5 Free and Simple Timers for Teachers In the school at which I teach we have eighty minute class periods. Eighty minutes is a long time for anyone, let alone teenagers, to stay in one room and on task. Therefore, I break up the time with varied activities and "break times" during the eighty minutes. One tool that can help to get the students and me to not stretch the "break times" is to use a countdown timer. Online Stopwatch is a free website that gives you the choice of a stopwatch function or a countdown function. You can set the countdown timer for any length of time and an alarm sounds when time is up. Online Egg Timer is a simple website offering three countdown timers on one screen. Timer Tab is a free application offered through the Chrome Web Store and as a stand-alone website at timer-tab.com. Timerrr.com offers two versions of their free countdown service.
What Are Some Types of Assessment? In the early theories of learning, it was believed that complex higher-order thinking skills were acquired in small pieces, breaking down learning into a series of prerequisite skills. After these pieces were memorized, the learner would be able to assemble them into complex understanding and insight -- the puzzle could be arranged to form a coherent picture. Today, we know learning requires that the learner engage in problem-solving to actively build mental models. Knowledge is attained not just by receiving information, but also by interpreting the information and relating it to the learner's knowledge base. "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do." Standardized Assessment Almost every school district now administers state-mandated standardized tests. Students in Poudre High School's robotics program compete to build a better robot. Alternative Assessment
Classroom Assessment Strategies Classroom Assessment Strategies Assumptions of Classroom Assessment Assumption ONE The quality of student learning is directly, although not exclusively, related to the quality of teaching. Assumption TWO To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives. Where are you going? Assumption THREE To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. Is the role of assessment to give a final grade or to help students progress to the goal? Assumption FOUR The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching. Assumption FIVE Assumption SIX Assumption SEVEN Student Assessment Techniques
The Cornerstone Worksheets, Lesson Plans, Teacher Resources, and Rubrics from TeAch-nology.com test-question Assessment Tool Lecture: General Purpose Assessment Content Tested: Lecture-Dependent Goals: Develop ability to apply principles and generalizations already learned to new problems and situations Develop appropriate study skills, strategies, and habits Learn terms and facts of this subject Learn concepts and theories in this subject Learn to evaluate methods and materials in this subject Develop a commitment to accurate work Develop ability to perform skillfully Assessment Technique: Student Generated Test Questions Purpose: This activity allows instructors to collect written feedback about what students think are the most important concepts discussed in lecture. Activity: Give students time to write their own test question: In your groups (or individually), write 2 (or more) test questions that test concepts discussed in today's lecture. Possible Uses of Activity:
Examples of Classroom Assessment Techniques - Faculty Compass - MGH Institute of Health Professions There are hundreds of variations of classroom assessment techniques. Below are some of the more commonly known techniques: 3-2-1 Format 3-2-1 Format is a quick and simple student writing activity. Focused Listing Focused Listing is a quick and simple student writing activity. Muddiest Point Muddiest Point is a quick and simple technique where students identify a challenging or confusing concept. One Minute PaperMinute paper is an introductory technique for a student writing activity. Think-Pair-ShareThink-Pair-Share is a quick and easy technique that has students working in pairs to answer questions posed by the instructor. Concept MappingConcept Mapping is an intermediate technique that asks students to create ways of representing and organizing ideas and concepts. JigsawJigsaw is an advanced technique where teach each other assigned topics. Memory MatrixMemory matrix is an intermediate technique that asks students to create a structure for organizing large sets of information. 3-2-1 Format 1.
CTE :: CTE Introduction Program Our mission: Career and Technical Education Introduction (CTE Intro) allows students through activity-centered lessons to utilize technology, develop beginning skills, and explore careers. The course provides information regarding additional courses and training related to each student’s career field of interest, as they begin to prepare for college and career. GOALS As Utah’s exploratory Career and Technical Education Core Curriculum requirement for middle/junior high school, CTE Intro integrated three major objectives: Self-Knowledge: Assessing individual interest and abilities by helping each student understand his or her future role as a worker and a family member and become aware of those life skills necessary to be a contributing member of society. PROGRAM DELIVERY COMPONENTS CTE Intro provides students with the direction, decision making, and planning needed to select their personal career paths. Students use Pathways to investigate a wide range of career choices.
30/30 | You have never experienced a task manager like this! CL-1: Field-tested Learning Assessment Guide (FLAG): CATs: Concept Mapping Michael Zeilik Department of Physics & Astronomy University of New Mexico "...Lacking resources to implement PSI, I struggled to create a learning environment in a large class of mature students with diverse backgrounds...I was struck at the end of one semester on how little students grasped the big picture of astronomy and how common misconceptions resisted change. Searching for solutions, I hit upon concept maps....I am particularly fascinated that the process of concept mapping can reveal structure that I did not anticipate in my maps or in students' maps..." WHY USE THE CONCEPT MAPS? WHAT IS THE CONCEPT MAPS? Tell me more about this technique:IntroductionDescription, Purpose, and LimitsGoals, Use, and InstructionsVariations, Analysis, and Pro/ConsTheory, Links, and SourcesMike ZeilikView Entire TechniqueDownload TechniqueTools
Check Student Learning Lee Haugen [Center for Excellence in Learning and Teaching] Iowa State University February, 1999 What are CATs? Classroom Assessment Techniques are formative evaluation methods that serve two purposes. They can help you to assess the degree to which your students understand the course content and they can provide you with information about the effectiveness of your teaching methods. Formative Evaluations Formative evaluations provide information that can be used to improve course content, methods of teaching, and, ultimately, student learning. How do CATs improve teaching and learning? When CATS are used frequently, they can have the following impacts: For faculty, CATs can: For students, CATs can: What kinds of evaluations are CATs designed to perform?
25 Ways Google Can Help You Become A Better Teacher While Apple products (*cough* iPad *cough*) are known for their integration in classrooms, Google’s offerings give up little here. In fact, the sheer diversity of Google products might make them a more natural fit in the classroom in lieu of the iPad’s gravity. Below we’ve listed 25 ways teachers can get started using Google in the classroom. Let us know on our Google+ page if we’ve missed anything. Google In The Classroom: 25 Ways Google Can Help You Become A Better Teacher 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. UPDATE: Google+ user (and sometimes TeachThought contributor) Kellie Ady offered 5 more, shown below. 26. 27. 28. 29. 30. UPDATE: TeachThought Reader Nicole Naditz just sent us 5 more. 31. 32. 33. 34. 35. 36.
Writing for the Web: Blogs and Wikis to Support Literacy The use of classroom blogs and wikis can have social and educational implications for students with disabilities and struggling students. Nearly universal access to mobile and wireless technologies means that today's students regularly e-mail, IM (instant message), participate in chat rooms, and post to blogs and social networking sites as a means of communication and social interaction. Harness these technologies (link is external) to help boost your students' writing skills! Blogs Blogs can serve as a medium for recording thoughts and impressions on a particular topic. Blogs are (mostly) free and easy to create, so you can have a blog set up and running in minutes. Several websites offer educational packages to allow you to create individual student blogs, giving the teacher complete control over content. Wikis A wiki is an online software tool that allows multiple users to collaborate and generate Web content, typically for reference purposes. Tips for Struggling Students
What Do Students Already Know? Doing so is grounded in learning theories (Ausubel, 1968; Dewey, 1938) and is supported by research on the learning process (Tobias, 1994; Dochy, Segers & Buehl, 1999; Fisher, 2004). For students, understanding their starting point will make it easier for them to see what they have learned by the end of the course. They can better recall past learning and construct “bridges” between old and new knowledge (Angelo & Cross, 1993). Ambrose, S. A. (2010). Angelo, T. & Cross, P. (1993). Ausubel, D., Novak, J, and Hanesian, H. (1968). Dewey, J. (1938). Dochy, F., Segers, M., & Buehl, M. (1999). Fisher, K.M. (2004). Kirk, D. (2005).