By Katie, Brittany, Hunter, Jodi, and Kristi
Wednesday, February 24, 2010
Tuesday, February 23, 2010
Rubric
Here is the rubric for grading the video project: Rubric created using TaskStream (www.taskstream.com)
Wednesday, February 17, 2010
Phase I
1. Assessing Prior Knowledge: If you were teaching this with the targeted grade level students how would prior experience have been assessed?
-Prior knowledge would be assessed through the assignment of researching a founding father prior to the lesson. Once the students are placed into their groups they will share the facts with each other.
What would be the implications for instructional planning and assessment based on the activities you chose to do for assessing prior knowledge?
-Based on out assessment of prior knowledge our lesson uses the method of scaffolding and is based on previous research. These project based assignments are a way to use authentic assessment in the classroom.
2. Plans Instruction: Discuss how your goals, objectives, and outcomes are
• clearly stated
• appropriate for students
• aligned to state standards
-In the beginning of the lesson the objective and goals will be clearly stated to the students. The lesson is appropriate for the age and capabilities within the class. In the lesson plan modifications are listed for students with exceptionalities. The lesson includes the use of video cameras and Internet research. The lesson is aligned with the 5th grade social studies and technology standards:
S3 C1 PO 2 Recognize the contributions and roles of the following individuals in creating the American government: John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, James Madison, John Marshall, and George Washington.
1T-E2 PO 3 Demonstrate functional operation of technology devices (e.g., presentation device, digital cameras, scanners, document cameras, scientific probes)
4T-E2 PO 1 Plan, design and present an academic product using technology tools (e.g., multimedia authoring, presentation software, digital cameras, scanners, projection devices)
3. Designing Instruction: Discuss how your instructional design
• is contextually and logically organized
• uses varied instructional methods that meet individual student needs and target higher order thinking skills
• integrates technology from a constructivist perspective
-Our lesson is contextually and logically organized, by explaining the steps for prior, during, and after technologies. It is organized in a way that we are integrating technology standards into social studies. So that the students are learning both history and technology. There are varied instructional methods listed for English language learners, special education, gifted students, and at-risk students. From a constructivist perspective students construct their own knowledge through working with peers and self driven research. Students are given choices for their final project to promote creativity and construct their own meaning.
4. Planning Assessment: How will your assessment tools demonstrate
-There is a rubric that will be available to the students. It will include assessment for all standards within their project. Their final project will be used for assessment rather than a formal written exam on the founding fathers. For further assurance of individual accountability students could evaluate each other on their group participation.
-Prior knowledge would be assessed through the assignment of researching a founding father prior to the lesson. Once the students are placed into their groups they will share the facts with each other.
What would be the implications for instructional planning and assessment based on the activities you chose to do for assessing prior knowledge?
-Based on out assessment of prior knowledge our lesson uses the method of scaffolding and is based on previous research. These project based assignments are a way to use authentic assessment in the classroom.
2. Plans Instruction: Discuss how your goals, objectives, and outcomes are
• clearly stated
• appropriate for students
• aligned to state standards
-In the beginning of the lesson the objective and goals will be clearly stated to the students. The lesson is appropriate for the age and capabilities within the class. In the lesson plan modifications are listed for students with exceptionalities. The lesson includes the use of video cameras and Internet research. The lesson is aligned with the 5th grade social studies and technology standards:
S3 C1 PO 2 Recognize the contributions and roles of the following individuals in creating the American government: John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, James Madison, John Marshall, and George Washington.
1T-E2 PO 3 Demonstrate functional operation of technology devices (e.g., presentation device, digital cameras, scanners, document cameras, scientific probes)
4T-E2 PO 1 Plan, design and present an academic product using technology tools (e.g., multimedia authoring, presentation software, digital cameras, scanners, projection devices)
3. Designing Instruction: Discuss how your instructional design
• is contextually and logically organized
• uses varied instructional methods that meet individual student needs and target higher order thinking skills
• integrates technology from a constructivist perspective
-Our lesson is contextually and logically organized, by explaining the steps for prior, during, and after technologies. It is organized in a way that we are integrating technology standards into social studies. So that the students are learning both history and technology. There are varied instructional methods listed for English language learners, special education, gifted students, and at-risk students. From a constructivist perspective students construct their own knowledge through working with peers and self driven research. Students are given choices for their final project to promote creativity and construct their own meaning.
4. Planning Assessment: How will your assessment tools demonstrate
- the performance of linked goals and/or objectives
- student engagement in higher order thinking
- meeting individual student needs
-There is a rubric that will be available to the students. It will include assessment for all standards within their project. Their final project will be used for assessment rather than a formal written exam on the founding fathers. For further assurance of individual accountability students could evaluate each other on their group participation.
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