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Resources for Assessment in Project-Based Learning

Resources for Assessment in Project-Based Learning
Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all. We’ve compiled some of the best resources from Edutopia and the web to support your use of assessment in PBL, including information about strategies, advice on how to address the demands of standardized tests, and summaries of the research. PBL Assessment Foundations 10 Tips for Assessing Project-Based Learning (Edutopia, 2011) This comprehensive guide from Edutopia goes over many best practices for assessment, including authentic products, good feedback, formative assessment, and digital tools. Teachers can use this as a professional learning tool and primer for PBL Assessment. Back to Top PBL and Formative Assessment Practices PBL and Standardized Tests PBL Assessment Research

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Creating a Classroom Library Here's how I organized my classroom library. There is no right or wrong way to organize your library and these ideas are simply how I choose to organize mine. Just below is a picture of my second grade library in progress. It is amazing how it transforms! I have combined my library and my meeting area. 34 Strategies For The Stages Of Assessment: Before, During & After - 34 Strategies For The Stages Of Assessment: Before, During & After by TeachThought Staff For professional development on assessment, contact us today. The follow graphic from the infographic-famous Mia MacMeekin offers 34 strategies for each stage of the assessment process–before, during, and after. Rather than simply repeat them from the graphic, we’ve give a quick primer on the differences between each stage in terms of its purpose/function in the learning process.

The Difference Between Assessment Of Learning And Assessment For Learning - The Difference Between Assessment Of Learning And Assessment For Learning by Terry Heick What is the difference between assessment of learning and assessment for learning? It boils down to purpose. In 50 Ways To Measure Understanding, I talked about the purpose of assessment: Is the assessment for the teacher or the student?

Transformation Central - Project-Based Learning These teacher-developed Project-Based Learning Units are intended as an idea-generation resource, as these units may reflect alignment to outdated standards. Please consider alignment and adjust these units to current standards prior to classroom implementation. Check out our PBL Online Workshops! Archived PBL These units have been archived and will no longer be updated. Transformation Central does not guarantee the alignment to the TEKS or state assessment. 50 Ways EdTech Benefits Teachers and Students There are at least 50 ways new tools are helping teachers to create new learning environments and experiences for students. Stacey Childress, CEO of NewSchools (@NextGenStacey) sees innovative teams using new tools to create new learning environments and, “Expand the definition of success to help their students,” as they: 1. Set ambitious personal goals and create plans to reach them; 2.

Level the playing field Veteran journalist and documentary filmmaker Soledad O’Brien tells how technology can help overcome barriers and close achievement gaps. “Education is the next civil rights,” said Soledad O’Brien in her opening keynote address at ISTE 2015. This story appears in SmartBrief’s digital publication, SmartReport on ISTE 2015. To see more features, tips and our Tech Showcase, download it now. How do I use the Korthagen reflection circle diagram? The Korthagen methodology (2002) is mainly used to examine how you operate in your professional life. Sources: Korthagen, F.A.J. & Vasalos, A. (2002). Niveaus in reflectie: naar maatwerk in begeleiding. VELON-Tijdschrift voor lerarenopleiders, 23(1), p. 29-38. Creating alternative methods of action Trial and Action Action/Experience Looking back Awareness of essential aspects Phase 1: Describe the experience/situation you wish to reflect upon.

How I Use How-To Videos in the Classroom I would imagine most people have watched a how-to video on something—a cooking technique, home repair, or craft project. I know my music students watch similar videos; many days students have come to class proud to play the new songs they learned from YouTube: “The Pink Panther,” “Star Wars Main Theme,” and even the saxophone solo from “Careless Whisper.” This ’80s girl was proud! It got me thinking: Since students love to watch how-to videos, what if they could create them, too? The project had success written all over it. The students could demonstrate a skill necessary for class, requiring them to know it well enough to teach others. Professional Goal: Dive Into Project-based Learning - Philip Cummings I love that my school is deeply committed to providing teachers with quality, on-going professional growth and development. Among the many things we do each year at PDS for professional development, teachers create an individual professional development goals directly related to classroom teaching and learning. Each goal should have practical application and impact in the current year and align with broader institutional goals and philosophies. Having spent a significant amount of time reading and researching about project-based learning, I decided to commit to diving into PBL this year.

Academics as Teachers: New Approaches to Teaching and Learning and Implications for Professional Development Programmes December 22, 2012 in Volume 2 HETL Note: We are pleased to conclude the 2012 International HETL Review (IHR) volume with the feature article “Academics as Teachers: New Approaches to Teaching and Learning and Implications For Professional Development Programmess” co-authored by Professors Monica Feixas and Dieter Euler. How to support academics to become excellent teachers? How to develop strategies to motivate and engage students in higher learning? The authors tackle these difficult questions with rigour and enthusiasm and provide guidelines for academics and academic managers.

I-PICK Book Tasting Before I get any farther with this post, I need to give credit where it’s due: thanks to Mr. Plemmons at Barrow Elementary for inspiring this lesson! You can read more about his I-PICK activity here. At our school, teachers use a framework called the Daily Five for literacy instruction in their classrooms. One component of Daily Five is teaching students how to choose good-fit books.

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