output for the assessment in the 21 st century classroom course

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OUTPUT FOR THE ASSESSMENT IN THE 21ST CENTURY CLASSROOM COURSE Output for the Assessment in the 21 st Century Classroom Course Region IV-B Division of Oriental Mindor JAY D. FAMILARAN

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Output for the Assessment in the 21 st Century Classroom Course. JAY D. FAMILARAN. Region IV-B Division of Oriental Mindoro. Project Description. In this lesson, students are introduced to the theory of plate tectonics and explore how the theory was developed and supported - PowerPoint PPT Presentation

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Page 1: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T F O R T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

Output for the Assessment in the 21st Century Classroom Course

Region IV-BDivision of Oriental Mindoro

JAY D. FAMILARAN

Page 2: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T F O R T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

Project Description

In this lesson, students are introduced

to the theory of plate tectonics and explore

how the theory was developed and supported

by evidence. Through class discussion, videos,

and activities, students seek connections

between tectonic activity and geologic features

and investigate how the theory of plate

tectonics evolved.

Page 3: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T I N T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

Expected OutputGROUP MULTIMEDIA PRESENTATION

INDIVIDUAL REFLECTIVE JOURNAL

Page 4: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T F O R T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

Targeted Standards ObjectivesDemonstrate understanding of managing effects of events associated with plate tectonics through informed decision making

Identify causes and effects of plate tectonics

Create and use representations toorganize, record, and communicate scientific ideas

Make predictions and inferences on occurrences of certain events associated with plate tectonics

Understand the process ofseeking and giving information inConversations, group discussions, written reports, and oral presentations.

Observe correct scientific precautions during calamities and determine relationships between tectonics and natural phenomena associated with it

Maximize the use of graphic organizers in presenting a concept

Construct a models to show concepts associated with plates tectonics

STANDARDS AND OBJECTIVES

Page 5: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T I N T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

*Conference Questions

*Reasoning Rubric

*Reflective journal

*Multimedia Presentation

Rubric

Page 6: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T I N T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

BRAINSTROMING• To encourage metacognition

and critical thinking of the students

COLLABORATION• To bring the benefit of synergy

to the project because overlapping areas are more easily identified through this and the incidences of re-dong work can be eliminated.

Process and Purpose of AssessmentBEFOR

E

Page 7: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T I N T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

DURING

OBSERVATION CHECKLIST• To assess my students’ research

skills while they’re working

SELF AND PEER ASSESSMENT• To increase students’ attentiveness for activities

such as presentation or group performances by peers (when they are assessing them)

STUDENT-TEACHER CONFERENCE• To probe content knowledge and

prompt self-direction and to monitor their progress

ANECDOTAL NOTES• To gather observation that can be used to focus specifically on the behavior of interest as the learners do the assigned project.

Page 8: Output  for the Assessment in the 21 st  Century Classroom Course

O U T P U T I N T H E A S S E S S M E N T I N T H E 2 1 S T C E N T U RY C L A S S R O O M C O U R S E

AFTER

CONFERENCE QUESTIONS• To probe content knowledge and

prompt self-direction and to monitor their progress

REASONING RUBRIC• To gather a more detailed

feedback and to develop their critical thinking.

REFLECTIVE JOURNAL• To reflect on their past learning and to set goals for this project/unit so as to gauge their understanding after the unit/project

MULTIMEDIA PRESENTATION RUBRICTo enhance the intuition of the learners so as their resourcefulness in creating an excellent project.

AFTER

Page 9: Output  for the Assessment in the 21 st  Century Classroom Course

Output in the Assessment In the 21st century classroom Course

CRITERIA4

EXCELLENT3

OUTSTANDING2

SATISFACTORY1

FAIR

Purpose All of its parts say something meaningful about the purpose or theme.

All of its parts say something important about the topic.

Most of its parts say something important about the topic.

The presentation’s topic is unclear. Many parts seem off topic.

Multimedia Features

uses graphics, video, sound, and other multimedia features effectively to support its key points and make its presentation more meaningful

uses graphics, video, sound, and other multimedia features to support its key points

uses graphics, video, sound, and other multimedia features, but sometimes they distract from the meaning

does not use the features of multimedia presentations, or the features it has are distracting

Organizationbegins with a slide that introduces the theme in an interesting way, builds information in a logical way, and ends with a slide that leaves the audience with an interesting idea about the theme to think about

begins with a slide that introduces the theme, builds information, and ends with a concluding slide

has no clear introduction or conclusion, and information may be presented in an illogical way.

does not have an introduction, a conclusion, and a sense of order.

Oral presentation

Presenters are prepared and have rehearsed the presentation. They speak clearly and smoothly in an engaging way.

Presenters are prepared and have rehearsed the presentation. They speak clearly.

Presenters are somewhat prepared, but they should have spent more time rehearsing. They deliver a presentation but they sometimes forget what they are doing or lose the audience’s attention.

Presenters are not at all prepared. They have not rehearsed the presentation. They often forget what they are doing and lose the audience’s attention.

Creativityincludes unusual and surprising features and components that excite audience about the topic and add to the meaning.

includes some unusual and surprising features that interest the audience and relate to the meaning.

tries to include unusual and surprising features, but they do not add to the meaning of the presentation.

includes no unusual or surprising features, or the features it adds are detracting from the meaning

MULTIMEDIA PRESENTATION RUBRIC

Page 10: Output  for the Assessment in the 21 st  Century Classroom Course

Output in the Assessment In the 21st century classroom Course

END OF PRESENTATION

THANK YOU VERY MUCH!