Pamela harrell and colleen eddy university of north texas
This presentation is the property of its rightful owner.
Sponsored Links
1 / 16

Pamela Harrell and Colleen Eddy University of North Texas PowerPoint PPT Presentation


  • 102 Views
  • Uploaded on
  • Presentation posted in: General

Pamela Harrell and Colleen Eddy University of North Texas. Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments. Learning Goals. Define formative assessment Provide example of formative assessment Define a learning progression

Download Presentation

Pamela Harrell and Colleen Eddy University of North Texas

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Pamela harrell and colleen eddy university of north texas

Pamela Harrell and Colleen EddyUniversity of North Texas

Using Learning Progressions to Sequence Learning Experiences which link to Formative Assessments

NSF Robert Noyce Teacher Scholarship Program Conference


Learning goals

Learning Goals

Define formative assessment

Provide example of formative assessment

Define a learning progression

Give an example of a learning progression.

NSF Robert Noyce Teacher Scholarship Program Conference


What formative assessment is

What Formative Assessment IS

  • A planned process in which the teacher uses evidence of student learning to adjust ongoing instruction and achieve intended curricular aims.

  • A process in which the student uses evidence of their learning to adjust their learning tactic.

  • Takes place DURING instruction

NSF Robert Noyce Teacher Scholarship Program Conference


Summative and formative assessment a comparison

Summative and Formative Assessment: A Comparison

End-point Words

Numerical Emphasis on Feedback

Stakes are High Student Learning

Formative

Summative

NSF Robert Noyce Teacher Scholarship Program Conference


Assessment cycle

Assessment Cycle

Initial Assessment to identify learner needs

Learning Plan based on initial assessment and individual learner goals

Objectives

Summative Assessment at end of program

Teaching /learning activities to meet the needs of individual learners

Formative assessment (adjust plan as needed)

NSF Robert Noyce Teacher Scholarship Program Conference


Illustrative proportions of formative assessment in classrooms

Illustrative Proportions of Formative Assessment in Classrooms

Near-Total Formative Assessment

Moderate Formative Assessment

Token Formative Assessment

No Formative Assessment

NSF Robert Noyce Teacher Scholarship Program Conference


What is a learning progression

What is a Learning Progression

  • Set of subskills and enabling knowledge requisite to mastery of an instructional outcom

    • Step-by-step building blocks

    • Enabling knowledge – set of facts or information students must memorize or understand

    • Also referred to as task analysis or progress maps (Forster & Masters, 1996)

NSF Robert Noyce Teacher Scholarship Program Conference


What a learning progression isn t

What a Learning Progression ISN’T

  • A learning progression is not “unerringly accurate” but represents best instructional thinking

  • A learning progression is not one size fits all when it comes to learning styles

  • Always the appropriate building block size for all students. Some students may require the building blocks to be broken down into even smaller blocks

  • Perfectly balanced with regard to level of sophistication and likelihood of use by teachers and students

NSF Robert Noyce Teacher Scholarship Program Conference


Subskills and enabling knowledge for reflectional and rotational symmetry

Subskills and Enabling Knowledge for Reflectional and Rotational Symmetry

Prior Knowledge of Transformations

Recognize similarities and differences

Recognize rotations, reflections, translation, & symmetry

Subskills and Enabling Knowledge to Develop

Apply transformations

Recognize and Create the kinds of symmetry

Lines of Symmetry

Real life application

NSF Robert Noyce Teacher Scholarship Program Conference


Enabling knowledge of transformation learning progression

Enabling Knowledge of Transformation Learning Progression

Students revisit their classification of organisms to describe the symmetries of each organism and logically place them into groups based on their body plan. – Evaluate

Students create a concept map to organize their knowledge of symmetries - Evaluate

Real Life Applications

ç

Kinds of Symmetry

The teacher guides students in discovering rotational and reflectional symmetry– Explain

Students apply the new knowledge to the symmetries of a square - Elaborate

ç

Apply transformations used

Create symmetric designs using equilateral triangles – Explore

Students describe their designs according to the transformations used– Explain

ç

Lines of Symmetry

Students use prior knowledge of symmetry to group the organisms – Engage

NSF Robert Noyce Teacher Scholarship Program Conference


Assessment of the symmetry learning progression

Assessment of the Symmetry Learning Progression

Students apply characteristics of symmetry to classify organisms and create a concept map – Formative Assessment Link(Evaluate/Student Self Assessment)

Real Life Applications

ç

Kinds of Symmetry

Students apply the types of symmetry and the lines of symmetry for a square – Formative Assessment Link(Elaborate/Student Self Assessment)

ç

Recognize transformations used

Students draw examples of transformations and the lines of symmetry for an equilateral triangle – Formative Assessment Link (Engage and Explore/Student Self Assessment)

ç

Lines of Symmetry

Students recognition of symmetry, a line of symmetry, and multiple lines of symmetry – Formative Assessment Link (Engage and Explore/Student Self Assessment)

NSF Robert Noyce Teacher Scholarship Program Conference


Building a learning progression

Building a learning progression

Chemical Properties of Atom

Based on # of valence electrons

Atom Identity

Based on # of Protons

Location of subatomic particles

Structure of

the Atom

Names of subatomic particles

Location of subatomic particles

Atom Size

Atoms are tiny

Definition of atom

NSF Robert Noyce Teacher Scholarship Program Conference


Enabling knowledge of the atom learning progression

Enabling Knowledge of the Atom Learning Progression

Periodic Table Computer Game – Trends using valence electrons

Fill Me Up Valence Electron Game

Atomic Radius Role Play

Video Clips - Show reactivity of metals and nonmetals

Chemical Properties of Atom

ç

Atom Identity

What Atom Am I?

Black Box Activity - Indirect observations (Explore 1)

On the Shoulder of Giants - PPT Explain includes probing questions

Particle Play - Charge of subatomic particles (Explore 2)

Atom Video - Explain location of subatomic particles in nucleus and electron cloud

Fly Stick - Repulsion of like charges

Electron Dot Diagram

Structure of Atom

Atom Size

cut it up – introduce the term atom at the end of Engage 1

Powers of 10 – Engage 2

NSF Robert Noyce Teacher Scholarship Program Conference


Assessment of atom structure learning progression

Assessment of Atom Structure Learning Progression

Given a copy of the periodic table, identify trends in reactivity, given the number of valence electrons. In a period, the less electrons transferred the more vigorous the reaction. In a group, outer-shell electrons are same so atomic radius is important. Larger metals loose electrons and smaller nonmetals take electrons away. Ionization energy and electronegativity are other chemical properties of atoms.

Chemical Properties of Atoms

Identify an atom given the number of protons. The student identifies an atom that loose 3 protons, 4 protons, 5 protons.

Atom Identity

Structure of

the Atom

Make a drawing of an atom and label the subatomic particles.

Atom Size

Write in journal the definition of an atom and an analogy about the size of an atom.

NSF Robert Noyce Teacher Scholarship Program Conference


Examples of formative assessment

Examples of Formative Assessment

  • Bingo, jeopardy, or other games

  • Concept map

  • Sketch or Drawing

  • Think aloud to describe a process or concept

  • Using a checklist or rubric during work

  • Build a model

  • Think pair share

  • Journaling

  • Conference or interview

  • Simulation

NSF Robert Noyce Teacher Scholarship Program Conference


Implementation

Implementation

  • Deciding ahead of time of what is important to assess

  • Management of collecting data

  • What to do with the data once collected

  • Follow-up (pre and post)

NSF Robert Noyce Teacher Scholarship Program Conference


  • Login