What is student-centered student self-assessment? What does it look like in the classroom? Do students and teachers find it useful and effective? Watch as students and teachers from IS 223 (Brooklyn, NY) explain self-assessment and reflect on their experiences using self-assessment in the classroom.
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Download the posters for free at: http://www.thepespecialist.com/making-assessment-easy-and-automatic/ VVV MORE LINKS BELOW VVV Connect with me on Twitter: https://twitter.com/thepespecialist Connect with me on Facebook: https://www.facebook.com/thePEspecialist/ FYI - I run a really cool Membership Community on my website - Inside the PE Specialist Membership there is lots of quality downloadable content like sample Lesson and Unit Plans, Follow the Leader Skills Videos, Printable Station Signs, E-Books, E-Courses, Posters and Management Strategies - if you think that sounds awesome then check out the details at this link: http://www.thepespecialist.com/info/ Subscribe to my Free Newsletter and get free PE Goodies and weekly updates here: http://www.thepespecialist.com/subscribe/
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Teacher-supported student self-assessment and individualized goals are used to motivate growth in reading and writing. See the lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50455/ and do a virtual tour of this teacher's classroom at http://www.oise.utoronto.ca/balancedliteracydiet/34STC.html. Also go to http://www.LitDiet.org for more free teaching activities and virtual classroom tours.
Просмотров: 38 The Balanced Literacy Diet
Students learn how to study model texts (close read) to get ideas for ways to structure their own memoirs in this Writers’ Workshop classroom. Finding patterns in model texts is compared to “flying in an airplane and looking down on the patterns of a city or farmland,” explains the teacher. Learn more about Self-Assessment and Goal Setting here: https://www.georgiastandards.org/Georgia-Standards/Pages/Georgia-Classrooms-Live/Self-Assessment-and-Goal-Setting-in-Writing.aspx
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This video explains the 'planning learning' aspect of the teaching, learning and assessment cycle. www.anngravells.com
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There are 11 videos in this training course and this is video # 9. It is a scorekeeping drill. It is suggested that you start with Video #1 and work your way through #11 as information used in some video slides build on information provided earlier in the series. After all 11 video slides have been reviewed, you should be able to step into a scorekeeping booth and work magic. Good luck to you and let me know what I can do to improve the series. Sincerely Coach Frye
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A presentation of the big picture lesson plan. This is a student lesson plan to aid concentration and to promote self-assessment. Not presented to keep the video short is the associated 'Five minute' lesson plan aimed at teachers. However, you can download the templates and notes for completion from collegenet.co.uk
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reate a student self-assessment that aligns to a specific lesson or unit plan. Include the following: Lesson plan objectives being assessed Steps and procedures involved in assessment activity Details on student engagement in collecting, reflecting, and presenting their learning Evaluation tool that measures student learning Types of feedback used to move learning forward Cite all sources according to APA format. Click the Assignment Files tab to submit your work.
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http://www.tes.co.uk/teaching-resource/The-Reflection-Grid-6266266/ lesson plan, self-assessment for learning, peer feedback The Reflection Grid allows learners to reflect on their learning outcomes, encourages self evaluation and peer feedback on each other's achievements and challenges. This resource is suitable to any subject and for most age groups. It works well from KS2 to KS4 and beyond http://www.tes.co.uk/teaching-resource/The-Reflection-Grid-6266266/
Просмотров: 549 TesWorld
Encourage primary and secondary pupils to evaluate their own work in this lesson plenary activity presented by teachers Dan Edwards and Nathan Human. Drama teachers Dan and Nathan outline this simple but effective technique where students evaluate their own work, describe it to the class and make a pitch for the grade they think their work deserves. They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils. Licensed to CPD College Ltd.
Просмотров: 128 CPD College
For my Cognitive Development class I was tasked with trying to learn as many concepts as I could out of the given 100 +. This video is a self assessment of my understanding of the concepts and how they would apply to my lesson.
Просмотров: 6 Sara Peterson
For a diagnostic on narrative writing, students brainstormed a narrative, wrote a draft and revised/edited their work. After lessons on using a "mountain" organizer for narratives, Lauren explains how she used the organizer after the fact to self-assess the ingredients in her narrative (Orientation: characters, setting, plot in the beginning; Complication or conflict/problem; Climax; Resolution)
Просмотров: 61 Michelle Fawcett
For a diagnostic on narrative writing, students brainstormed a narrative, wrote a draft and revised/edited their work. After lessons on using a "mountain" organizer for narratives, Sarah explains how she used the organizer after the fact to self-assess the ingredients in her narrative (Orientation: characters, setting, plot in the beginning; Complication or conflict/problem; Climax; Resolution)
Просмотров: 91 Michelle Fawcett
A Critical Analysis of Student's Self-Assessment and Teacher's Assessment The focus of this study was to compare scores students and their peer awarded to their work in technical drawing with score awarded by the teacher. The essence is to raise the level of confidence with which students accept their teacher’s assessment of their work. Students were given a drawing exercise in technical drawing during a class session. At the end of the exercise, a model answer prepared by the teacher was presented to the. A marking guide was presented and explained to them also. Each student was asked to use the model answer and the marking guide to do a blind assessment of his/her work. A blind peer assessment of each student’s work was also done before the teacher gave his own assessment. The three sets of scores were discussed with the students before analysis and the results show that generally the teacher was more generous is the award of marks than the students and their peers and students expressed surprise at the outcome. This no doubt will cause a shift in students’ disposition to teachers’ assessment of their work. Thus a reduction in suspicion that used to attend teachers' assessment is expected.
Просмотров: 103 IAFOR
Identifying and displaying the expectations for a given task guides learning and helps students understand what they need to do in order to achieve the learning goal. See the lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50070/ and do a virtual tour of this teacher’s classroom at http://www.oise.utoronto.ca/balancedliteracydiet/12TD.html. Also go to http://www.LitDiet.org for more free teaching activities and virtual classroom tours.
Просмотров: 14050 The Balanced Literacy Diet
More info: http://classroomcaboodle.com/teacher-resource/teaching-interview-lesson/ Will you be able to teach a lesson to the teacher interview committee if they ask? Yes... and you'll do great if you follow Betsy Weigle's tips for step-by-step success! You want to avoid common pitfalls, too. Watch and learn and get one step ahead of your teacher job competition. Classroom Caboodle. Information on collecting and using student data: http://classroomcaboodle.com/teacher-resource/correcting-papers/ http://classroomcaboodle.com/teacher-resource/reading-assessment/
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The belief in learning styles is so widespread, it is considered to be common sense. Few people ever challenge this belief, which has been deeply ingrained in our educational system. Teachers are routinely told that in order to be effective educators, they must identify & cater to individual students' learning styles; it is estimated that around 90% of students believe that they have a specific learning style but research suggests that learning styles don't actually exist! This presentation focuses on debunking this myth via research findings, explaining how/why the belief in learning styles is problematic, and examining the reasons why the belief persists despite the lack of evidence. Dr. Tesia Marshik is an Assistant Professor of Psychology at the University of Wisconsin-La Crosse. Her research interests in educational psychology include student motivation, self-regulation, and teacher-student relationships. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
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How students use the WriteSteps Common Core rubric during the writing process, for self-evaluation, and for understanding how the teacher evaluates their work. WriteSteps rubrics incorporate the 6 Traits and the Common Core standards for writing and grammar. WriteSteps is a comprehensive elementary writing program created for teachers, by teachers. It includes a year's worth of Common Core lesson plans that integrate best practices. WriteSteps offers web-based lessons, visual aids, rubrics, and other resources. To use WriteSteps Common Core lessons free for 30 days at no obligation, visit http://writestepswriting.com/freetria.... We also have kindergarten lessons featuring Informative writing, Opinion writing, Research, and Poetry. For inspiration and more information about teaching and K-5 writing, like WriteSteps on Facebook: https://Facebook.com/commoncorewrites.... For free Common Core resources on Pinterest, go to http://Pinterest.com/writesteps. WriteSteps Founder & CEO Suzanne Klein is a former K-5 teacher and writing consultant with extensive training in writing pedagogy best practices, especially writer's workshop and 6 Traits. She has taught all elementary grades including a Title I literacy program, and gave professional development workshops on Balanced Writing for the Bureau of Education Research. Klein holds a Master of Arts degree in teaching, is a National Writing Project fellow, and draws inspiration from teachers such as Ralph Fletcher, Barry Lane, Lucy Calkins, Katie Wood Ray, and John Collins. Visit http://WriteStepsWriting.com to learn more and sign up for a free trial.
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For a diagnostic on narrative writing, students brainstormed a narrative, wrote a draft and revised/edited their work. After lessons on using a "mountain" organizer for narratives, Olivia explains how she used the organizer after the fact to self-assess the ingredients in her narrative (Orientation: characters, setting, plot in the beginning; Complication or conflict/problem; Climax; Resolution)
Просмотров: 47 Michelle Fawcett
Providing students with descriptive feedback during one-on-one conferencing helps them understand their strengths and next steps in order to successfully complete the given task. See the lesson plan at http://www.oise.utoronto.ca/balancedliteracydiet/Recipe/50087/ and do a virtual tour of this teacher’s classroom at http://www.oise.utoronto.ca/balancedliteracydiet/12ABLD.html. Also go to http://www.LitDiet.org for more free teaching activities and virtual classroom tours.
Просмотров: 4872 The Balanced Literacy Diet
An introduction to our services, from some of the Teach, Learn, Grow - Physical Education staff! Primary PE lesson plans for teachers. View all our lesson plans and resources on-line at www.tlg-pe.co.uk
Просмотров: 115 Teach, Learn, Grow - Physical Education
Here is a guide for Brooks and Kirk learners whom are completing the Level 3 Award in Education and Training. Formally PTLLS. If you are interested in completing this course with us please Call or apply online at www.brooksandkirk.co.uk
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No username or password to memorize, student can self-assess in under a second with Sesame Scan Code! Download Sesame Snap here: https://itunes.apple.com/us/app/sesame-snap/id839909271?mt=8
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Teacher Rich Walters presents an easy lesson idea to facilitate peer-to-peer assessment, using a pack of post-it notes and three categories of questions. The pupils tackle a range of questions, classified as standard, challenge and super-challenge, then check their answers against their peers'. They pick a question and then write their answers on the back of the post-it note, along with their name. The dialogue that this creates is highly effective, enables students to learn from each other and helps them to understand what their attainment levels mean. It is an approach to questioning and peer to peer assessment that can be applied to a range of subjects and levels. You can use this video in three ways. If you like it and it fits your pupils then why not try the actual lesson: there is a lesson plan and other materials below. You could adapt it for your subject and age group or you might find it jogs you into trying something entirely different. You can find more ideas from Teachers TV Great Lesson Ideas at http://tinyurl.com/bruwgpy
Просмотров: 5941 NASUWT Campaigns