic purposes. The
teacher understandsmeasurement theory and assessment-related
issues, such as validity, reliability, bias, and scoring
concerns.Dispositions: The teacher values ongoing assessments as
essential to the instructional process and recognizesthat many
different assessment strategies, accurately and systematically
used, are necessary for monitoring andpromoting student learning.
The teacher is committed to using assessment to identify student
strengths andpromote student growth rather than to deny students
access to learning opportunities.Performances: The teacher
appropriately uses a variety of formal and informal assessment
techniques (e.g.observation, portfolios of student work,
teacher-made tests, performance tasks, projects, student
self-assessments, peer assessment, and standardized tests) to
enhance her or his knowledge of learners, evaluatestudents progress
and performances, and modify teaching and learning strategies. The
teacher solicits and usesinformation about students experiences
learning behavior, needs, and progress from parents, other
colleagues,and the students themselves. The teacher uses assessment
strategies to involve learners in self-assessmentactivities, to
help them become aware of their strengths and needs, and to
encourage them to set personal goalsfor learning. The teacher
evaluates the effect of class activities on both individuals and
the class as a whole,collecting information through observation of
classroom interactions, questioning, and analysis of student
work.The teacher monitors his or her own teaching strategies and
behavior in relation to student success, modifyingplans and
instructional approaches accordingly. The teacher maintains useful
records of student work andperformance and can communicate student
progress knowledgeably and responsibly, based on
appropriateindicators, to students, parents, and other colleagues.
4. Does the way a teacher present his or her subject matter impact
the way a student will retain that information; how do
assessmentsrelate to the learning process? 5. Weexperience life.
(Sensory stimulation) Memories are stored in the brain Our brain
prioritizes our memories Neurons are activated Neurons transmit
information (electricaland chemical reactions) This is strengthened
by repetition, rest,and emotion. (Memories formed) 6. Use all 5
senses Use new ideas inBodilyyour everyday life Interpersonal
Linguistic Logical Kinesthetic Use storyboards Make a video Link
numbers andwords in order toVisualMusicalIntrapersonalremember
themSpatial Sing a song! 7. If you study in a calm locationyou
should takethe test in a calm locationThis is true of the opposite
Grading can be subjective Offer more opportunities for grades
Quizzes Portfolios Projects Presentations 8. Is removing all sugar
a good idea? Canglucose help in learning and memory? Isthere an
alternate approach if studentscannot snack? 9. Reduction of sleep
will affect your days learningpattern Brain can sleep and
regenerate like a computerand cleaning the desktop Sleep removes
unneeded information and allowsbrain to remember the important
events andinformation of the day. Encourage students to have
quality sleep Allow for classroom downtime Stretch Drink of water
Move around 10. Students remember topics taught in a specific
waythe way we teach it to them BEM principal Beginning (excitement
of new idea) End (excitement of challenge) Middle (boredom sets
in)LearningBeginningEndMiddle 11. Post summary of lesson ahead of
time Ask students to listen to the news about thesummary Allow them
to ask questions The more they already know the more fun itwill be
for them! AH HA!! Moments 12. You think about it first, you have a
theory about what you wantthose performances to measure. You then
begin to develop waysof capturing information about that skill. But
the datathemselves give you information about the definition, and
yourefine the definition. This is the important point of pilot
workwith these assessment devices. And not just giving the tests
tostudents, but giving them to students and seeing what
theirresponses are, and discovering why they gave that response.
Andnot just in the case where it is the wrong response but in
thecase where it is the correct response, so that you get a
bettersense of the cognitive processes underlying the solution to
thetask. Inother words, why do we have onegroup define what the
standards ofeveryone should be? 13. Mathematics: Based on real-life
situations appropriate to student age-level Assess higher-order
thinking skills, such as application ofconcepts Use clear sentence
structure and appropriate vocabulary Reading/English Language Arts
Items Selections reflect a wide variety of reading types
Interesting to read Important and meaningful to students
Appropriate for grade level Free of bias and sensitive topics
Really! Have only one correct or best option and avoidplausible
distractors. 14. 4: Response demonstrates an in-depth understanding
of how human beings can impact anenvironmental system. Student
correctly explains the impact of new construction on the lifecycle
of frogs in a nearby pond.3: Response demonstrates a general
understanding of how human beings can impact anenvironmental
system. Student broadly explains the impact of new construction on
the life cycleof frogs in a nearby pond.2: Response demonstrates a
simplistic understanding of how human beings can impact
anenvironmental system. Student partially explains the impact of
new construction on the life cycleof frogs in a nearby pond.1:
Response demonstrates a minimal understanding of how human beings
can impact anenvironmental system. Student minimally explains the
impact of new construction on the lifecycle of frogs in a nearby
pond.0: Response is incorrect or contains some correct work that is
irrelevant to the skill or conceptbeing measured.Blank: No
response. 15. Research Study RecommendationsReading A-Z
Recommendations Words Per Minute (WPM)Words Per Minute (WPM) Harris
&Grade RasinskiManzoEarly RateEnd RateSipay180 (1.8) 30-54
60-90 5070290(2.8) 66-10485-120 701003 110(3.8) 86-124115-140100
1304 140(4.8) 95-130140-170130 1405 150(5.8) 108-140 170-195140
1606 180(6.8) 112-145 195-220160 170 16. Artifact 4 17. 100.00%
90.00% 80.00% 70.00% 60.00% 50.00% 40.00% Grade 4 30.00% Grade 8
20.00% Grade 10 10.00%0.00% 18. SummativeFormative 19. Enjoymentof
the research!SnacksExerciseBrain breaksBEMAssessment tools 20.
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