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NCACTE Summer Teacher Conference July 24, 2013 Greensboro, NC

MOVING BEYOND UNDERSTANDING: Developing authentic learning tasks and assessments for problems based curricular approach in Family and Consumer Sciences. NCACTE Summer Teacher Conference July 24, 2013 Greensboro, NC . Dr. Cheryl Johnson , East Carolina University . [Date].

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NCACTE Summer Teacher Conference July 24, 2013 Greensboro, NC

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  1. MOVING BEYOND UNDERSTANDING: Developing authentic learning tasks and assessments for problems based curricular approach in Family and Consumer Sciences NCACTE Summer Teacher Conference July 24, 2013 Greensboro, NC Dr. Cheryl Johnson , East Carolina University [Date]

  2. Purpose of this Workshop • To improve teacher performance by building expanding knowledge on the use of authentic assessment. • Teachers will learn strategies that… • engage students in applying knowledge and skills as they are used in the "real world" outside the classroom • are performance based and go beyond basic understanding • comprises development of authentic tasks and assessments that are tied to the learner outcome and are clear to the students.

  3. A Story: Why a Bee?

  4. What assessment tools/strategies do you use?

  5. Defining Assessment • Formative Assessment • A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes • Summative Assessment • A measure of achievement to provide evidence of student competence or program effectiveness http://www.ncpublicschools.org/accountability/educators/vision/

  6. Defining Assessment Continued… • Authentic Assessment • Measuring outcomes in ways that allow students to demonstrate they can do the real-life task or apply the knowledge or information

  7. Authentic Assessment • Incorporates multiple intelligences • Requires the use of a variety of learning activities • Requires students to have a depth of knowledge • Requires critical thinking skills

  8. Multiple Learning Styles:Gardner’s Multiple Intelligences • Naturalistic • Musical • Bodily/Kinesthetic • Linguistic-auditory • Interpersonal • Intrapersonal • Spatial-visual • Logical-mathematical

  9. Process Skills • Thinking/Problem Solving • Critical • Purposeful • Reasoned • Communication • Experienced • Learned • Verbal • Nonverbal • Leadership • Purpose, goals • Participatory, shared • Responsible • Management • Setting goals • Planning • Implementing • Evaluating • Problem-solving • Decision-making

  10. Suggested Steps When Teaching Process Skills • Select a process skill • Develop a definition • Identify what the process skill looks and sounds like • Cite a concrete example • List Appropriate instances in which the skill is used • Outline operations used to perform the skill • Develop graphic organizers • Develop a sample process skill lesson using your subject matter content • Expand students understanding with further applications to their lives

  11. Reasoning Vocabulary • Contextual Factors • Alternative action choices • Consequences of each alternative action • Diverse values • “What should we do?” Questions

  12. Contextual Teaching and Learning • Review Handout

  13. Questions Framework • What are we doing now, or what is happening now? • How did the situation, condition, issue come to be this way? • Whose interests are and are not being served by the way things are? • What information and knowledge so we have or need to get that bear upon the issues • Is this the way we want things to be? • What are we going to do about it?

  14. Evaluating Your Own and Others Thinking • Questions being asked • Points of view reflected • Information being used • Interpretations being made • Conclusions being drawn • Assumptions reflected • Results realized

  15. Teachers report the importance of teaching thinking skills • 1. Developing critical thinking skills is a learning process. • 2. Critical thinking is a necessary skill for life. • 3. Critical thinking helps students solve problems and make decisions. • 4. Students using critical thinking skills is not a given in today’s society

  16. Measuring Critical Thinking: Assessment Questions • What do I want students to know and be able to do? • What complex reasoning do I want them to follow? • What process skills do I want them to use? • What will be the outcomes that is used for assessment? • What specific competencies so I want to assess?

  17. Active Learning Activity • Take the critical thinking worksheet. • Review each question with me. • In pairs, work through the critical thinking worksheet using a lesson topic to teach to a North Carolina objective. • Answer all questions together and be prepared to share.

  18. QUESTIONS? Dr. Cheryl Johnson , East Carolina University 7/24/13

  19. References • http://www.ncpublicschools.org/accountability/educators/vision/ • http://www.coe.uga.edu/ctl/theory/framework.pdf • Mimbs, C. (2005).  Teaching from the critical thinking, problem-based curricular approach: Strategies, challenges, and recommendations.  Journal of Family and Consumer Sciences Education, 23 (2), 1-13.   • Smith, B. A. (2007). Contextual teaching and learning instructional strategies in family and consumer sciences. Family and Consumer Sciences Education Association, Central Washington University, Ellensburg, WA.

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