Lesson Planning Page 3 New (Developed) Daily Lesson Plan ================================= Dear colleague, On this page you'll find First: Explanations of the newly (developed) Teaching strategies with examples and the Role of the Teacher and the Role of the Student Second: Explanations of the newly (developed) Assessment strategies with examples of the tools
Teaching, Learning and Assessment Strategies
Source: GENERAL FRAMEWORK: CURRICULUM AND ASSESSMENT For the Ministry of Education, HASHEMITE KINGDOM OF JORDAN, September 1, 2003. (This document developed through the collaborative efforts of the General Directorate of Curriculum and Textbooks and General Directorate of Examinations, Amman, Jordan, Consultants from the Canadian International Development Agency, New Brunswick, Canada)
Appendix I: Teaching and Learning Strategies
This appendix describes Teaching Strategies and Learning Strategies in detail, with information about the benefits of each and suggestions for application. This material will help teachers develop the variety of strategies they need to make informed choices about activities.
The teaching strategies included are grouped as
§ Direct Instruction § Problem Solving and Investigation § Group Learning § Activity-based Learning
A separate section is devoted to
§ Using Critical Thinking
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Teaching Strategy: Direct Instruction
Direction Instruction is used in a structured lesson, directed by the teacher. This method controls the focus of attention, especially when there are time constraints. The learning material is often presented through questioning and statements which allows for student feedback. The student responses guide the teacher to adjust the lesson as necessary. Some examples of direct instruction include the following:
Direct instruction meets the needs of the auditory learner.
- Lecture - Demonstration - Guest speaker - Seminar - Question and Answer Lesson - Working from a textbook - Workbook, worksheets - Practice and Drill - Directed Reading Activities - Flashcards
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Examples Woodworking The teacher instructs his first class of the year by discussing safety issues around the use of the table saw. After the teacher has demonstrated safe use, student volunteers in turn repeat his safety steps. He stresses the importance of safety in the workplace and the dangers of improper use of the equipment. The students must demonstrate their safety knowledge through a written test and show safe equipment use before they are allowed to use the machines.
Mathematics In a class to follow up prior lessons where students gathered data, the teacher demonstrates how to analyze and graph the data. The students practice the method demonstrated.
Hotel The teacher invites two guest speakers: a guest speaker with first-hand experience working in hotel management and a second speaker from the Ministry of Tourism. The students prepare questions in advance in order to determine the characteristics that the speakers value in their future employees.
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Student Role | · Listen actively · Ask questions to assure understanding · Contribute to the lesson by offering comments to add information, ideas and opinions
| · Practice skills learned under the direction of the teacher and independently · Use self-assessment skills to monitor learning |
Teacher Role in Developing Direct Instruction | · Identify the key knowledge and skills that students will need to understand in the lesson. · Organize and plan the delivery in a logical sequence. · Check often for student understanding (e.g., by direct questioning during the lesson). · Model a skill and provide opportunities for students to practice.
| · Monitor student progress (formative assessment) during the practice portion of the lesson. · Support students who are having difficulty. · Plan the next steps in learning based on answers to the questions
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Teaching Strategy: Problem Solving and Investigations
Problem solving is a teaching strategy that provides real-life issues for students to examine. These strategies encourage high levels of critical thinking and usually include the following components: a) identify a problem; b) choose a model; c) propose a solution; d) investigate, gather data and analyze; e) draw conclusions from the data; f) look back: reflect and revise the solution as required.
Through all of these steps in the inquiry process, students are communicating their thinking through writing, discussion, tables, charts, diagrams and other means. Students connect new learning to prior knowledge and transfer the process of inquiry to other similar problems.
Throughout the process, the students should be actively involved in assessing and reflecting on their process and the results of their inquiry. Sample strategies include: - technical design process - mathematical investigation - scientific inquiry - case studies |
Examples Mathematics The teacher asks students if they think there is a relationship between a person’s height and length step. The teacher leads a whole-class discussion, asking students to brainstorm how this can be investigated. Students decide to measure height and length of step. In pairs, they gather, graph and analyze their data. The students conclude, “the longer the step, the taller the person.” The students justify their conclusions based on the data gathered. The teacher leads a discussion about how this information can be used by the police to catch a criminal.
Nursing The teacher asks the students to investigate four different health issues that require special diets, e.g., diabetes, high blood pressure, pregnancy and weight loss. She assists the students with the selection of current resources (e.g., internet sources). Students plan, research, and present specialized diets based on health issues and personal or religious considerations.
Computer Studies Students in the computer class examine the range of e-learning opportunities available in rural areas in Jordan. They determine the issues faced by rural areas and analyze solutions currently in use in the Middle East and Europe. They present an analysis of the feasibility of these solutions to their class. |
Student Role | · Demonstrate active interest in learning and practicing skills of problem-solving · Suggest topics of personal interest · Show curiosity about acquiring new knowledge about problems and issues | · Demonstrate perseverance in solving problems · Be willing to try different methods of problem solving and assess their usefulness · Work independently and in teams to solve problems |
Teacher Role in Developing and Using Problem Solving Strategies | · Determine the knowledge and skills students require in order to conduct the inquiry, investigation or exploration. · Determine the key outcomes or understandings students will gain as a result of conducting the investigation or inquiry. · Teach problem-solving models or inquiry approaches that the students might choose to follow. | · Help the students to identify the appropriate resources required to conduct the inquiry. · Model both the attitudes of inquiry (e.g., perseverance) and the process of inquiry · Monitor student progress and intervene as required to support the students.
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Teaching Strategy: Group Work
Group Learning strategies promote active learning. They help develop interaction, listening habits, and discussion skills. Examples of group learning strategies include: - Discussion - Peer practice - Interview - Think, Pair, Share - Jigsaw - Cooperative Group work - Round-robin - Buddy system
As students work together to achieve a common goal, they become interdependent as well as individually accountable for contributing to the success of the group. Group work provides peer support. Group work builds student-to-student interaction as an alternative to teacher-to-student interaction. Group learning strategies can be applied across all curriculum areas. |
Examples Social Studies A class watches a video where one student criticizes the appearance of another student and a fight begins. After the video, the students work in small groups to discuss strategies to resolve the argument without fighting. The teacher asks each student individually to write out the strategies discussed in the group and to say why or why not these strategies can work.
Arabic Students in higher grades write stories and read them to younger students. The older students also listen to the younger students read stories they have written. Both students provide feedback to each other. The teacher asks the older students to write a journal entry about their reading “buddy.”
Home Economics Students in a food preparation class plan and prepare a menu to celebrate a special occasion. Over several days, groups of students prepare a budget, write the shopping list, prepare and present the meal. Within the group, each student has an assigned task. Following the activity, the teacher asks each student to complete a self-assessment of their contribution to the group meal project. This is combined with the teacher’s assessment |
Student Role | · Demonstrate willingness to cooperate with and learn from classmates · Encourage other group members · Assess the effectiveness of the group in getting work done | · Demonstrate leadership skills · Accept an appropriate share of responsibility for the group’s work · Use good time management, and work independently of the teacher |
Teacher Role in Developing and Using Group Work Strategies | · Set clear guidelines and time lines for group activities. · Have a clear understanding of how groups work for different developmental stages of students. · Help students acquire positive group behaviours. · Debrief and summarize the work completed by groups. .
| · Support and encourage shy and non-involved students · Assess student learning through continuous observation. · Monitor by moving about and listening. · Group the students to ensure a mixture of ability levels · Alter the physical setup of the classroom to facilitate group work |
Teaching Strategy: Activity-Based Learning
Activity-Based Learning strategies encourage students to learn by doing, providing real-life opportunities for students to participate in self-directed learning. They can be used to examine unfamiliar contexts or to explore a topic in depth. Activity-based strategies include: - Debate - Field Trip - Game - Oral Presentation - Panel Discussion - Rehearsal /Practice - Retelling - Simulation - Survey - Project-based Learning - Carousel (students move from one activity to another)
Learning based upon students doing a variety of projects is an example of an activity-based strategy. These activities foster independent and collaborative learning. Students progress through the activities at their own pace, interest and developmental level. Activity-based instruction encourages students to take responsibility for their own learning.
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Examples Mathematics
To practice counting money, students play a game where they buy and sell various items. Each student has an equal opportunity to win the game. All students take turns. Students use a game board, but record their calculations in their notebooks so that the teacher can monitor their progress closely by listening to their discussions and examining their written calculations.
Economics
Students choose an issue related to international trade in Jordan. They prepare arguments to support or oppose some of the policies and practices of their trading partners. The teacher organizes a debate where the students are asked to present their arguments.
French
In class, the students create a “dialogue” for a telephone inquiry requesting information on a resort hotel. They rehearse their dialogues with fellow students and their teacher. The students say their dialogues to the teacher in pairs or in front of the class. The teacher assesses using a rubric for oral presentations. |
Student Role | · Identify personal interests · Set learning goals · Develop good organizational skills to keep work in order | · Keep to a schedule · Demonstrate enthusiasm for seeking new knowledge · Work cooperatively with others |
Teacher Role in Developing and Using Activity-based Strategies | · Plan and prepare in advance. · Set up routines and expectations for learning. · Monitor the results using appropriate assessment strategies and recording devices, e.g., checklists, rubrics etc.
| · Choose activities that are relevant and stimulating for students. · Provide opportunities for students to present to an appropriate audience. Observe group dynamics and co-operation. · Support and encourage students.
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Learning Strategy: Using Critical Thinking
Critical thinking is the use of analysis, evaluation and reflection. It requires creativity and independence.
Critical thinking involves: - metacognition: students thinking about their thinking, monitor their own learning and reflect - visual organizers: students creating pictures of their thinking. Some examples include concept maps, webs, graphs, maps, charts and visual organizers. - analysis: students analyzing media, statistics , and issues such as bias and stereotypes. |
Examples Science In order to determine what students know about lizards, the teacher begins with a brainstorming activity. The students give ideas about lizards and the teacher makes a concept map. The teacher helps the class to find common themes in their brainstorming and creates headings such as: food, habitat, enemies etc. These topics become the organizer topics for the study unit that follows.
Grade 1 A teacher provides students with a variety of juice drinks and asks students what kind of juice they prefer. When students have their drink, they place their empty cup in front of the juice container. The teacher draws the juice container and the cups as a bar graph, and asks the students questions regarding the “data” such as, which juice was the most preferred and the least preferred.
National Education Students read a case study involving child soldiers and brainstorm as many rights of the child as they can. Working in groups, they research and discuss current world situations as reported on television and in newspapers. They prepare a presentation for a mock United Nations meeting, stating and justifying their ideas for improving the lives of children in war-torn countries.
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Student Role | · show openness to the ideas of others · use reason and evidence to develop personal opinions · cooperate with others in sharing ideas and information | · seek new information to make sure all facts are considered · display curiosity in developing new points of view · follow a plan and use different resources to gather and organize ideas |
Teacher Role in Developing and Using Critical Thinking | · Analyze the outcomes and select issues and/or concepts that would be understood if addressed by this teaching/learning strategy. · Teach the thinking strategies directly. · Model the strategies by “thinking aloud” and encouraging students to do this. · Invite students to share concerns, analyze situations, and explore strategies to change.
| · Model positive attitudes about differing viewpoints. · Use graphs, maps, charts and visual organizers in teaching so that students see visual representations. · Ensure that the ideas from brain-storming are used to make a plan. · Monitor progress of students and gives feedback as required.
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Appendix II: Assessment Strategies This appendix describes Assessment Strategies including Evaluation in detail with information about the benefits of each and suggestions for application. This material will help teachers develop the variety of assessment strategies they need to make informed choices about activities most suited to providing information about student learning. The material is organized according to the ways assessment may be conducted and the way assessment information may be recorded. Assessment may be conducted in a number of ways: - Performance-based: performance, exhibition, demonstration, presentation - Pencil and paper: essay, quiz/test/exam/, select response - Observation - Communication: conference, interview, questions and answers - Reflection: response journal, portfolio, self-assessment Assessment Information may be recorded in a variety of ways: - Checklist, - Rating scale, - Rubric, - Learning log, - Anecdotal record Assessment Strategy: Performance-based Assessment Performance-based assessments require students to demonstrate learning by applying their skills in real-life or simulated situations. Examples of performance-based assessments include - Presentation - Demonstration - Performance (Arts) - Speech - Exhibition - Simulation/Role Play - Debate Performances are used when the student can best demonstrate the skills of the subject through action. For some outcomes, pencil and paper are insufficient to demonstrate achievement. Performances can give students a chance to use concrete materials (e.g. sports equipment, computer-based visuals, costume) to demonstrate their ideas and skills. Performances need to be assessed based on clear criteria, developed by the teacher and students in most cases. |
Examples History After completing a unit, students give a presentation in which they assume the role of one of the key historical figures they have studied. The student must accurately reflect his or her understanding of the position taken by that historical figure and reflect that in the presentation, using a rubric. Language After listening to a popular, traditional story, the students and the teacher prepare a list of the events in the story in the order that they occurred. Students form into groups and create a short play that shows all of these events. The teacher assesses the students’ drama performance. Physical Education The class has just finished a fitness unit in physical education. The teacher sets up assessment stations around the room. At each station the students must demonstrate their ability to perform fitness tasks, e.g. running a distance, climbing up and down steps, doing exercises taught in class. |
Teacher Role for Developing and Using Performance-Based Assessment | o Identify key understandings that students must demonstrate. o Decide whether the performance will be individual or in a group. o Work with students to establish criteria for the assessment. o Set timelines for preparation and performance. | o Collect student plans for their performance o Help students find materials. o Monitor students in various stages of preparation. o Assess the actual performance where the students demonstrate their skills. o Provide feedback and suggestions for growth after the performance. |
Assessment Strategy: Pencil and Paper Pencil and paper assessments such as the essay, quiz, test and exam are used to gather evidence of student learning. Both recall of facts and higher order skills can be assessed using carefully constructed pencil and paper instruments. Students may also show skills by completing charts or graphs. These assessments may vary in length and formality, e.g., a short quiz will be less formal than an exam. Test formats include both fixed response and open-ended response. Fixed Response | Open-ended Response | · multiple choice, · filling in the blank · true / false | · short answer · essay |
Pencil and paper tests may indicate a need for re-teaching followed by another test in which the student can demonstrate learning of the skills that were previously missing. As a basic principle, there should be no surprises on the test. |
Examples French The French teacher gives a test of “vocabulaire” to the students in the class because she wants to determine if they have sufficient recall of the vocabulary to begin a study of a conversation in French, based on the vocabulary. Home Economics The prevocational class labels a diagram of a sewing machine. The students study the diagram and practice teaching each other the parts of the machine, working in groups. As a test, the teacher provides them each student with a sewing machine diagram without the parts labeled and the students write in the names for the parts of the machine. English The students in Grade 7 write an essay to show their understanding of key issues presented in a story they have read. The story tells about the adventures of a young traveler who encounters a new country. The teacher asks the students to explain how the young traveler felt about the customs of the new country, and how he adapted to the new surroundings and made friends. The teacher assesses the essay response using a rubric. The criteria on the rubric are: communication of ideas, organization and the use of the conventions of writing such as spelling, grammar and punctuation. . |
Teacher Role for Developing and Using Pencil and Paper Assessment | o Identify the key concepts and the understandings from the lessons taught. o Design the quiz, test or exam based on the key understandings to be assessed. o Check to see that the pencil and paper assessment reflects how the material was taught. o Provide sample questions and answers to help students to study. | o Provide students with a detailed marking scheme showing exactly how marks will be earned. o Provide samples of model student responses to assist students who had difficulty with the test. o Re-teach the material as required. |
Assessment Strategy: Observation Observation is the process of viewing students and recording information in order to make decisions about next steps in teaching and learning. Observation provides systematic and ongoing information regarding how students learn, their attitudes, their behaviour, their needs as learners and their performance. Observations should have a clear focus and criteria. Observation includes a written record that should be objective and clear. It may include the behaviour observed, the changes over time, the performance of a student compared to established criteria and the progress or growth of a student. It may be recorded on a checklist, rating scale, rubric, responses to a set of questions or a journal. |
Examples Physical Education The physical education teacher wants to observe each individual player’s skills in playing as a team member. With the class, the teacher discusses the attributes of a team member, such as helping teammates, sharing the equipment, and showing respect. The teacher divides the class list into five sections. For each of the next five classes, as the students are playing the game, the teacher focuses his recording of observations on the students in that fifth of the list. Reading The teacher of Grade 2 has a new class of students. Each day during the first two weeks, she makes certain that she hears every student read, and she notes the most appropriate level of difficulty of books for that student, his or her reading strengths and next steps in reading. Mathematics The mathematics teacher wants to know which students understand long division. She observes groups of students as they use manipulatives to show their understanding of the meaning of division while she observes, listens, and takes notes on their strengths, weaknesses and next steps. | Teacher Role for Developing and Using Observation | o Decide in advance the key understandings, behaviours or outcomes to be observed. o Establish the criteria to be used for the observation and either develops criteria with the class or communicates this clearly to students. o Watch students as they respond to questions and complete assigned tasks. | o Observe both verbal and non-verbal student characteristics, e.g., interest, aptitude. o Record the observations using a checklist, rubric, rating scale or other recording device. o Provide feedback and next steps for improvement to the student. |
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Assessment Strategy: Communication Communication: conference, interview, questions and answers A conference is most often used as formative assessment that occurs while a student is working on a project or a product such as a speech, an essay or another piece of writing. It is a scheduled meeting which is held between the student and his/her teacher, in order to assess independent student progress on the project. The focus is on progress to date and next steps. It is helpful to students when working on major projects or independent studies. Conferences can also be used as summative evaluation when a project is completed This is a collaborative process, meaning that the student learns from the teacher, but the teacher also learns about the student’s thinking and problem-solving process. |
Example Humanities The teacher assigns a major piece of writing, such as an essay. With the class, the teacher prepares a list of the criteria for the essay. The class may prepare a rubric for the essay, which would show what the work would look like at different levels of performance. For example, the structure or organization of the essay would be as follows: - somewhat clear at the first level, - mostly clear at the second level and - very clear at the top level of performance. The teacher also assigns dates by which the first draft is to be completed. When the students finish their first drafts, they schedule a conference with the teacher to review their progress to date and to determine the next steps to edit and improve the essay. The teacher may suggest further resources for the student to use. The teacher makes certain that all of the students have a conference by the date assigned. |
Teacher Role for Developing and Using Observation | o Assign the task (essay) and establish with the students that there will be progress checks and conferences held. o Prepare questions to ask the student to understand the student’s view and suggest next steps. o Conduct conference to understand the student’s point of view or reasoning. | o If necessary, give a lesson to the student on an area where the student has some difficulties. o Keep track of student progress and make sure that all students have an opportunity to have an interview or a conference. |
Assessment Strategy: Reflection Reflection: response journal, portfolio, self-assessment Portfolio is a helpful tool for student self-assessment. It is a collection of samples of student work, selected carefully to show growth over time. The student should be involved in selecting the work to go into the portfolio, because the student benefits from assessing each piece of work and deciding why it should or should not be included. A portfolio provides a clear indication of the student’s progress over time, showing the student’s strengths and weaknesses. The student and the teacher and/or the parent can review the portfolio with the student and discuss with the student the “next steps” in the student’s program. In this way, students have more responsibility for their own learning and over time can see their success. Response journal can be used for many subjects. Students write reflective comments on what they are reading or viewing. They record their thoughts, observations and personal interpretations. It encourages higher-order reflective thought. Response journals are of a personal nature and student privacy is important. |
Examples Language In a Language class, the teacher talks to the class about collecting their work over time. The students write many pieces of work and collect them in their portfolio. The class discusses how many samples they should keep in their portfolio, for example, one sample every two weeks. The students put the dates on each sample, and select pieces of writing. The teacher schedules regular conferences with the students to see their progress and suggest next steps for them. After several months, the students show their parents their work to demonstrate their progress. Media In a class on media, the students watch several videos which show different interpretations of a celebrated piece of literature. The students record in a response journal each day their views of the media they have seen, how they interpreted this video and why they think that this media treatment was effective. |
Teacher Role for Developing and Using Reflection | · Discusses with students ways to organize the portfolio/journal. · Encourages students to consider purpose and audience for the portfolio. · Develops the criteria for assessment of the portfolio with the class. | · Gives regular feedback to students based on the work in the portfolio. · Schedules conferences with students (and/or parents) to review the portfolio and encourage the student to identify his or her strengths, weaknesses and next steps in learning. |
Recording Assessment: Checklist The checklist is a list of actions that the teacher or student check off as they are undertaken or a list of qualities that student or teachers checks off as they are observed. The teacher or class prepares the checklist, noting the key indicators of student success. The list may be a list of the steps that students should undertake to complete an assignment or project. A checklist may also be a list of skills, concepts, behaviours or attitudes. A checklist is quick and useful when there are a number of criteria that are important. It is an efficient way to obtain information in a summary form. It can help the student and the teacher to quickly identify the student’s strengths, weaknesses and next steps in learning. |
Examples English The language teacher has assigned a short piece of writing. With the class, the teacher reviews the steps for this writing: the draft; the revision of the content; the editing for spelling and grammar; and the final copy. They make a checklist showing all of these steps. Students mark the checklist as they work through the stages of their writing. The teacher initials the steps also, in order to monitor student progress. Health Sciences The teacher has assigned some group work in the class. The students are required to make a list in priority order of the factors that promote good health among school children. Working with the class, he develops the criteria for good participation in the group, such as: listening to each other, contributing ideas, etc. The teacher provides this checklist to the group and they monitor their group skills. |
Teacher Role for Developing and Using Checklists | · Determine the criteria on which the student is to be assessed with the students. | · Direct the students to check when the skill, behaviour or element is “present” or undertaken. (They do not evaluate the quality of the work at this stage). |
Recording Assessment: Rating Scale A rating scale is a simple tool to show if the student skill is low or high. It shows the degree to which the skills, concepts, knowledge and behaviours are able to be observed. A rating scale is used to judge the quality of the performance. Often teachers find that a three point scale can be just as helpful to a learner as a five or ten point scale. The important points to remember are as follows: · That students should be involved in helping the teacher to set criteria, and · A rating scale shows a range of skill or concept development. |
Example Industrial Education A student is required to design and build a woodworking project that has a useful purpose. The student must make a plan, list the resources needed, determine the cost of the material and obtain the permission of the teacher before building the project. In the sample below, the teacher rates the students on these aspects of the project. |
Teacher Role for Developing and Using Rating Scales | · Develop the criteria with the students to indicate growth along the rating scale. · Make decisions about the student’s work based on the rating scale and encourage students to assess their own and others’ work using the rating scale. | · Assess the student by checking off how the student performed on the rating scale and provides feedback in the form of comments or next steps to improve. |
Elements of Performance | Fair | Good | Advanced | Quality of the design of the woodworking project | | | √ | Accuracy of the calculation of the cost of materials | | √ | | Practicality or usefulness of the final project | √ | | | Teacher’s comments: |
Assessment Recording: Rubric A rubric is a series of brief descriptions that show the student’s performance at different levels. It is very similar to a rating scale, but usually has more detail than a rating scale. This allows the rubric to be more helpful in pointing out to students the “next steps” in improving. A rubric should provide a clear indication of what good work looks like. A rubric can be used to assess both the product and the process. In this way, a rubric can provide both formative assessment for feedback, and summative assessment for an end-of-the-unit task such as an essay or project. Rubrics work best when they are accompanied by exemplars, which are examples of student work at different levels. |
Example Language The Language teacher is teaching how to write a business letter. The teacher shows an example of a business letter to the class and they note the characteristics that make the letter effective. With the class, the teacher prepares a rubric for an effective business letter. The students brainstorm the criteria and the teacher helps them to put the criteria into categories, such as: organization, communication, and the conventions of writing such as spelling and grammar. The students write business letters and use the rubric to assess their own letters. Then the students exchange letters and assess the letters of their fellow students and give suggestions for improvement. The teacher then assesses each letter using the rubric. (See next page for a sample rubric for this assessment scenario.) |
Teacher Role for Developing and Using Rubrics | · Develop the criteria to indicate growth along the rating scale with the students. This gives students some ownership in the assessment criteria and helps them to see what a good piece of work looks like. . | · Encourage students to assess their own work and the work of other students using the rubric. · Assess the student work based on the rubric and gives feedback to the students. · Collect samples or exemplars of work at different levels on the rubric for use in future instruction. |
Sample Rubric for a Business Letter Categories | Level 1 | Level 2 | Level 3 | Communication: includes comprehension, amount of detail, complexity of vocabulary and sentences | Has one or two ideas that are not developed Uses inappropriate or inaccurate vocabulary Uses short, simple sentences or poorly structured longer sentences | Has several ideas that are developed with some depth Uses appropriate vocabulary which is usually accurate Uses sentences with some length and good detail | Has numerous ideas that are well-developed Uses expressive vocabulary which is always accurate Uses a variety of sentences with helpful detail | Organization: Includes the structure of the paragraphs, the clarity of the main points, the structure of a business letter with headings, body and closing required in business letters | Ideas are written with very little structure Main points are unclear Lacks the structure of a business letter | Ideas are written in paragraphs Main points are somewhat clear Has the general structure of a business letter | Uses well-formed paragraphs with a clear beginning, middle and end. Main points are clear to the reader The structure of the business letter is very clear and helpful | Conventions of Writing Includes spelling, grammar, and punctuation | Has obvious errors which make the letter difficult for the reader to understand | Has a few errors which are distracting, but do not make it difficult for the reader to understand | Has few or no errors in spelling, grammar or punctuation |
Assessment Recording: Learning Log The learning log is a record written by the student over a period of time while the student is working on an assignment or a course of study. The student is required to make regular entries into the learning log so that both the student and the teacher can see that the student is making progress. The learning log gives the student practice with reading and writing, but may also be used to show progress in thinking in mathematics. In subjects such as mathematics or science, students identify the problems on which they are working, and record their efforts at solving the problem. Students share their thinking with the teacher through the learning log. They also share their questions about a topic and consider their next steps in learning. The learning log is a helpful tool when the teacher and student sit down to have a conference about the progress of the student. |
Example Mathematics The mathematics teacher has assigned a series of problems that require many steps to solve. There are many possible ways that students can solve the problems. The teacher wants the students to try different ways to solve the problems and compare their methods for efficiency. The mathematics teacher asks the students to keep a learning log of the steps they use to solve each problem. At the end of each day, students must record the problem, the steps they used to solve it, whether or not they feel they used the best method and why. While the class is at work on their problems, the teacher meets with six of the students each day and reviews their math logs with them and asks them to explain their work. In this way, she can “see the students’ thinking” on the pages and hear their thoughts. Then the teacher can make suggestions for next steps for each individual student. |
Teacher Role for Developing and Using Learning Logs | · Provide the framework for the learning log. For example, the teacher establishes the minimum requirement of how much is to be written and how often the students should be recording in the learning log. · Review the learning logs, through conferences with students or by collecting the learning logs at regular intervals. | · Ask the students to assess their methods of work and say why their methods are efficient or not. · Provide feedback and suggestions for next steps to the students at regular intervals. |
Assessment Recording: Anecdotal Record An anecdotal record is a short description written by the teacher to record what a student is doing and the setting where it was observed. For example, the teacher may record how a student worked in a group. Usually the teacher records the most important or significant observations. This is helpful to the teacher when there are a number of student events to remember and to report on. It is helpful if the teacher has a system for keeping anecdotal records, and some method of tracking which students have been observed so that no students are missed. Over time, an anecdotal record can provide an excellent record of student progress. The process is time-consuming to write, to keep on record and to interpret. The teacher has to exercise judgment to be as objective as possible when making notes in the anecdotal record. The teacher needs to be prepared to write observations at any time, as students demonstrate growth or change at an unexpected moment. |
Example Mathematics The mathematics teacher wants to keep a systematic record of the student’s efforts at problem-solving. The teacher thinks carefully about this and decides that she wants to assess the following criteria: · making more than one attempt at the task as required · creativity and use of original ideas · checking for accuracy of results · using successful strategies She makes an anecdotal record sheet for each student with headings for each of the four criteria. As the students are working on a problem-solving unit, she makes certain that she observes students working through problems, and records the strategies they use, their perseverance and their efforts to try different and original ideas. Later when she is reporting to parents how the students are doing, she has some notes to which she can refer when she suggests next steps in learning for her students. |
Teacher Role for Developing and Using Anecdotal Records | · Prepare a method of checking on completeness of records (frequency, students included). · Determine which observations are important or are significant for that student. | · Make the record as soon as possible after observation. · Interpret the information recorded to help plan next steps for the student. |
Learning Strategy: Using Critical Thinking Critical thinking is the use of analysis, evaluation and reflection. It requires creativity and independence. Critical thinking involves: metacognition: students thinking about their thinking, monitor their own learning and reflect visual organizers: students creating pictures of their thinking. Some examples include concept maps, webs, graphs, maps, charts and visual organizers. analysis: students analyzing media, statistics , and issues such as bias and stereotypes. Examples English A teacher provides students with a variety of advertisements of the same article: the mobile phone. He brings the mobile phone to the classroom. He asks students to examine the claims that are presented in each ad ( the ads in the newspaper, the ads in the brochure, the ads in the magazine). He asks them to list the reasons for their preference. He asks them to check the claims through testing the features of the phone. The teacher asks the students questions regarding the “accuracy of the data". Science In order to determine what students know about lizards, the teacher begins with a brainstorming activity. The students give ideas about lizards and the teacher makes a concept map. The teacher helps the class to find common themes in their brainstorming and creates headings such as: food, habitat, enemies etc. These topics become the organizer topics for the study unit that follows. Grade 1 A teacher provides students with a variety of juice drinks and asks students what kind of juice they prefer. When students have their drink, they place their empty cup in front of the juice container. The teacher draws the juice container and the cups as a bar graph, and asks the students questions regarding the “data” such as, which juice was the most preferred and the least preferred. English A teacher provides students with a variety of advertisements of the same article: the mobile phone. He brings the mobile phone to the classroom. He asks students to examine the claims that are presented in each ad ( the ads in the newspaper, the ads in the brochure, the ads in the magazine). He asks them to list the reasons for their preference. He asks them to check the claims through testing the features of the phone. The teacher asks the students questions regarding the “accuracy of the data". Students read a case study involving child soldiers and brainstorm as many rights of the child as they can. Working in groups, they research and discuss current world situations as reported on television and in newspapers. They prepare a presentation for a mock United Nations meeting, stating and justifying their ideas for improving the lives of children in war-torn countries. Student Role · show openness to the ideas of others · use reason and evidence to develop personal opinions · cooperate with others in sharing ideas and information · seek new information to make sure all facts are considered · display curiosity in developing new points of view · follow a plan and use different resources to gather and organize ideas Teacher Role in Developing and Using Critical Thinking · Analyze the outcomes and select issues and/or concepts that would be understood if addressed by this teaching/learning strategy. · Teach the thinking strategies directly. · Model the strategies by “thinking aloud” and encouraging students to do this. · Invite students to share concerns, analyze situations, and explore strategies to change. · Model positive attitudes about differing viewpoints. · Use graphs, maps, charts and visual organizers in teaching so that students see visual representations. · Ensure that the ideas from brain-storming are used to make a plan. · Monitor progress of students and gives feedback as required.
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