10 Assessments You Can Perform In 90 Seconds Good assessment is frequent assessment. Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge. On its best day, an assessment will be 100% effective, telling you exactly what a student understands. More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands. This makes a strong argument for frequent assessment, as it can be too easy to over-react and “remediate” students who may be banging against the limits of the assessment’s design rather than their own understanding.
The Thinker Builder: Step In, Step Out: A Strategy for Thinking Deeply About Text You're sitting at your guided reading table, your little group gathered around you, wide-eyed. Or are you the one who's wide-eyed? Sure, you know what you're doing, but maybe right now you're thinking your lesson plan doesn't fit the book like you thought it would. Or that maybe your lesson plan is just lame. Or maybe you don't have a lesson plan and are winging it (oh, come on, we've all been there). "Boy, I could really use a mini-lesson right now," you think.
Classroom Interventions for Students with Traumatic Brain Injuries Julie M. Bowen, Preventing School Failure ABSTRACT: Students who have sustained a traumatic brain injury (TBI) return to the school setting with a range of cognitive, psychosocial, and physical deficits that can significantly affect their academic functioning. Successful educational reintegration for students with TBI requires careful assessment of each child’s unique needs and abilities and the selection of classroom interventions designed to meet those needs.
Special Education Teacher Resource List According to the National Education Association, the number of school age children with diagnosed disabilities has risen approximately 30 percent over the last 10 years, with 3 of 4 special needs students spending at least part of their day in a regular classroom. Special Education teachers are being constantly challenged to find new teaching techniques and activities that address studentsâ€™ individual needs and encourage them to interact with others. This resource will introduce you to resources on general special education, teaching children with Autism and Down Syndrome, inclusion and helpful technology for the classroom. General Instructions & Set Up
The TL Toolkit for Student Success Home Think you don’t? Yes you do! Teacher-librarians can and do make a difference. There is a considerable body of documented evidence that proves that schools having a good school library and program have a positive impact on student achievement. Although the data is mounting globally it is also clear that school administrators need to have evidence at the local school level when planning for school improvement and making tough financial decisions. Look how far we’ve come (already) in Ontario.
Formative vs Summative Assessment - Enhancing Education The assessment of teaching and learning can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor. Assessing learning alone is not sufficient because the ultimate success of students is also dependent upon their motivation and commitment to learning. Similarly, assessing only teaching behaviors and course activities is not sufficient because qualities of the instructor may be appreciated by students but not optimally helpful to their learning and growth. Done in tandem, assessing teaching and learning can help instructors improve and refine their teaching practices and help improve students’ learning and performance. CONTACT US to talk with an Eberly colleague in person!
Universal Design for Learning: An Introduction Universal Design for Learning aims to make modifications in three broad areas that together deliver a programme that will best meet the needs of all learners. In each area the barriers to success are identified and where possible removed or minimised. UDL identifies three essential Neural Networks that combine to produce effective learning, each network as a corresponding place in the learning process. Recognition Networks are the systems that allow us to gather information from our environment and we categorise and make sense of that.
Special Needs – Teacher Resources Highlights 2016 Presidential Elections Election season is here. Help your students understand the process of our national elections, from the President down to local representatives, with our election activities. Educator Resources - RAFT RAFT’s educator resources are designed to support a wide variety of subject areas, academic standards, and levels of learning. Tip Sheets New to hands-on teaching? Education Research Highlights From 2016 In 2016, we learned more about how teachers feel about their profession, from the reasons why they started teaching in the first place (#1) to why they leave (#6). We learned that science students do better when teachers share stories about the struggles scientists face instead of portraying them as geniuses (#3). We’re also learning more about why U.S. students are falling behind students in other countries (#12).
22 Easy Formative Assessment Techniques for Measuring Student Learning I came across Terry Heick’s blog – 10 Assessments You Can Perform In 90 Seconds – at TeachThought from earlier this year and really enjoyed the formative assessment strategies that he outlined. Using formative assessment techniques in class – or “simple assessments” as Terry calls them – are easy to administer and provide the instant feedback teachers need to identify which students need more help, and then adjust their instruction and lesson plans to help them. Visit Terry’s blog above to get more detail on the following ten formative assessment techniques: 1. New Clothes 2.
Eight Ways to Use Video With English-Language Learners This blog was co-authored by Katie Hull Sypnieski. This post is excerpted from their new book, The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels. "I like the way you use videos with us -- you get us moving, talking, writing and speaking. The problem is you make us think too much." -- "John," one of our English-Language Learner students
Issues Associated with Pre-school Child Traumatic Brain Injury Authors: Audrey McKinlay School of Psychology & Psychiatry, Monash University, Melbourne, Australia Vicki Anderson Head of Psychology, Royal Childrens Hospital Mental Health; Director, Clinical Sciences Research, MCRI; Professorial Fellow, University of Melbourne