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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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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]

purpose of this workshop
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.
defining assessment
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/

defining assessment continued
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
authentic assessment
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
multiple learning styles gardner s multiple intelligences
Multiple Learning Styles:Gardner’s Multiple Intelligences
  • Naturalistic
  • Musical
  • Bodily/Kinesthetic
  • Linguistic-auditory
  • Interpersonal
  • Intrapersonal
  • Spatial-visual
  • Logical-mathematical
process skills
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
suggested steps when teaching process skills
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
reasoning vocabulary
Reasoning Vocabulary
  • Contextual Factors
  • Alternative action choices
  • Consequences of each alternative action
  • Diverse values
  • “What should we do?” Questions
questions framework
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?
evaluating your own and others thinking
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
teachers report the importance of teaching thinking skills
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
measuring critical thinking assessment questions
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?
active learning activity
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.
slide18

QUESTIONS?

Dr. Cheryl Johnson , East Carolina University

7/24/13

references
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.