freshman seminar course introduction · formative assessment formal assessment final assessment...

FRESHMAN SEMINAR iCourse Introduction

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Freshman Seminar Course IntroductionTopic Page

Freshman Seminar Assessment iii Formative Assessment Formal Assessment Final Assessment Creation of Scoring Rubrics vi Creation of Scoring Rubrics Creating a Rubric for a Given Task Group Work Rubric Holland Code Posters and Rubric How Am I Doing? Links for Designing and Using Rubrics Modifications and Accommodations for Students with Special Needs xii What You Should Know ModificationsandAccommodations Commonly Used Inclusive Teaching Practices Sample Lesson with Inclusion Tips A Very Important Heads Up About Unit 7: Portfolio xxvi Word Wall Vocabulary List xxvii

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FRESHMAN SEMINAR iiiCourse Introduction


FRESHMAN SEMINAR ASSESSMENTDue to the nature of the structure of Freshman Seminar, it is impossible to create formative and summative assessments that would be useful in all Freshman Seminar classes in all schools. Therefore, weareincludinginformationandideasthatwillhelpyoucreateactivityassessmentsandafinalcourseassessment. Please keep in mind that it is possible to teach this course and assess students’ progress in great depth without resorting to pen-and-paper, multiple-choice/true-false/short answer quizzes and tests.

We strongly recommend that all assessment in Freshman Seminar be skill- and project-based, and that it avoid merely answering questions about the skills students are learning. To this end, on the next several pages we provide ideas for creating the kind of assessment tools that will work best for your students.

With the understanding that most Freshman Seminar teachers are not English teachers and sometimes are not comfortable grading essays for mechanics (spelling, punctuation, capitalization, sentence structure, etc.); that Freshman Seminar isn’t a writing class and that good writing techniques, while expected, are not directly addressed in the course; and that even a Superteacher like you couldn’t reasonably read and grade 90-150 essays on a regular basis, we would suggest that extended essay writing be kept to a minimum, and that journaling be read for content, not mechanics.

FORMATIVE ASSESSMENT

Ten Methods for Formative AssessmentThe following methods can be used to determine students’ comprehension during lessons for immediate re-teaching:

1. Thumbs Up/Thumbs Down2. A-B-C/YES–NO Index Cards3. Dry Erase Lap Boards4. Think/Write-Pair-Share with share out by several students5. Group Reporting Out by selected groups6. Oral Summaries by several students or groups7. Graphic Organizers

• Partiallycompleteteacher-generated,finishedbystudents• Student-generated

8. Quiz–Quiz Trade (Kaplan strategy)9. Journaling

• Summaries• Application• Questions

10. Exit Pass / “I learned …” Statements and/or Questions

Five Ideas for Formal AssessmentNote: Assessment options for each lesson are listed on the front page of each lesson.

1. Class participation (weekly logs)2. Homework (weekly logs)3. Bell Ringer/Drill 4. Individual and/or group activities and presentations with rubrics5. Journals

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FRESHMAN SEMINAR ASSESSMENTDue to the nature of the structure of Freshman Seminar, it is impossible to create formative and summative assessments that would be useful in all Freshman Seminar classes in all schools. Therefore, weareincludinginformationandideasthatwillhelpyoucreateactivityassessmentsandafinalcourseassessment. Please keep in mind that it is possible to teach this course and assess students’ progress in great depth without resorting to pen-and-paper, multiple-choice/true-false/short answer quizzes and tests.

We strongly recommend that all assessment in Freshman Seminar be skill- and project-based, and that it avoid merely answering questions about the skills students are learning. To this end, on the next several pages we provide ideas for creating the kind of assessment tools that will work best for your students.

With the understanding that most Freshman Seminar teachers are not English teachers and sometimes are not comfortable grading essays for mechanics (spelling, punctuation, capitalization, sentence structure, etc.); that Freshman Seminar isn’t a writing class and that good writing techniques, while expected, are not directly addressed in the course; and that even a Superteacher like you couldn’t reasonably read and grade 90-150 essays on a regular basis, we would suggest that extended essay writing be kept to a minimum, and that journaling be read for content, not mechanics.

FORMATIVE ASSESSMENT

Ten Methods for Formative AssessmentThe following methods can be used to determine students’ comprehension during lessons for immediate re-teaching:

1. Thumbs Up/Thumbs Down2. A-B-C/YES–NO Index Cards3. Dry Erase Lap Boards4. Think/Write-Pair-Share with share out by several students5. Group Reporting Out by selected groups6. Oral Summaries by several students or groups7. Graphic Organizers

• Partiallycompleteteacher-generated,finishedbystudents• Student-generated

8. Quiz–Quiz Trade (Kaplan strategy)9. Journaling

• Summaries• Application• Questions

10. Exit Pass / “I learned …” Statements and/or Questions

Five Ideas for Formal AssessmentNote: Assessment options for each lesson are listed on the front page of each lesson.

1. Class participation (weekly logs)2. Homework (weekly logs)3. Bell Ringer/Drill 4. Individual and/or group activities and presentations with rubrics5. Journals

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FRESHMAN SEMINAR FINAL ASSESSMENTThefinalassessmentprovidesevidencethatstudentsunderstandandareabletoapplyconceptsandskillstaught in the course. The following assessments are options.

• Semester-long Project with a Culminating Activity: Any project-based learning or service learning approach has assessment embedded in the project. Students can demonstrate the FS skills they have mastered throughout the steps of the project. Student and teacher evaluations of this project can offer students the opportunity to give and receive feedback.

One suggestion is to create a semester-long project that includes mastering many of the skills taught in Freshman Seminar.

• Unit 2 (Study Skills): Notetaking, time management, organization of notes• Unit 3 (Careers): Information on student’s Holland Inventory results • Unit 3 (Careers): Individual and group oral presentation on Holland results and research

findings.Bypracticinggrouprolesandcompletinggrouptasks,studentscanapplythegroupprocesses learned and used in several FS units.

• Unit 3 (Careers), Unit 4 (Post-Secondary Decisions) and Unit 6 (Technology) and Social Skills (Units 2, 3, 4, 5): Writing the resume; word processing in preparing of resume; completing the job application; participating in the job interview, which would require knowledge of Holland codesandawarenessofpersonalinterestsandskillsrelatedtospecificcareers;educationalrequirements of career choices; awareness of appropriate business attire and language; active listening.

• Unit 4 (Post-Secondary Decisions): Educational requirements for career choices• Unit 6 (Technology): Research (online and other sources) on possible career paths based on

Holland results• Unit 7 (Portfolio): The Portfolio can be used as the culminating activity.

• Portfolio Analysis: Collecting, Selecting, Reflecting: If your school has the Career Portfolio in place, or is beginning the four-year Career Portfolio process this year, a Portfolio Analysis can be a usefulfinalassessmentofwhatstudentshavelearnedinFreshman Seminar. Collecting, selecting representativework,andreflectingonthisworkallowsstudentstoreviewtheirlearning,evaluatetheir work, and demonstrate organizational skills.

• Workbook Samples: Students can choose samples from completed workbook pages that represent their best work and explain what they learned in these activities.

For example: The teacher will specify the number and type of samples students will submit from each unit that will best represent the scope of the work done during the course. These are suggestions: Unit 1 (Orientation): two samples Unit2(StudySkills):fivesamples,twoofwhichmustreflectnote-takingskills Unit 3 (Careers): four samples Unit 4 (Post-Secondary Decisions): three samplesUnit5(HumanRelations):threesamples,atleastoneofwhichmustberelatedtotheConflictLoopUnits2-5:SocialSkills:fivesamples—threeT-Charts,twootherUnit 6 (Technology): two samplesUnit 7 (Portfolio): one sample (Total): 25 samples @ 4 points each = 100 points

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• Student-generated Objective Test: Students can review their workbooks and journal entries and create an objective test that they then administer to each other or to another FS class. The process of creating the test may be more meaningful than the actual product and may receive more credit than the test score.

• Teacher-generated Objective Test: The teacher can create a test that requires students to apply keyskills.Thisassessmentshouldnotbeintheformofaregularmultiple-choice,true-false,fill-in-the-blank kind of test we’ve been using for years. It should expect the students to actively use the skills they have learned. For example, students can complete a classic outline, a Cornell notespage,orotherorganizeronthekindsofconflictwithexamples,oronashortreadingoftheteacher’s choice.

CREATION OF SCORING RUBRICSThe following are typical characteristics of good scoring rubrics:

1. Rubrics may consist of a checklist of items, each with an even number of points. Two-point rubrics (Yes/No)wouldindicatethatthestudenteitherdidordidnotperformthespecifiedtask.Fourormore points in a rubric are common and indicate the degree to which a student performed a given task.

2. Rubric-based scoring is criterion based. That is, the rubric contains criteria for acceptable performancethataremeaningful,clear,concise,unambiguous,andcredible—thusensuringinter-rater reliability.

3. Arubricisusedtoassessonlythosebehaviorsthataredirectlyobservable—whatastudentisdoing rather than what he or she is thinking, for instance.

4. Holistic rubrics require raters to give a single score based on the overall quality of the presentation. This may or may not be used in conjunction with other items.

5. A multi-dimensional rubric can provide a better assessment and understanding of expected or actual performance.

6. Scoring guides should contain the following elements: • fully explicit scoring criteria • examples or models illustrating each score point • an abbreviated one-page version of the criteria for reference during actual rating • a form for recording scores

When using scoring rubrics it is important that the following considerations be given:1. Students might help create the scoring rubric. 2. Students should be fully aware of the content and meaning of the scoring rubric. 3. Rubrics should contain an even number of performance levels. 4. Each level describes the required performance.

The real concern is whether the criteria actually describe the sort of practice legitimately expected. Creating really good rubrics requires both practice and experience with the rubric in question. Sometimes it becomes quickly clear that critical dimensions are missing. It’s nice to have a column for scores, and even a box for the composite score.

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Group Work RubricName:________________________________________________________Date:__________________

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LINKS FOR DESIGNING AND USING RUBRICSRubrics Collections/Rubrics Builders – site includes articles about rubrics, rubric generators, and rubrics for Behavior, class participation, homework, lab reports, listening, math, map projects, notebooks, oral expression, paragraph writing, persuasive writing, presentations, projects, research reports, science fairs, teamwork, timelines, WebQuests, and writing. http://www.teach-nology.com/web_tools/rubrics/

Rubric Star Rubric Builder http://rubistar.4teachers.org/index.php

Assessment and Rubrics Site offers rubric examples as well as software to purchase. www.rubrics.com

WebQuest Rubric http://webquest.sdsu.edu/webquestrubric.html

Understanding Rubrics – Middle school rubrics include invention report, book talk, oral presentation, evaluating a scrapbook, persuasive essay, autobiographical event essay www.middleweb.com/rubricsHG.html

Chicago Public Schools Performance Assessment Ideas – “Ideas and Rubrics” section includes a selection of rubrics. http://intranet.cps.k12.il.us/Assessments

Collaboration Rubric http://edweb.sdsu.edu/triton/tidepoolunit/rubrics/collrubric.html

Multimedia Grading Rubric www.ncsu.edu/midlink/rub.senst.htm

Rubric for Multimedia/PowerPointTM Presentation www.ga.k12.pa.us/curtech/webqpre/assesspp.htm

Multimedia and Other Rubrics –Usesearchfeaturetofindvariousmultimediaandotherrubricswww.tulsaschools.org

Kathy Schrock’s Guide for Educators: Assessment and Rubric Information. A categorized, annotated list of over 1,600 sites to enhance instruction and support the curriculum, including WebQuest rubrics. http://school.discoveryeducation.com/schrockguide

Midlink Magazine home: Rubrics and Evaluation Resources www.ncsu.edu/midlink/ho.html

Performance Assessments and Rubrics for history, science, math, and other subjectswww.cse.ucla.edu/products/teachers.html

Rubrics for WebLesson http://edweb.sdsu.edu/webquest/rubrics/weblessons.htm

K-12 Rubrics and Assessments http://rubrics4teachers.com

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FRESHMAN SEMINARMODIFICATIONS AND ACCOMMODATIONS

FOR STUDENTS WITH SPECIAL NEEDSWHAT YOU SHOULD KNOW

Ifyouareaneducatorofstudentswithspecialneeds,yourfirstgoalistobecomeacquaintedwiththoseneeds. Study the IEP for each child who has one. Examine it to see his/her current performance levels, review his/her IEP objectives and jot down some notes or complete a matrix showing how you plan to address those objectives in your Freshman Seminar class.

Thenextfewpagesexplaintheterms“modification”and“accommodation”andprovidesuggestionsforincorporating inclusive teaching practices in a sample Freshman Seminar lesson.

Thetipspresentedherewilloftenbenefitallstudents.Picturethis:thereisastudentwithawheelchairreturning to school after it has snowed. The custodian sees her and stops shoveling snow from the steps and begins shoveling the wheelchair ramp. He then realizes that by clearing the ramp, all the students will have access to the school. StudentswithaccommodationsandmodificationsonanIEPshouldreceivethoseservices.Ifyouareunsure of how to provide the legally mandated services to the students in your class, please contact your school’s special education department for assistance.

MODIFICATONS AND ACCOMMODATIONSMODIFICATIONSModificationsmakethetypicalworkeasier.Makingmodificationsinvolveschangingtheactualassignmentandexpectationforthestudent.Thatis,“modified”EnglishIwillnotlooklikea“regular”EnglishIclass.

For Example:

Grade Level Work:Write a 2-page essay on given topic

Lower Grade Level Work: Complete Mind Map or Outline on topic

Thesemodificationscouldinclude:• Completing fewer math problems and/or using numbers with fewer digits• Using a calculator for basic computations (when they may not be allowed for others)• Readingshorter,simplifiedpassagesfromstoriesortextbooks,usingadaptationsofclassicnovels

or plays, or using copies of handouts in larger type face• Giving three multiple choice options rather than four on a test• Preparing stations that teach different levels of the same concept (For example, waves of visible

light,reflection/refractionvs.colorsinthespectrum)• Skeleton notes (see example in the sample lesson)

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StudentswhoreceivemodificationsaspartoftheIEPshouldbegettingmodificationsduringinstruction.Yourgradeforastudentwithmodificationsshouldreflecttheactualgradethatastudentearnedonmodifiedmaterial.ThesemayalsobethesamemodificationsmandatedbytheIEPfortestingsituations.

ACCOMMODATIONSAccommodations do not change the assignment or the goals of the course. Accommodations are a boost toassistthestudenttocompletegrade-levelworkbylevelingtheplayingfield.

For example:

Write a 2-page essay on a given topic Dictate an essay on a given topic

These could include:• Extra response time• Small group setting• Scribe/tape recorder for recording verbal responses• Large print text/Braille text• Books on tape/CD• Highlight key words• Single-step directions• Pencil grip

Keep in mind that some students may need accommodations in some classes but not others. But no matter what you think about a student’s ability, you need to adhere to the IEP in your accommodations. When you complete your report for the IEP team, be sure to include your recommendations if you feel accommodations are needed or unnecessary.

It’s also perfectly legal to provide some “scaffolding” techniques for all students. Sometimes, many other studentscanbenefitfromtheworkthatyouaredoingforoneortwowithspecificIEPneeds.

COMMONLY USED INCLUSIVE TEACHING PRACTICESInclude several different types of assessments throughout your lesson (written, verbal, auditory).

• Trytousethesameformatforyourlessonseveryday,unlessaspecificvariationisneeded.• Teach to your environment (charts, posters, signs, pictures, etc.).• Set high expectations that meet the student’s IEP goals and objectives.• Simplify the focus of the lesson without undermining or weakening the objectives.• Definewordsthatmaybeunfamiliartostudents.• Create a word bank for Freshman Seminar (in addition to Word Wall vocabulary) as well as

wordbanks for each new unit. • Keep cooperative learning activities timed, structured, and brief.• List daily expectations on the board: goals, objectives, homework, vocabulary, etc.• Experiment with grouping techniques before groups are selected.• Start monitoring students early for potential groups.• Adapt the methods used to deliver information: students repeating answers, writing on posterboard/

newsprint, hands-on activities, etc.

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• Personalize the lesson, especially the drill and motivation.• Serve as a facilitator for learning, not as a lecturer.• Teach students how to facilitate a lesson in your class.• Include timed activities, with extended time given to those who need it.• Repeat information, and have students repeat information.• Give assignments orally and in writing.• Early on, establish a peer buddy system.• List important dates and other information on the same board every day.• Refer to process charts.• Maintain a print-rich environment.• Read to the class.• Rewritewrittenassignmentsiftheycontaindifficultlanguage.• Walk the room continuously; offer support before students ask for it.• Expect all students to speak and participate actively in the lesson every day.• Display the steps for an activity, and keep them as clear and brief as possible.• Plan for your lesson to continue on to the next day if needed.• Allow students to group with others for peer support.• Always try to include even the lowest-performing students in your lesson.• Plan daily activities that require students to think about their feelings about school and life.• Whenstudentsareworkingincooperativegroups,assignspecifictaskstoeachgroupmember.• Review information students may have forgotten, or that they are not familiar with.• Refer to past resources you may have used, such as school agenda books, classroom posters,etc.• Provide a study guide for each test and quiz.• Use rubrics whenever possible.• Learn as much as you can about your students’ needs, strengths and weaknesses.• Read IEP objectives and goals before setting class expectations.

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VERY IMPORTANT HEADS UP ABOUT UNIT 7: STUDENT-LED CONFERENCES AND

STUDENT PORTFOLIO PRESENTATIONS

BeforeyoufinishyourexplorationofFreshman Seminar’s curriculum and complete a pacing guide, it would be extremely valuable for you to take some time to look at Unit 7.

Based on the considerations listed below, you will need to make a choice of how to teach this unit early in thesemester,andplanaccordingly.Sopleasetakesometimetoreadtheunitfirstanddecidewhichchoicewill suit the needs of both your students and yourself. Then you can complete your pacing guide knowing how you will handle the unit and having students select/collect appropriate items for their portfolios.This activity is meant to be the culminating event for Freshman Seminar. It involves a portfolio of work which shows a sample of what students have accomplished during the semester. You have a choice of 2 ways in which to teach this unit. Both choices involve the completions of a portfolio. Choice 1 culminates in a presentation to the class or staff. Choice 2 culminates in a presentation to parent(s). Your choice will be determined by a number of considerations including:

• The amount of time remaining at the end of the course• Student Portfolios – 7 days• Student-Led Conferences – 13 days

• The academic level of your students• Logistical and Support issues

• If you are not working in a 9th grade academy structure where teacher teams with common planningperiodsareinplace,Choice2willplaceasignificantamountofadditionalplanningandworkload on your shoulders. You also will probably not be able to count on much administrative support. Think carefully about how committed you are to doing most of the work yourself especially if Freshman Seminar is not your only course assignment.

• Portfolio folders will be needed for either choice. Determine what type of folder will work best for your situation and whether the school or your students will be responsible for providing them. In either case, student portfolios should be kept in your room.

During the course of the semester, you and the other teachers on the team will guide students to collect representative samples of work from all of their courses. These samples need to represent either a Strength, a Challenge, or a Student Choice. The overall contents of the portfolio should represent all three. For Freshman Seminar, activities that have been marked with this symbol would make good examples.

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COMPLETE WORD WALL (113 TERMS)

Unit 1: ORIENTATIONRules Goal SeminarOrientation Clarifying ObstaclesWork Ethic Compare ContrastBrainstorming Team Team RolesConsensus

Unit 2: STUDY SKILLSActive Listening Graphic Organizer Mind MapKWLS Cornell Note-taking Pre-writingExpository Writing Venn Diagram Classic Method of Notetaking (Outlining)Impromptu Speech SQ3R SurveyRecite Prioritize Objective TestSubjective (Essay) Test

Unit 3: CAREERS Job Career Career LadderHolland Inventory Holland Code RIASEC HexagonRealistic Investigative ArtisticSocial Enterprising ConventionalJob Description Lifestyle BudgetOccupation Resume Interview

Unit 4: POST-SECONDARY DECISIONS Post-Secondary Apprenticeship ScholarshipCorrelation Potential InternshipVocational School Technical Institute Work-StudyGI Bill Financial Aid PSATSAT GPA AssetsAward Letter Loan Deferment Student Aid Report (SAR)HBCU Associate of Arts (AA) Bachelor of Arts/Science (BA/BS)Master of Arts/Science (MA/MS) Doctor of Philosophy (Ph.D.) Academic MajorsPersonality Traits College Costs Estimated Family Contribution (EFC)Financial Need

Unit 5: HUMAN RELATIONSConflict Interpersonal IntrapersonalIntergroup Intragroup ResourcesPsychologicalNeeds Values ConflictLoopConvictions Peer AvoidanceConfrontation Problem Solving CompromiseCollaboration Distress EustressEmotions Personal Anger Chain Counting and BreathingGuided Imagery Positive Self-Talk I-Messages

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COMPLETE WORD WALL (113 TERMS)Unit 5: HUMAN RELATIONS (Cont.)Peer Pressure Disrespect Discipline Punishment

Unit 6: TECHNOLOGY CPU CRT LCDRAM USB ClipboardControl key Word-wrap CopyrightPlagiarism Spreadsheet

freshman seminar course introduction · formative assessment formal assessment final assessment...

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