evidence-based teaching ppp 4 atc

8/16/2019 Evidence-based Teaching Ppp 4 Atc

1/39

What is the frst thing

that comes to your mind

when you hear the word...


2/39

EVIDENCE


3/39

TEACHING


4/39

EVIDENCE-

A!EDTEACHING

*from various sources


5/39


6/39


7/39

!erious&y now...

What do you 'N$W a(out...

EVIDENCE-A!ED TEACHING)


8/39

What we 'N$W


9/39

What do you WANT to "nowa(out...

EVIDENCE-A!ED

TEACHING)


10/39

What we WANT to "now


11/39

$(*ecti+es

• Dene evidence-based teaching

• Explain the importance of evidence-based teaching

• Describe a) classroom-basedassessment and b) diagnostic teaching

• Discuss the connection of classroom-

based assessment and diagnosticteaching to evidence-based teaching


12/39


13/39

E+idence-ased

Teaching,

Evidence-based teaching isteaching that both benets from

existing educational research andfrom evidence collected asteaching unfolds' t is undertaken

in the spirit of inuir+, ith theenrichment of the learningexperience as its goal'


14/39


15/39

ets thin" #or a whi&e/

Wh+ is evidence-based teachingimportant?


16/39

C&assroom-asedAssessment0"ssessment is .a s+stematicprocess of gathering

information about hat astudent knos, is able to do,and is learning to do'./#anitoba Education and raining, %eporting on 0tudent &rogress and"chievement, 1223')


17/39

C&assroom-ased

Assessment0

"ssessment is an integralpart of instruction that

enhances, empoers, andcelebrates student learning'


18/39

C&assroom-ased

Assessment0

#eaningful "ssessment

"ssessment should occur inauthentic contexts that allostudents to demonstrate

learning b+ performingmeaningful tasks'


19/39

C&assroom-ased

Assessment

0

#eaningful assessmentachieves a purpose and

provides clear and usefulinformation'


20/39

C&assroom-ased

Assessment

0

t ma+ identif+misunderstandings in student

learning, and providecorrective feedback anddirection for further

instruction'


21/39

C&assroom-ased

Assessment

0

he eacher$s %ole in"ssessment

n the classroom, teachersare the primar+ assessors of

students'


22/39

C&assroom-ased

Assessment

0

eachers design assessment toolsith to broad purposes4 to

collect information that illinform classroom instruction, andto monitor students$ progress

toards achieving learningoutcomes and standards ofstudent performance'


23/39

ets 1ause/

What is classroom-based assessment?


24/39

C&assroom-ased

Assessment&rinciples of !lassroom-5ased"ssessment

!lassroom-based assessmentprovides regular feedback andallos teachers and students to

re6ect on progress and ad7ustinstruction and learningaccordingl+'


25/39

PRINCIPLES OF ASSESSMENT THAT ASSIST LEARNING AND INFORM INSTRUCTION

1. An Integral Part of

Instrut!on an" Learn!ng

#. Cont!nuous an" Ongo!ng $. Aut%ent! an" Mean!ngful

Language Learn!ng

Proesses an" Conte&ts

Assess'ent . . .•is meaningful to students

•leads to goal setting

•fosters transfer/integration with

other curricular areas andapplication to daily life

•reflects instructional strategies

used

•uses a wide variety of

strategies and tools

•reflects a definite purpose

Assess'ent . . .•occurs through all instructional

activities (observations,

responses, logs)

•occurs systematically over a

period of time

•demonstrates progress

towards achievement of

learning outcomes

Assess'ent . . .•focuses on connecting prior

knowledge and new

knowledge (integration of

information)

•focuses on authentic literacy

contexts and tasks

•focuses on application of

strategies for constructing

meaning in new contexts


26/39

(. Colla)orat!*e an"

Reflet!*e Proess

+. Mult!"!'ens!onal ,,

Inor-orat!ng a ar!et/ of

Tas0s

. De*elo-'entall/ an"

Culturall/ A--ro-r!ate

Assess'ent . . .•encourages meaningful

student involvement and

reflection

•involves parents as partners

•reaches out to the community

•focuses on collaborative

review of products and

processes to draw conclusions

•involves a team approach

Assess'ent . . .•uses a variety of authentic

strategies, tasks, and tools

•is completed for a variety of

purposes and audiences

•reflects instructional tasks

Assess'ent . . .•is suited to students'

developmental levels

•is sensitive to diverse social,

cultural, and linguistic

backgrounds

•is unbiased


27/39

2. Fouse" on Stu"ents3

Strengt%s

4. 5ase" on Ho6 Stu"ents

Learn

7. Offer Clear Perfor'ane

Targets

Assess'ent . . .•identifies what students can

do and are learning to do•identifies competencies in the

development of knowledge,

skills and strategies, and

attitudes

•considers preferred learning

styles

•focuses on celebrations of

progress and success

•provides for differentiation

•

provides information tocompare a student's

performance with his/her other

performances

Assess'ent . . .•uses sound educational

practice based on currentlearning theory and brain

research

•fosters development of

metacognition

•considers multiple

intelligences and learning

styles

•uses collaborative and co

operative strategies

•considers research on the role

of memory in learning

•reflects current models of

language and literacy learning

Assess'ent . . .•encourages student

involvement (setting criteria,measuring progress, working

towards outcomes and

standards)

•encourages application beyond

the classroom

•provides a basis for goal

setting

•provides students with a sense

of achievement

•provides information that

compares a student's

performance to predetermined

criteria or standards


28/39

ets 1ause and as"/

Which principle of classroom-basedassessment is most applied? leastapplied?

Wh+?


29/39

Diagnostic Teaching

2

Diagnostic teaching is the8process of diagnosing

student abilities, needs andob7ectives and prescribingreuisite learning activities'9/'ibe'unesco'org:international:Doc0ervices:hesaurus: ;;;;132


30/39

Diagnostic Teaching2

Diagnostic teaching is embeddedithin the teachers$ regular

instruction' hrough diagnosticteaching, the teacher monitorsthe understanding and

performance of students before,during, and after teaching thelesson'


31/39


Diagnostic teaching caninform teachers of the

e=ectiveness of their lessonsith individuals, small groupsof students, or hole classes,

depending on the instrumentsused'


32/39


Within a diagnostic teachingperspective, assessment and

instruction are interactingand continuous processes'''


33/39


'''ith assessment providingfeedback to the teacher on

the e>cac+ of priorinstruction, and neinstruction building on the

learning that studentsdemonstrate'/uske+, @;;A)


34/39


Diagnostic teaching reuires theteacher to re6ect on the

e=ectiveness of each lesson sos:he can make decisions on hatand ho to teach next /based on

the information gatheredthroughout the lesson)'


35/39


Bor example, s:he ma+ antto re-teach the

concept:skill:strateg+, orintroduce:proceed to the nelesson'


36/39

ets 1ause and re3ect...

What is easiest to do in diagnosticteaching?

What is the most di>cult?

Wh+?


37/39

!o...

Co are c&assroom-(asedassessment and diagnosticteaching connected to

e+idence-(ased teaching?


38/39

What we EA%NED


39/39

%e#erences4

• 1%etrieved fromhttp4::'northeastern'edu:learningresearch:programs:facult+-scholars-progr

am:evidence-based-teaching: on1A October @;1• @"dapted from

http4::'edu'gov'mb'ca:k1@:cur:ela:d

ocs:ela-assess-toF'html on 1A October @;1• A"dapted from

http4::'unesco'org:education:literac

:d : i df1A O b @;1
http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/

evidence-based teaching ppp 4 atc

Documents