Cindy
Brock |
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| Assessment Instruments | |||||
| Objectives | What task, strategies, instruments |
How the processes, how often |
Why How do the selected tools support the learning goals and the learning |
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| 1.) To enable continuous/frequent feedback between you and the educators | Observation Ask questions Dialog Reflection |
Continually | Provides the teacher with constant data and feedback on the educators progress and will allow modifications and clarifications. | ||
| 2.) To encourage the educators to reflect on their learning progress and achievement. | Dialog Probing Questions Reflection |
Talk to educators to clarify questions Cognitive Coaching and Self-Evaluation at
the end of each training session |
Provides the educators with a source for guidance when questions arise. Broadens teachers thinking Provides the educators with a guide of what is expected and what needs to be done. |
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| 3.) To determine your colleagues needs for implementing a system for monitoring the effectiveness of their integration efforts. | Observation Dialog Checklists
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Observe educators progress Ask educators clarifying questions daily
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provides the teacher with a way of determining educators progress Opens discussions between teacher and educators Provides teacher with a way to guide and evaluate educators work |
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| Assessment Strategies | |||||
| Goals | Sub-Goals | Type of Learning | Assessment Strategy | Feedback Strategy | |
Teacher Goal Use technology to communicate information in different formats for diverse learners.
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Identify and use effective instructional design and strategies to facilitate adult learning | Cognitive, (analysis, synthesis) Cognitive ( comprehension, application) |
Observation Notes Checklists Rubric criteria |
discussion sharing checklist modeling |
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Teacher Goal: Plan for modifications for diverse learners. |
Create materials to accommodate diverse learners and use modifications that are appropriate for teacher training. | Cognitive, (analysis, synthesis) Cognitive ( comprehension, application) |
Observation Notes Checklists
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discussion written checklists |
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Teacher Goal: Develop classroom management strategies for adult learners |
Use humor and personal information to create cooperative learning environment. | Cognitive, (analysis, synthesis) Cognitive ( comprehension, application) |
Observation discussions
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discussion
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Teacher Goal: Use a pre and post assessment to determine learner's technology proficiencies |
Use TA TEKS and self-assessment | Cognitive, (knowledge) |
Observation Checklists Survey
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discussion
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Teacher Goal: Facilitate the use of integrated technologies in foundation and enrichment curricular content |
Create collaborative groups and use Q&A to discuss how to use new knowledge | Cognitive, (knowledge,synthesis, evaluation) Affective
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Observation Checklists
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discussion
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| Professional
Goal Use cognitive coaching skills and strategies to facilitate teacher use of technology in the teaching and learning environment |
Create a trusting coaching relationship |
Cognitive, (synthesis, evaluation) Affective |
Self Observation feedback from learners Discussion |
Discussion
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| Use positive listening skills in order to use paraphrasing and feedback to stimulate thinking and deepen understanding. | Cognitive, (synthesis, evaluation) | Self Observation Discussion Feedback from learners |
Discussion
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| Professional Goal Plan and implement adult learning theory and strategies in teacher training |
Create cooperative learning climate. |
Cognitive (application, analysis) Cognitive (knowledge) |
Observation Questioning Discussion |
Discussion
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| Determine learner needs and clarify purpose of learning. | Cognitive (application, analysis) Cognitive (knowledge) |
Observation Questioning Discussion |
Discussion
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Use motivation to increase learning
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Cognitive (application, analysis) Cognitive (knowledge) |
Observation Questioning Discussion |
Discussion
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| Design activities for achieving objectives | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Discussion | ||
| Facilitate retention of new learning | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Probing questions | ||
| Facilitate reinforcement of new learning | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Probing questions | ||
| Facilitate transference of new learning | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Probing questions | ||
| Plan and provide for physical needs | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Discussion | ||
| Provide for building individual success | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Discussion | ||
| Show respect for learners | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Discussion | ||
| Acknowledge prior experiences and skills | Cognitive (application, analysis) Affective |
Observation Questioning Discussion |
Discussion | ||
| Organize learning resources | Cognitive (application, analysis | Observation | Discussion | ||
| Rubric | |||||
The rubric below will be used to assess the teachers creation of an Excel spreadsheet. Learning Goals:
Learning Objectives:
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| Rubric made using RubiStar: http://rubistar.4teachers.org/index.php | |||||
| Excel Spreadsheet. | |||||
| Category | 4 | 3 | 2 | 1 | Score |
| Formatting | 12 point font. Bold to column headings. Center alignment used. Column widths are adjusted. Currency format was applied correctly. Shading applied. | One element lacking. | Two elements lacking. | Three or more elements lacking. | |
| Calculations | Columns C, D, E, and F are calculated correctly. | One column has a minor error. | Two errors in calculating pay. | Three or more pay calculation errors. | |
| Average and Sum Calculations | Average row is calculated correctly. Totals row calculated correctly | Minor error in average calculation. Minor problem with sum calculations | Several errors in average calculations. More than one error in sum row. | Average calculation not applied. Sums not calculated | |
| Correct Data | Title in place and correct format applied. Net income in correct cell. Quarterly totals in correct cells. Month and items in correctly | Title in place and minor formatting applied. Net income in correct cell. Quarterly totals in correct cells. | Lacking one element. | Lacking more than one element | |
| Print/Comment/Tab | Gridlines and headings visible. Landscape view applied. Comment in place. Username in heading and date in footer | One element lacking. | Two elements lacking. | Three or more elements lacking | |
| Graph | Graph has legend, title, data points, percentages, color coded, labels, date & time. | One element missing | Two elements lacking | Three or more elements lacking | |
| Total Score | |||||