Not exact matches
Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the
classroom: (1) clear goals and guiding activities; (2) a variety
of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and
classroom norms that increase the use
of evidence and a
culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative
assessments that provide opportunities for revision; and (5) summative
assessments that are multidimensional and representative
of professional practice.
This test consists
of 20 items (with an associated answer key for the teacher) that assess the vocabulary, grammar, and cultural concepts listed below: Vocabulary Themes: History; Countries and cities; Communities Grammar Themes: Prepositions: Preterite tense in regular - ar, - er, and - ir verbs; Direct object pronouns
Culture Themes: The Mayas and The Incas; Independence Age; Latin American and US Writing in Spanish: Punctuation and accents An alternate version
of the test is also provided to the teacher, in case a student needs to re-take the
assessment or for use in large
classrooms.
This test consists
of 20 items (with an associated answer key for the teacher) that assess the vocabulary, grammar, and cultural concepts listed below: • Country / Region: South America: Colombia, a Magic Land • Vocabulary Themes: physical characteristics and parts
of the body • Grammar Themes: adjectives: descriptives; agreement; gender and number • Writing in Spanish: el alfabeto •
Culture Theme: Colombia and the Arts An alternate version
of the test is also provided to the teacher, in case a student needs to re-take the
assessment or for use in large
classrooms.
This test consists
of 20 items (with an associated answer key for the teacher) that assess the vocabulary, grammar, and cultural concepts listed below: - Country / Region: United States: La Florida - Vocabulary Themes: Modes
of transportation; The beach; Weather - Grammar Themes: Prepositions: Overview; Contractions: a + el / al (to the), de + el / del (from the)-
Culture Theme: History
of Florida: San Agustín, Immigration from Latin America, cultural fusion, geography, ecology An alternate version
of the test is also provided to the teacher, in case a student needs to re-take the
assessment or for use in large
classrooms.
This test consists
of 20 items (with an associated answer key for the teacher) that assess the vocabulary, grammar, and cultural concepts listed below: • Country / Region: Spain: general description and main regions • Vocabulary Themes: my home and my neighborhood; numbers 11 to 100; cognates • Grammar Themes: subject pronouns and articles •
Culture Theme: Spain and Spanish culture An alternate version of the test is also provided to the teacher, in case a student needs to re-take the assessment or for use in large clas
Culture Theme: Spain and Spanish
culture An alternate version of the test is also provided to the teacher, in case a student needs to re-take the assessment or for use in large clas
culture An alternate version
of the test is also provided to the teacher, in case a student needs to re-take the
assessment or for use in large
classrooms.
That means the teaching faculty are on trial in
assessments, too, a complete upending
of a long - held
classroom culture in which instructors evaluate the knowledge
of their own students.
Speaking from more than 40 years
of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by
assessment traditions — Stiggins maps out the adjustments in practice and
culture necessary to generate both accurate accountability data and the specific evidence
of individual mastery that will support sound instructional decision making and better learning in the
classroom.
The new FIT Teaching ™ tool kit comprises resources for creating a positive and productive school and
classroom culture, establishing a purposeful
classroom, employing gradual release
of responsibility strategies to provide multiple pathways to learning, and designing and implementing effective formative and summative
assessment tools.
The campaign's website links to free guides and reports, activities to increase parent engagement,
assessments of classroom culture, suggestions for reaching specific minority groups, and more.
Leading for Differentiation lays out the reflective thinking and action - oriented steps necessary to launch a system
of continuous professional learning,
culture building, and program
assessment that will allow differentiation to flourish in every
classroom.
Our work
of creating common performance
assessments and rubrics and scoring them across
classrooms has created a
culture of inquiry and a collaborative atmosphere... This is a result
of our process
of learning about the Common Core, unpacking standards, writing lesson plans and tasks, sharing those plans, giving each other feedback, creating common rubrics, and collectively examining student work.
In the first «residency» year, you'll learn the basics
of how to build relationships with students, families and colleagues; you'll apply proven strategies for establishing a positive and productive
classroom culture; you'll learn teaching strategies specific to the grade levels and subject areas that you teach (e.g., high school biology); and you'll develop skills in lesson planning and
assessment design.
With the six tenets in his or her back pocket, any educator will be more thoughtful and intentional about the
culture of assessment promoted within his or her school and
classroom.»
Join us on February 7th at 1:00 pm EST to learn how JSIA leveraged creative scheduling, revamping math instruction and
assessment and integrating a
culture of growth through daily student and teacher usage
of classroom data.
Some things are relatively straightforward - and are happening in
classrooms across the country: teachers can use formative
assessment and student work to make decisions and adjust instruction; teachers can demand rigor,
of themselves and their colleagues; teachers can teach in ways that are rigorous and relevant — leveraging the assets
of the families,
cultures and community resources
of the children they serve — getting students to think and act critically in their world and the larger one.
Functions The teacher leader: a) Facilitates the collection, analysis, and use
of classroom - and school - based data to identify opportunities to improve curriculum, instruction,
assessment, school organization, and school
culture; b) Engages in reflective dialog with colleagues based on observation
of instruction, student work, and
assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge
of colleagues to address curricular expectations and student learning needs; e) Uses knowledge
of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe
of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues
of diversity and equity in the
classroom and ensures that individual student learning needs remain the central focus
of instruction.
Key to changing this attitude is a well crafted, engaging and balanced
assessment culture integrated into the instructional framework
of the
classroom.
To challenge the labeling
of students from minority groups as disabled,
assessment must focus on (a) the extent to which children's language and
culture are incorporated into the school program, (b) the extent to which educators collaborate with parents in a shared enterprise, and (c) the extent to which children are encouraged to use both their first and second languages actively in the
classroom to amplify their experiences in interaction with other children and adults.
Instructional strategies in our
classrooms must focus not on what works, but on what works best, (Hattie, 2009) for both student success and developing a
culture of learning based on clear learning targets and informed by actionable formative
assessment (Wiliam, 2011).