Indicator. Employs traditional and alternative assessment strategies and uses the data to modify interventions.

Transcription

1 Employs traditional and alternative assessment strategies and uses the data to modify interventions. collects and uses data gathered from a variety of sources. These sources include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs. As an in class activity candidates will: Familiarization with key assessment terms Purpose of Testing/Norms-Criterion- References Tests Measuring Learning Outcomes Writing Objective Test Items Writing Essay Test Items Performance based Assessment / Portfolio Assessment Administering, Analyzing, and Improving the Test/ Marks and Marking Systems Statistics Standardized Test/ Types of Standardized Tests Assessing Children with Disabilities Construct a test blueprint or table of specifications using objective measureable by written test Page 1 of 13

2 Interprets, with assistance, data from various informal and standardized assessment procedures. Provides opportunities for students to assess their own work and progress. Assists students in designing individual plans for reaching the next performance level. Employs traditional and alternative assessment strategies in determining students mastery of specified outcomes. Classify objectives from test blueprint with respect to level of learning (according to Bloom s Taxonomy). Indicate the type of test item to be used and the number of items to be used in assessing student achievement of each objective and cross reference each objective to the items used to measure mastery of the objective. Construct a corresponding test for each objective with the appropriate items and include them on a separate test. On the test as a whole, use 5 different types of items from the following: multiple choice, true-false, matching, completion, short answer, short essay, and performance or production tasks. Use all levels of Bloom s Taxonomy. Make a list of at least six kinds of information that can be collected through the use of the six data gathering techniques discussed. Discuss the importance of student self-assessment. Outline three procedures or techniques that could be used for self-assessment by students Page 2 of 13

3 recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom. Varies communication (both verbal and nonverbal) according to the nature and needs of individuals. Participates in the design of a personal professional development plan to guide her/his own improvement. Provides opportunities for students to learn higher-order thinking skills. Discuss educational philosophy and compare and contrast with historical educational philosophers Develop initial philosophy of education Candidates will demonstrate their comprehension of multicultural strategies by orally presenting results of research projects. Candidate must summarize highlights of clinical experience, using Conceptual Framework and FEAP as a guide, for observational areas that reflect diversity and multicultural teaching and learning strategies. Chapter 2 Developing as a Profession chapter questions Develop initial resume Using Higher Order Thinking questions, construct appropriate test items for 5 different types of tests, e.g.. short answer, short essay, multiple choice, true-false, matching, completion, and performance or production task.. Use all levels of Bloom s taxonomy 1005 EDG EDG Page 3 of 13

4 Identifies strategies, materials, and technologies that she/he will use to expand students thinking abilities. Has strategies for utilizing discussions, group interactions, and writing to encourage student problem solving. Fosters a learning environment in which all students are treated equitably. Recognizes the cultural, linguistic, and experiential diversity of students. Fosters a learning environment in which all students are treated equitably. Provides learning situations which will encourage the student to practice skills and gain knowledge needed in a diverse society. Observe several teachers in elementary, middle, and high school learning environments. Make a list of skills observed in each setting. Compare the list. Do you note specific skills applicable only to the elementary, middle or high school setting? Do you note skills that were observed in all three settings? List, Describe and demonstrate same. Make a list of the instructional methods you feel are appropriate for the grade level you plan to teach. Present a valid rationale for your selection. Chapter 3 Helping Diverse Learners in Today s Classroom chapter questions Position Papers (case studies) assigned to students to lead group discussion as role playing Summarize a current event, selected by the candidate, which discusses circumstances which impact upon teaching in diverse contexts. Would you like to be a teacher of gifted or talented children? Why or Why not? Cite other elements and examples of diversity. How will you be sensitive to these differences? Page 4 of 13

5 Takes reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. Drawing upon well established human development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities. Teachers are expected to be people of good character and role models to students. What are the limitations of these expectations? What are some points at which the rights of the school district end and the rights of the teacher begins? To what degree do you believe that a teacher s personal life should be truly private? Should what a teacher does on his/her own time always be protected by the law? What do you think about the current controversies over to place of religion in public schools? (document) What are some pros and cons of school censorship? Analyze the six models of discipline. Which model, if any, do you prefer? Identify some basic concepts that appear to be true of all models. Complete several observations in various classrooms at different levels. How do the observed teachers control behavior? Do the teacher use signals, warnings, nonverbal messages, or other subtle measures to prevent discipline problems from arising? Which techniques seem most successful? Do all students respond the same way? Does there appear to be a difference in effectiveness at the various grade levels? 4930 Page 5 of 13

6 has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge. Increases subject matter knowledge in order to integrate the learning activities. Candidates will, in collaborative groups, develop a research project on a assigned topic related to diversity as a capstone to reflect their comprehension of multicultural strategies. Plan three lesson using technology and other types of media for specific sunshine state standards in your content area. Include in the plan the main ingredients that make up a lesson presentation. Students will complete study question worksheets and lab exercises to reinforce student learning: Geology Oceanography Meteorology Astronomy GLY 2001 Page 6 of 13

7 has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge. Submit an investigation report on a physical science experiment. Identify a Unit Plan that connects across Biology, Chemistry and Physics. It should include: Essential questions Instructional activities outline Resources Culminating products, projects, exhibitions Rubrics for assessment SCE 3330 Recognizes cognitive, linguistic, and affective needs of individual students and arranges learning environments and activities to meet these needs. Recognizes cognitive, linguistic, and affective needs of individual students and arranges learning environments and activities to meet these needs. Summary of 10 hour field clinical experience Candidates must perform 20 hours of Field Clinical experience in a diverse public school to observe lecture, modeling, and relating actual classroom observations to course material. EDG Page 7 of 13

8 understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills. Plans and conducts lessons with identified student performance and learning outcomes. Identifies student performance outcomes for planned lessons. Candidates must perform 20 hours of Field Clinical experience in a public school to observe Theory and Practice in Secondary School. UNIT PLAN- Complete all components as illustrated in the textbook (e.g. Data, Purpose Rationale, Goals Objectives, Unit Overview, and Assessment of Student Achievement). DAILY LESSON PLANS- Create plans for a 50 minute block schedule and a 75 minute block schedule. Include instructional procedures and strategies to meet the needs of English language learners Page 8 of 13

9 Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professionals to design learning experiences that meet students needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences. Plan three lesson using technology and other types of media for specific sunshine state standards in your content area. Include in the plan the main ingredients that make up a lesson presentation. Write a lesson plan for the activity that you will be teaching at the FAMU DRS. Follow the steps in the field clinical experience checklist so that you will know what to teach and when you are scheduled to teach the lesson. Develop the lesson plan according to the format defined in the Lesson Architect Lesson Planning Support Guide. The lesson plan must reflect teaching strategies for ESOL learners SCE 3330 Page 9 of 13

10 communicates and works cooperatively with families and colleagues to improve the educational experiences at the school. uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. Uses technology tools on a personal basis. Demonstrates technology competencies as defined by Document 1 (Florida Technology Literacy Profile). Chapter 1, Do I want to be a teacher chapter questions Students will discuss their teaching philosophies. Chapter 13, Technology in American Schools chapter questions Set up an account in LiveText electronic portfolio system Candidates will develop an electronic portfolio on Technologies on Teaching and Learning, which provides evidence of mastery of course objectives, complete with self-assessment rubric EDG 3004 EME 2040 Page 10 of 13

11 Uses technology tools on a personal basis. Demonstrates awareness of and models acceptable use policies and copyright issues. uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. Uses technology tools on a personal basis. Candidates will develop an electronic portfolio on Personal Computers, Using the Internet and Digital Technologies in the Learning Environment. Students will provide selfassessment rubric. Candidates will develop an electronic portfolio on using Administrative and Educational Software for Teaching and Learning. Students will provide self-assessment rubric. Candidates will develop an electronic portfolio on Networking and the Internet, Video Technology in the Learning Environment. Students will provide self-assessment rubric. Development and Presentation of LiveText electronic portfolio. EME 2040 EME 4400 Page 11 of 13

12 uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. Demonstrates awareness of and models acceptable use policies and copyright issues. uses technology as available at the school site and as appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. Develop a portfolio lesson plans and/ projects to be used with Technology and a unit of study. Individually design and publish an educational website containing criteria described the course using an identified rubric as a standard measurement. Group project, as a capstone to design a comprehensive technology plan for a school/district/institution using all forms of media to address the planning and implementation process and procedures. EME 4400 Page 12 of 13

13 SECONDARY ED. COURSES 3430 Measurement and Evaluation of Educational Growth 4930 Instructional Seminar in Secondary Education 1005 Intro to Education EDG 3004 Overview and Orientation to Teaching 2085 Introduction to Teaching Diversity 3341 Theory and Practice of Teaching in the Secondary Schools GLY 2001 Earth & Space Science SCE 3330 Teaching Science in High School EME 2040 Intro. To Ed. Technology EME 4400 Computer Applications RED 3013 Foundations of Reading EDE 4940 Field Experience III Page 13 of 13