Stage 2 ~ Evidence
The PD Sessions are constructivist in nature, thus this will be a very hands on learning experience for you. I will guide you along the way, as you progress through the inquiry process, and the many tech tools, introduced at each of the different stages. There will be formative assessments and one culminating, summative assessment, which you will start working on during the 5th session. Specific details about the assessments are provided below. Evidence of learning will be based upon your ability to show that you can apply all of the following Transfer Goals. Evidence will also be provided, as you show me that you understand all of the following Meaning Goals, as listed below. Specific assessment criteria and rubrics are also listed below.
Code:
All Transfer Goals:
Teachers will be able to independently use their learning to:
T1 Model and Apply the ISTE Standards for Teachers
T2 Apply the ISTE Standards for Students
T3 Design lesson plans which enable students to use technological tools at all six stages of inquiry, thus applying 21st Century learning skills, which will transform learning for students
T4 Evaluate lesson plans and the use of technology according to the SAMR Model
T5 Think of ways to use technology to connect their specific content area with PLP's
All Meaning Goals:
Understandings
Teachers will understand that...
U1 There are different types of technological tools that are best applied for certain tasks or skills, and for all stages of the inquiry process, which is critical for 21st Century learning
U2 Technology can be used to differentiate instruction and motivate students to learn
U3 The SAMR Model that can be used to assess their curriculum to ensure that they have transformed student learning
U4 There are people to help them at the school. They should not hesitate to ask for help at any time.
U5 Technology is always changing and that teachers must be 21st Century learners also, at all times
U6 PLP's are a great way to start connecting content areas with technology
U7 Students must engage in virtual and blended lesson opportunities
Evaluative Criteria ~ Summative Assessment:
Performance Task(s): PD Participants will show that they really understand by evidence of ...
Their ability to transfer all learning, using Chromebooks, to design curriculum (content, skills, and assessments), specifically a unit, which integrates inquiry, and is threaded with technologies or tech tools, which will differentiate and transform student learning; and assist in making local and global connections for students, while at the same time, connecting classroom content to PLP's, via virtual and blended forms of learning. The teacher will:
1. Task: Design a unit using applicable forms of technology for each of the 6 steps of Barbara Stripling's Inquiry process.
2. Task: Same task as 1, however in addition, connect classroom content with student PLP's.
3. Task: Same task as 2, however in addition, use technology to differentiate student learning styles, per Howard Gardner's Multiple Intelligences.
4. Task: Same task as 3, however in addition, use technology to motivate students to learn.
5. Task: Same task as 4, however in addition, use technology to make local and global connections.
6. Task: Same task as 5, however in addition, use technology to responsibly and ethically.
7. Task: Same task as 6, however in addition, use SAMR Model to assess if the unit will transform student learning.
8. Task: Same task as 7, however in addition, incorporate Blended Learning into the unit.
9. Task: Same task as 8, however in addition, embed creative/innovative ideas into unit.
10. Task: Same task as 9, however in addition, get to know your students, to ensure that the unit you design, is relevant to each student.
11. Task: Same task as 10, however in addition, incorporate student self reflection.
12. Task: Same task as 10, however, in addition, understand the personal learning goals of each student, to ensure that the unit is personalized to each and every student.
13. Task: Same task as 11, however, in addition, use formative and summative assessments in the unit.
14. Task: List the ways in which you intend to lead and stay connected to local and global learning communities, so that you are always on the cutting edge of technology and curriculum development.
15. Task: Digital Curation. Curate all digital resources used for the unit , creating tags, and annotations ~ to be shared with instructor - using a digital curation tool of your choice.
Performance Task (Unit) Rubric:
Please see the PDF file below (at the bottom of the page) titled Performance Task (Unit) Rubric ~ _final_unit_summative_assessment_copy_2.doc
Other Evidence (Formative Assessments):
Teachers will show they have achieved Stage 1 goals by...
16. Filling out a Pre-Assessment Google Form
17. Filling out the What I Know and What I Want to Know sections of the KWL Form. The What I Learn sections with be filled out in PD lesson number six.
18. Self-assessing their unit with the Designing Authentic Performance Tasks: Performance Task Review Criteria by Jay McTighe, 2014 (see Pdf. file below)
19. Completing Exit Slips ~ one each, after PD sessions 1- 4
20. Discussion Thread: I will create a shared google doc, where I will post questions, or have teachers post questions, relevant to each lesson. This is the Shared Discussion Board Thread Rubric by PBS, 2012.
21. Completing This project based learning ~ Multi-Media Presentation, Grades 9-12 ~ Self-Assessment Checklist. This will also help your students assess their own expression of the knowledge they have learned.
22. Digital Portfolio or Blog for the purpose of self-reflection on Design of Unit Project ~ Please see Digital Curation RUBRIC file below, at the bottom of the page.
Other Evidence Evaluative Criteria:
The PD Sessions are constructivist in nature, thus this will be a very hands on learning experience for you. I will guide you along the way, as you progress through the inquiry process, and the many tech tools, introduced at each of the different stages. There will be formative assessments and one culminating, summative assessment, which you will start working on during the 5th session. Specific details about the assessments are provided below. Evidence of learning will be based upon your ability to show that you can apply all of the following Transfer Goals. Evidence will also be provided, as you show me that you understand all of the following Meaning Goals, as listed below. Specific assessment criteria and rubrics are also listed below.
Code:
All Transfer Goals:
Teachers will be able to independently use their learning to:
T1 Model and Apply the ISTE Standards for Teachers
T2 Apply the ISTE Standards for Students
T3 Design lesson plans which enable students to use technological tools at all six stages of inquiry, thus applying 21st Century learning skills, which will transform learning for students
T4 Evaluate lesson plans and the use of technology according to the SAMR Model
T5 Think of ways to use technology to connect their specific content area with PLP's
All Meaning Goals:
Understandings
Teachers will understand that...
U1 There are different types of technological tools that are best applied for certain tasks or skills, and for all stages of the inquiry process, which is critical for 21st Century learning
U2 Technology can be used to differentiate instruction and motivate students to learn
U3 The SAMR Model that can be used to assess their curriculum to ensure that they have transformed student learning
U4 There are people to help them at the school. They should not hesitate to ask for help at any time.
U5 Technology is always changing and that teachers must be 21st Century learners also, at all times
U6 PLP's are a great way to start connecting content areas with technology
U7 Students must engage in virtual and blended lesson opportunities
Evaluative Criteria ~ Summative Assessment:
- Use of Digital Tools and Resources ~ Unit
- Student Self - Reflection ~ Unit
- Standards ~ Unit
- Blended Learning ~ Unit
- Differentiation ~ Unit
- Personalized Learning for Students ~ Unit
- Assessments ~ Unit
- Local and Global Connections ~ Unit
- Ethical and Digital Citizenship ~ Unit
- SAMR Model ~ Unit
- Knowledge of PLP's, Act 77, and the Inquiry Process ~ Unit
- Constructivism ~ Unit
- CRAAP TEST ~ Digital Curation
- Tags ~ Digital Curation
- Notes ~ Digital Curation
Performance Task(s): PD Participants will show that they really understand by evidence of ...
Their ability to transfer all learning, using Chromebooks, to design curriculum (content, skills, and assessments), specifically a unit, which integrates inquiry, and is threaded with technologies or tech tools, which will differentiate and transform student learning; and assist in making local and global connections for students, while at the same time, connecting classroom content to PLP's, via virtual and blended forms of learning. The teacher will:
1. Task: Design a unit using applicable forms of technology for each of the 6 steps of Barbara Stripling's Inquiry process.
2. Task: Same task as 1, however in addition, connect classroom content with student PLP's.
3. Task: Same task as 2, however in addition, use technology to differentiate student learning styles, per Howard Gardner's Multiple Intelligences.
4. Task: Same task as 3, however in addition, use technology to motivate students to learn.
5. Task: Same task as 4, however in addition, use technology to make local and global connections.
6. Task: Same task as 5, however in addition, use technology to responsibly and ethically.
7. Task: Same task as 6, however in addition, use SAMR Model to assess if the unit will transform student learning.
8. Task: Same task as 7, however in addition, incorporate Blended Learning into the unit.
9. Task: Same task as 8, however in addition, embed creative/innovative ideas into unit.
10. Task: Same task as 9, however in addition, get to know your students, to ensure that the unit you design, is relevant to each student.
11. Task: Same task as 10, however in addition, incorporate student self reflection.
12. Task: Same task as 10, however, in addition, understand the personal learning goals of each student, to ensure that the unit is personalized to each and every student.
13. Task: Same task as 11, however, in addition, use formative and summative assessments in the unit.
14. Task: List the ways in which you intend to lead and stay connected to local and global learning communities, so that you are always on the cutting edge of technology and curriculum development.
15. Task: Digital Curation. Curate all digital resources used for the unit , creating tags, and annotations ~ to be shared with instructor - using a digital curation tool of your choice.
Performance Task (Unit) Rubric:
Please see the PDF file below (at the bottom of the page) titled Performance Task (Unit) Rubric ~ _final_unit_summative_assessment_copy_2.doc
Other Evidence (Formative Assessments):
Teachers will show they have achieved Stage 1 goals by...
16. Filling out a Pre-Assessment Google Form
17. Filling out the What I Know and What I Want to Know sections of the KWL Form. The What I Learn sections with be filled out in PD lesson number six.
18. Self-assessing their unit with the Designing Authentic Performance Tasks: Performance Task Review Criteria by Jay McTighe, 2014 (see Pdf. file below)
19. Completing Exit Slips ~ one each, after PD sessions 1- 4
20. Discussion Thread: I will create a shared google doc, where I will post questions, or have teachers post questions, relevant to each lesson. This is the Shared Discussion Board Thread Rubric by PBS, 2012.
21. Completing This project based learning ~ Multi-Media Presentation, Grades 9-12 ~ Self-Assessment Checklist. This will also help your students assess their own expression of the knowledge they have learned.
22. Digital Portfolio or Blog for the purpose of self-reflection on Design of Unit Project ~ Please see Digital Curation RUBRIC file below, at the bottom of the page.
Other Evidence Evaluative Criteria:
- Generates learning within the community ~ by PBS
- Demonstrates knowledge and understanding of content and applicability to professional practice ~ by PBS
- Quantity and timelines ~ by PBS
- Design of Unit
- Digital Curation
_final_unit_summative_assessment_copy_2.doc | |
File Size: | 48 kb |
File Type: | doc |
digital_curation_rubric.pages | |
File Size: | 111 kb |
File Type: | pages |
Formative Self-Assessment of the Performance Task ~ Performance Task Review Criteria Sheet ~ Unit > PD Session Five
task-review-criteria-2.pdf | |
File Size: | 116 kb |
File Type: |
Designing Authentic Performance Tasks:
Performance Task Review Criteria ~
http://jaymctighe.com/wordpress/wp-content/uploads/2013/04/Task-Review-Criteria-2.pdf
Performance Task Review Criteria ~
http://jaymctighe.com/wordpress/wp-content/uploads/2013/04/Task-Review-Criteria-2.pdf