i’m glad you’re here! happy tuesday!
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I’m glad you’re here! Happy Tuesday! . Get out a piece of paper and a writing utensil. Select the quote(s) below you agree or disagree with most strongly. Explain why the quote means something to you. - PowerPoint PPT PresentationTRANSCRIPT
I’m glad you’re here! Happy Tuesday!
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1. Get out a piece of paper and a writing utensil.2. Select the quote(s) below you agree or disagree with most
strongly.3. Explain why the quote means something to you.4. Also, respond to the question: How in control of your grades have
you felt in your kindergarten through 8th grade years of schooling?
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Learning Intentions Success Criteria
We are learning to…• use the Cornell note-taking system to prepare us for successful studying• understand how standards-based grading works at Reagan• analyze what has/hasn’t worked in education• evaluate how our education affects us• become empowered by the IB program & SBG at Reagan
We’ll know we’re successful when we can…• take Cornell notes on the SBG presentation today, using all of the parts of the process to record the main ideas and supporting details• analyze the TED talk by Ken Robinson• make connections to the TED talk and your own personal life and experiences in educationAgenda
Bell Work Reflection & Discussion
Mini-Lesson on Cornell Notes
Presentation on Standards-Based Grading
TED Talk – Think-Pair-Share & Discussion
Homework: Organization of Binder
2121stst Century Assessment Century Assessment at Reaganat Reagan
2121stst Century Assessment Century Assessment Reagan underwent a change in assessment Reagan underwent a change in assessment
(grading)in recent years(grading)in recent years
Old assessment methods do not serve the Old assessment methods do not serve the students wellstudents well
In the past, students could simply show up to In the past, students could simply show up to class, behave, turn in their work (even if the class, behave, turn in their work (even if the work was poor), do average on their tests and work was poor), do average on their tests and receive a good grade.receive a good grade.
Not anymore!!Not anymore!!
2121stst Century Assessment Century Assessment The The goalgoal for any class is to meet a set for any class is to meet a set
of learning objectivesof learning objectives
If a student If a student meets or exceeds the meets or exceeds the learning objectiveslearning objectives they should be they should be rewardedrewarded
Generally, teachers reward students Generally, teachers reward students based on their level of based on their level of compliancecompliance
2121stst Century Assessment Century Assessment
When these students went to college or When these students went to college or into the workforce, they were not able into the workforce, they were not able to have the same level of success…to have the same level of success…
Discuss:Discuss: Why? What do you think they were Why? What do you think they were
expected to do that they had not been expected to do that they had not been asked to do before???asked to do before???
2121stst Century Assessment Century Assessment
In your courses you will have two In your courses you will have two different types of assessment:different types of assessment:
1.1. PracticePractice
2.2. EvidenceEvidence
2121stst Century Assessment Century Assessment
Practice:Practice: Practice activities are those Practice activities are those done in and out of the classroom done in and out of the classroom throughout each unit to prepare throughout each unit to prepare you for mastery of the objectives. you for mastery of the objectives. There will be multiple opportunities There will be multiple opportunities for you to practice without penalty. for you to practice without penalty. smallsmall assignments. assignments.
PracticePractice
Examples: oral participation, paired and Examples: oral participation, paired and group activities, presentations, group activities, presentations, homework, in-class work, debates, homework, in-class work, debates, discussions discussions
Do you have to do the practice work? Do you have to do the practice work?
YES! YES! Discuss:Discuss: Why???Why???
PracticePractice
If you don’t, you will not master the If you don’t, you will not master the learning objectives, you may not learning objectives, you may not retake assessment, and you risk not retake assessment, and you risk not earning credit for the course. earning credit for the course.
Practice is very important!Practice is very important!
http://www.youtube.com/watch?v=mIOGPMJoB3o&feature=related
What happened to those teams What happened to those teams that practiced so hard?that practiced so hard?
PracticePractice Right now, most of you are here: Right now, most of you are here:
Discuss:Discuss: But you want to be here. How will you But you want to be here. How will you
get there?get there?
Homework Participation Discussion
Practice!!!!
EvidenceEvidence
Evidence:Evidence: Evidence are tasks that Evidence are tasks that are completed in and out of the are completed in and out of the classroom to demonstrate your classroom to demonstrate your mastery of the objectives. mastery of the objectives. BIGBIG assignments!assignments!
EvidenceEvidence is the way that is the way that YOUYOU proveprove you met the learn objective.you met the learn objective.
EvidenceEvidence
Evidence can be in any form but Evidence can be in any form but generally it will be:generally it will be:
Tests, quizzes, projects, presentations, Tests, quizzes, projects, presentations, debates, essays, research papersdebates, essays, research papers
EvidenceEvidence For your evidence, you will receive one of the For your evidence, you will receive one of the
following:following:ADAD-- Advanced: The student exhibits -- Advanced: The student exhibits exceptional exceptional
masterymastery of the course objective. of the course objective. PRPR-- Proficient: The student provides -- Proficient: The student provides good mastery good mastery
of the course objective. of the course objective.
BABA--- Basic: The student provides evidence of a - Basic: The student provides evidence of a beginning mastery beginning mastery of the course objective. of the course objective.
MIMI--Minimal: The student attempts the task but --Minimal: The student attempts the task but
provides provides no evidence of mastery no evidence of mastery of the objective of the objective described.described.
OO---No Evidence: -No Evidence: No evidence No evidence was submitted. was submitted.
Conversion TableConversion TableCommon Common ScaleScale
Regular Regular Education Education
MeaningMeaning
Percentage Percentage Conversion Conversion (done by (done by
ESIS)ESIS)
Special Special Education Education MeaningMeaning
Classic Classic Report Card Report Card Grade Grade ConversionConversion(done by (done by
ESIS)ESIS) ADAD Advanced Advanced
or 4or 4100 (90-100 (90-100) 100)
Achieving Achieving beyond beyond IEP goalsIEP goals
AA
PRPR Proficient Proficient or 3or 3
85 (70-85 (70-89) 89)
Achieving Achieving IEP goalsIEP goals
80-89= B80-89= B
70-79= C 70-79= C
BABA Basic or 2Basic or 2 65 (51-65 (51-69) 69)
Achieving Achieving below IEP below IEP goalsgoals
DD
MIMI Minimal Minimal or 1or 1
50 (1-50) 50 (1-50) Present, Present, but no but no efforteffort
UU
No No evidenceevidence
00 N/AN/A OO
EvidenceEvidence
In the past if you had the following In the past if you had the following grades, what would your final grade grades, what would your final grade be?be?
48% Test 148% Test 1
64% Test 264% Test 2
88% Test 388% Test 3
66%(average)= D66%(average)= D
EvidenceEvidence
Under the new assessment system Under the new assessment system we are only interested in what your we are only interested in what your final level of mastery is.final level of mastery is.
48% Test 148% Test 1
64% Test 264% Test 2
88% Test 388% Test 3
88% = B88% = B
Final GradesFinal Grades
Each semester is 18 weeksEach semester is 18 weeks
Your grade will reflect everything done Your grade will reflect everything done during the 18 weeksduring the 18 weeks
You will receive an update at 9 weeks You will receive an update at 9 weeks but your grade will not start overbut your grade will not start over
Discuss:Discuss:
How will this new grading system How will this new grading system help you?help you?
Confused??Confused??
Questions???Questions??? CommentsComments ClarificationClarification
Howdy! Happy Thursday!Howdy! Happy Thursday!Learning Intentions
Success Criteria
We’re learning to…• analyze what has/hasn’t worked in education• evaluate how our education affects us• become empowered by the IB program & SBG at Reagan• explore the concept of multiple intelligences• use the Cornell note-taking system to prepare us for successful studying
We’ll know we’re successful when…•analyze the TED talk by Ken Robinson• make connections to the TED talk and your own personal life and experiences in education through a “Socratic Seminar”• take Cornell notes on the MI presentation today, using all of the parts of the process to record the main ideas and supporting details
Bell Work:
1.Get yourself a small whiteboard and a marker.2.Have a seat and be ready to start right away!
AgendaTED Talk
Think-Pair ShareSocratic Seminar-esque Discussion
Multiple Intelligences
TED Talk: TED Talk: http://www.ted.com/talks/ken_robinson_says_schhttp://www.ted.com/talks/ken_robinson_says_sch
ools_kill_creativity.htmlools_kill_creativity.html
Howdy! Happy Monday!Howdy! Happy Monday!
Bell Work:
1.Have a seat & read the handout at your desk.
2. Please be ready to start right away!
Learning Intentions
Success Criteria
We’re learning to…• explore the concept of intelligence
• learn about multiple intelligences and learning styles
• use the Cornell note-taking system to prepare us for successful studying
We’ll know we’re successful when…• we can complete the goal challenges in our small teams• discuss our observations and experiences from those challenges• take Cornell notes on the MI presentation today, using all of the parts of the process to record the main ideas and supporting details
AgendaGoal Challenges
MI-ghty strong you are! – Discussion & Cornell Notes
Homework – Many Investigations of MI & LS!
Good morning! Happy Good morning! Happy Wednesday!Wednesday!
Learning Intentions
Success Criteria
We’re learning to…• explore the concept of intelligence
• learn about multiple intelligences and learning styles
• evaluate our personal strengths and areas to improve
• discuss, design,& share learning strategies that match our MI & LS strengths in collaborative teams
We’ll know we’re successful when…• we can view & discuss two short videos on MI & LS
• complete the self-assessments and analyze the results
• work with our learning style groups to create a list of effective strategies in and out of the classroom to learn whatever it is we want or need to learn
Bell Work:
1.Get out a piece of paper, and respond to the following questions:
- Which goal challenge was the easiest for you to do last class? Why do you think so?
- Which goal challenge was the hardest for you to do? Why do you think so?
- Do you think it is important to get in the habit of setting personal goals & reflecting on our progress in achieving those goals? Why or why not?
Cornell Note-Taking Practice on…
The Theory of Multiple Intelligences
http://www.youtube.com/watch?v=cf6lqfNTmaM
and Learning Styles
http://www.youtube.com/watch?v=fQYW6vYSGXs
Auditory LearnersAuditory Learners
Suggestions for Auditory LearnersSuggestions for Auditory Learners Using word association to remember Using word association to remember
facts and lines.facts and lines. Recording lectures.Recording lectures. Watching videos.Watching videos. Repeating facts with eyes closed.Repeating facts with eyes closed. Participating in group discussions.Participating in group discussions. Using audiotapes for language practice.Using audiotapes for language practice. Taping notes after writing them. Taping notes after writing them.
Visual LearnersVisual Learners
Suggestions for Visual Learners:Suggestions for Visual Learners: Draw a map of events in history or draw scientific Draw a map of events in history or draw scientific
process.process. Make outlines of everything!Make outlines of everything! Copy what's on the board.Copy what's on the board. Ask the teacher to diagram.Ask the teacher to diagram. Take notes, make lists.Take notes, make lists. Watch videos.Watch videos. Color code words, research notes.Color code words, research notes. Use flashcards.Use flashcards. Use highlighters, circle words, underline. Use highlighters, circle words, underline.
Kinesthetic LearnersKinesthetic Learners
Suggestions for Kinesthetic LearnersSuggestions for Kinesthetic Learners Studying in short blocks.Studying in short blocks. Taking lab classes.Taking lab classes. Role playing.Role playing. Taking field trips, visiting museums.Taking field trips, visiting museums. Studying with others.Studying with others. Using memory games.Using memory games. Using flash cards to memorize Using flash cards to memorize