What is a performance task. Text Complexity Collection. Appendix_B.pdf. The Center for High-Quality Student Work. Chemical Bonding. Achievementfirst. Contextualization There are two primary criteria that make up Contextualization: FRAMING: The framing criterion is the broader umbrella within contextualization.
Framing occurs often occurs within the introduction, thesis statement, and around evidence. Does the author include only the basic frame (novel, historical event) or is their argument framed within the greater discourse of historical ideas and movements? CONTENT: Context is more specific and concrete than framing; it refers to the background information around the evidence chunks. Selection Selection primarily evaluates evidence selection—relevance, persuasiveness, and concision. Choice: When we evaluate choice, we are analyzing the type of evidence selected—is it pertinent, is it relevant, is it authoritative? Presentation Evidence must be presented clearly within an essay; this criterion addresses the blending, chunking, and overall weaving of evidence into an argument. Interpretation. Training Workshops for Teachers - Educator Evaluation. The training workshops for teachers include an orientation and three workshop sessions designed to prepare teachers and other educators to be active participants in their evaluation.
ESE is developing the training workshops for teachers in partnership with Massachusetts teachers. Districts (through their schools) can use a variety of settings to deliver these workshops, each of which is are designed to be led by a department head or grade/team lead in a small group setting, such as common planning time. Some, however, may want to deliver the sessions to a school's full faculty. For example, an administrator might present the workshop during a faculty meeting, with staff breaking into small groups for the work components of the session. For more information on the minimum training requirements for teachers, please see Appendix A of the Guide to Educator Evaluation Training Requirements. Options for More Comprehensive Teacher Training October 9, 2012: Webinar on Teacher Training Workshops. SLO-Rubrics.pdf. Student Engagement.
Student EngagementCognitive Engagement NYSUT Teacher Practice Rubric Learn more about it!
Read! (click on each title to be linked to the full text) Teaching for Cognitive EngagementMaterializing the Promise of Sheltered Instruction Adela Solís Ph.D Cognitive engagement is a form of instruction that challenges students to draw upon basic skills to engage in higher level thinking. Planning for Engagement: 6 Strategies for the Year Joshua Block Student engagement usually requires a challenge of creating something or figuring something out. Student Engagement Created by the Great Schools Partnership. Smarter Balanced Assessments. The Smarter Balanced Assessment Consortium is developing a system of valid, reliable, and fair next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11.
The system—which includes both summative assessments for accountability purposes and optional interim assessments for instructional use—will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed. Smarter Balanced assessments will go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.
Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems. Assessment System Components Mathematics Guidelines. Achusetts Department of Elementary and Secondary Education Telephone Directory. UnBoxed: online issue 7, spring 2011. Peter Jana, Humanities, High Tech High Daisy Sharrock, Chemistry, High Tech High download pdf The inspiration for this project came from a “thing biography” display at a Los Angeles bookstore, exploring topics ranging from salt to political ideologies, written from various disciplinary perspectives.
We asked ourselves, Why not have students create ‘thing biographies’ that integrate chemistry and history, where they study elements and chemical compounds that played a role in historical and contemporary conflicts, and produce a beautiful book? Working in pairs, students explored connections between a historical and a modern conflict. They explored a variety of topics, from the use of uranium during the Cold War arms race to the exploitation of coltan in the Congo today. Student Reflection My favorite part in the process of creating our final product was the editing phase.
The amount of knowledge required to write an informed, detailed book chapter was immense. The Alternative to High Stakes Testing. Model Curriculum Units. Friday.pasadenausd.org/modules/locker/files/get_group_file.phtml?gid=3077380&fid=15919201. Www.connectedcalifornia.org/direct/files/resources/CACRFramework_V1-1_2012_0126.pdf. 9 Characteristics Of 21st Century Learning. The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including: –weighing the magic of technology with its incredible cost and complexity –underscoring the potential for well thought-out instructional design –considering the considerable potential of social media platforms against its apparent divergence from academic learning Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century.
At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first. College and Career Readiness Overview. The National High School Center has created a college and career development organizer to synthesize and organize an increasingly complicated and crowded field of college and career readiness initiatives.
The organizer, composed of three strands, can be used to map the efforts of SEAs and LEAs as well as the many organizations devoted to researching and providing support for college and career readiness. By mapping these diverse initiatives against an organizer, it becomes easier to see how the many components of career and college readiness fit together, and how organizations and other entities can be leveraged to establish meaningful collaborations in helping high school students actualize their goals. The organizer can also be used to help SEA, LEAs, schools, and other organizations develop college and career readiness strategies and initiatives to address student needs. Performance and Exhibitions: The Demonstration of Mastery. Sidebars:Qualities of "Authentic Performances"A Final Performance Across the DisciplinesA Final Performance Across the DisciplinesA Final Performance in History and EnglishThe APU Assessment of Mathematics (Great Britain)Walden III's Rite of Passage Experience (ROPE) What do we want high school students to learn?
The most revealing answer can be had by looking at what we expect from them when their time is up. What students know and what they can do, after a course is completed or a high school career ended, is in many ways a reflection of what their schools have expected them to master. For many, this means proving themselves through a series of mechanized hoops--machine-scanned textbook tests, achievement and competency tests. Portfolios. The Teachers' Internet Use Guide.