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Early Assessment
The First Step in Planning
Process of Instruction
Planning
Delivery
Assessment
Early Assessment
Conditions
Students
Self
Conditions
Teacher Controlled
Classroom arrangement
Rules/Routines
Leadership/Communication
Activities
Assessment
No Teacher ControlNumber and characteristics of students
Room size and resourcesFurniture, labs, textbooks, media
Administrative policies
Support from colleagues, aids
Note the fixed-bench desks
Conditions
How shall I allocate time?Length of units, number of lessons
What activities shall I select?
How shall I link my plans to the overall curriculum
State standards
Conditions
How shall I sequence activities?
What shall be the pace of my instruction?
What assignments/homework?
How shall I assess my students’ learning?
Students
Student Characteristics
Student Characteristics
Family Counseling class in Fiji
Early Assessment of StudentsFormal AssessmentsPaper and Pencil Tests
Informal Assessments
Observation
Oral questioning
Students
“It is the person’s present knowledge that supplies the power for new knowledge to be acquired...thus the problem of learning can be stated simply: to make connections between what is to be learned...and what is already known” (Gowin, 1981)
What do my students already know?
Self
Teacher Characteristics
Knowledge of subject
Teacher Characteristics
Personality (control, humor)
Teacher Characteristics
Physical limitations (energy)
Teacher Characteristics
Personal life
Setting GoalsThe Next Step in
Planning
Educative Events
1.Year, Semester (entire
course)
2. Unit of Study (days,
weeks)
3. Day’s Lesson (one class
period)
Educative Events
Beginning(Planning)
End(Outcomes)
I N S T R U C T I O N
What should be the learning outcomes for the event?
Begin At The End
Outcomes, Targets, Objectives3 synonyms for the same concept
Begin At The End
Beginning(Planning)
End(Outcomes)
I n s t r u c t i o n(Methods)
After instruction, what should be the learning outcomes?
OBJECTIVES
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