Curriculum Standard:
Examine how cooperation and conflict among individuals, families, businesses, and government influence the distribution of resources and analyze the effect on the economy.
Draw conclusions about how regional differences or similarities in religion, resources, etc.
may lead to cooperation or conflict.
Big Idea: Students should to understand conflict/resolution and cause/effect of each.
Preparation
1. Introduce the idea of conflicts/cooperation (resolution)
2. Have the students tell of a conflict they have encountered (teacher should probably give a
direction of conflict to minimize unrully debate of beliefs).
3. Read a book as whole group, and have students pick out conflict/resolution from the story.
The teacher will assist with students' discovery of conflict/resolution if needed.
4. Use a semantic map to demonstrate ways to organize thoughts using the idea of how a conflict
may be resolved (what are some things to do to resolve problem)
5. Discuss both sides points of view on matter of dispute. (For example, how the north felt vs.
how the south felt about the Civil War. Or how the civilians felt vs. the soldiers felt.)
Guidance
1. Having general discussion/introduction of conflict/resolution concept.
2. Having students pick out conflict/resolution from the book.
3. Having students brainstorm thoughts.
4. Discussion of points of view.
5. Teacher provides direction if discussion burn out.
Application
1. Introduce ways to resolve conflict
2. Given scenarios of conflicts, have students come up with possible resolutions.
Assessment
Take up students written resolutions of given conflict to check for comprehension (content).
Wednesday, February 25, 2009
Wednesday, February 11, 2009
formative vs. summative assessments
I really enjoyed reading this blog (ageoflearning.blogspot.com), but I have never thought of assessments in that way. To make it simple, all formative assessments (Homework, class participation, quizzes, small activities and other forms of student performance) should be considered “feedback” and shouldn’t have grades attached and all summative assessments(Unit tests, major projects, some labs and the final exam) and should have grades attached.
Formative assessments are for growth and should measure student’s progress. Summative assessments are for mastery of content which should be preceded in many formative assessments. If you think about it, teachers have been doing this forever with the exception of assigning grades to formative assessments. Teachers usually give a quiz or test to measure the students’ progress and are suppose to adjust or adapt the material to build on students’ current knowledge or mastered skills, but the actual “feedback” subsides with the perception of student accountability. The teacher typically assumes the student will attend to his/her own need to re-examine unlearned or non-mastered skills. Therefore, the teacher moves on to the next skill with no feedback and/or no re-teaching.
I say, “why not do both.” I believe teachers should give grades as well as feedback as a guide and to enhance students desire to reach their own potential and beyond. I think the combination of the two practices would give the students a visual representation of how much work is needed and a guided direction to go in. I personally want to see the number and proper feedback because I need to know what I’m striving for and how to get their.
Formative assessments are for growth and should measure student’s progress. Summative assessments are for mastery of content which should be preceded in many formative assessments. If you think about it, teachers have been doing this forever with the exception of assigning grades to formative assessments. Teachers usually give a quiz or test to measure the students’ progress and are suppose to adjust or adapt the material to build on students’ current knowledge or mastered skills, but the actual “feedback” subsides with the perception of student accountability. The teacher typically assumes the student will attend to his/her own need to re-examine unlearned or non-mastered skills. Therefore, the teacher moves on to the next skill with no feedback and/or no re-teaching.
I say, “why not do both.” I believe teachers should give grades as well as feedback as a guide and to enhance students desire to reach their own potential and beyond. I think the combination of the two practices would give the students a visual representation of how much work is needed and a guided direction to go in. I personally want to see the number and proper feedback because I need to know what I’m striving for and how to get their.
ch 5
Knowledge, experience, and motivation often enhances students desire to engage in a variety of texts. However, without the knowing how to read specific text, desire can turn into discourage in an instant. We have heard “never assume” over and over again, and this is a prime example. We can’t assume that any student has the skills needed to read and interpret hard to read text. It is our job to teach skills that instill independence in each student.
The ‘How to Plan’ (page 130) is a great example of how teach students to be successful readers with any type of text. Not only will this teach students to be great readers but good writers as well. It has been my experience that I have learned what kind of teacher I want to be as result of bad teachers as well as good teachers. I learned what I did not want to be or do in my classroom from the “bad teachers” and what I want to implement in my classroom from the “good teachers.” I believe students can “take the good and leave the bad”, so to speak, with difficult texts in any format or any context, and they can develop excellent writing skills in the process with the assistance of a great teacher.
The ‘How to Plan’ (page 130) is a great example of how teach students to be successful readers with any type of text. Not only will this teach students to be great readers but good writers as well. It has been my experience that I have learned what kind of teacher I want to be as result of bad teachers as well as good teachers. I learned what I did not want to be or do in my classroom from the “bad teachers” and what I want to implement in my classroom from the “good teachers.” I believe students can “take the good and leave the bad”, so to speak, with difficult texts in any format or any context, and they can develop excellent writing skills in the process with the assistance of a great teacher.
Monday, February 2, 2009
We’ve heard so much about “ongoing assessments” but very few examples of such have been provided or taught to us. I believe we are expected to ‘just know’ certain things simply because we are “teachers in training.” Before reading Ch. 4, the only part of assessments that I completely understood was that it should be ongoing, valid, and reliable. That’s why I enjoyed learning of multiple examples of assessments discussed in Ch. 4, such as, personal assessments, content assessments, and mandated assessments.
Personal assessments include interviews, classroom conversations and observations. Personal assessments are done by talking to and really getting to know the students and each is self explanatory. Another way to get to know your students is by administering reading attitude and interest surveys. A teacher should use assessments and surveys to create authentic learning experiences for each student.
Content assessments are based on content knowledge and can be measured by classroom test and/or a variety of portfolios. Portfolios are a great way to allow students to express what they know, measure own growth, and personalize their work.
Mandated assessments (high stakes tests) are state assessments and standardized tests, and they typically consisting of higher order thinking questions. Many times teachers “teach to the test” in order for their school to acquire or maintain proper accreditations. Let’s face it, finding the perfect balance is difficult but not impossible. Possibly integrating mandated type tests along the way and into the curriculum could best prepare our students for success. Teachers should use all of these assessments together to determine what action, if any, to take to best educate their students.
Personal assessments include interviews, classroom conversations and observations. Personal assessments are done by talking to and really getting to know the students and each is self explanatory. Another way to get to know your students is by administering reading attitude and interest surveys. A teacher should use assessments and surveys to create authentic learning experiences for each student.
Content assessments are based on content knowledge and can be measured by classroom test and/or a variety of portfolios. Portfolios are a great way to allow students to express what they know, measure own growth, and personalize their work.
Mandated assessments (high stakes tests) are state assessments and standardized tests, and they typically consisting of higher order thinking questions. Many times teachers “teach to the test” in order for their school to acquire or maintain proper accreditations. Let’s face it, finding the perfect balance is difficult but not impossible. Possibly integrating mandated type tests along the way and into the curriculum could best prepare our students for success. Teachers should use all of these assessments together to determine what action, if any, to take to best educate their students.
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