ESC 11 Master Technology Teacher Certification Program

MTTC Mentoring Field Experience Home Page

MASTER TECHNOLOGY TEACHER CERTIFICATION PROGRAM

Education Service Center
Region XI

Jenni Keith

Assessment Instruments
	What tasks, strategies, instruments	How the processes, how often?	Why *how do the selected tools support your learning goals and the learning principles guiding your design?*
a) to enable continuous/frequent feedback between you and the students	Discussion Observation Ask probing questions	Continually	Provide constant, specific feedback which will pinpoint trouble spots and encourage success. Students will be responsible for their own learning, but continuous, specific feedback provides support and encouragement for continued success.
	Tree chart Venn diagram Statement worksheet	1st half of class
b) to encourage the students to reflect on their learning progress and achievement	Discussion Partner groupings	Continually	Self-monitoring and partners will build confidence, encourage collaboration, and promote accountability.
c) to determine your students' learning progress and achievement	Observe progress during class.	Continually	Partner teams promote accountability and collaboration. Teacher evaluation of final reports gives importance to project and display of reports celebrates student achievement.
	Instructor evaluates each report based on the project rubric.	End of class


Assessment Strategies
Learning Goals	Nested Objectives	Type of Learning	Assessment Strategy	Feedback Strategy
Student Goal Understand the impact that geography played on the four ancient river valley civilizations through investigations of archaeological sites.	Understand the process and purpose of an archaeological dig.	comprehension application	Observation Tree chart Venn diagram Statement worksheet	Verbal Written Written Written
	Compare and contrast information gathered on the four ancient river valley civilizations.	comprehension application analysis synthesis
Student Goal Predict what an archaeological dig of Carroll High School 5000 years from now might lead future archaeologists to conclude about our civilization.	Make predictions about modern day society based on historical information.	comprehension application analysis synthesis	Observation Teacher rubric evaluation	Verbal Rubric
	Understand how current day geography, architecture, tools, and technology available in 2004 impact our civilization at Carroll High School.	comprehension application analysis synthesis evaluation
Teacher Goal Develop confidence in creating and implementing technology integrated lesson plans.	Adequately prepare for successful implementation of the lesson plan.	affective application analysis	Discussion Collaboration Reflection Observation	Verbal
	Reflect on the lesson implementation and focus on the positive outcomes.	affective analysis
Teacher Goal Use instructional strategies that support diverse learners and address classroom management strategies.	Understand various instructional strategies and how they relate to specific disabilities.	application analysis	Planning observation and discussion	Verbal
	Conference to receive Spec Ed input for students requiring modifications (gifted, impaired, special needs)	comprehension application
	Secure equipment, lab, and library reservation and checkout in a timely manner, as well as effectively managing team rotation on classroom computers.	knowledge application
Mentor Goal Help teacher to develop confidence in troubleshooting technology issues that occur during student lessons.	Plan and carry out pre- and post- technical skills sessions so that teacher gains confidence in her abilities.	affective comprehension application analysis	Self-evaluation Cognitive coaching sessions Teacher feedback	Metacognition Verbal, written Verbal
	If necessary during the lesson, direct teacher in how to solve technical issue, but let her carry the steps out to completion.	affective application analysis
Mentor Goal Use questioning strategies to guide teacher in creating learner-centered lessons that maximize positive impact on students.	Explain the research-based connection between technology integration and instructional design.	application	Self-evaluation Cognitive coaching sessions Teacher feedback Partner rubric scores	Metacognition Verbal, written Verbal Written
	Continued heightened awareness during mentoring sessions of telling instead of questioning, and listening instead of speaking.	comprehension application synthesis

Rubric

The rubric below will be used to assess a report created by sophomore pre-AP World History partner groups after researching the four ancient civilizations. The students will use creative and critical thinking to predict the outcome of a archaeological dig of their high school 5000 years in the future.

Learning Goals:

Understand the impact that geography played on the four ancient river valley civilizations through investigations of archaeological sites.
Predict what an archaeological dig of Carroll High School 5000 years from now might lead future archaeologists to conclude about our civilization.

Learning Objectives:

1a. Understand the process and purpose of an archaeological dig.
1b. Compare and contrast information gathered on the four ancient river valley civilizations.

2a. Make predictions about modern day society based on historical information.
2b. Understand how current day geography, architecture, tools, and technology available in 2004 impact our civilization at Carroll High School.

Can You Dig It?
Objectives	Laborer	Student	Head Assistant	Professor of Archaeology	Earned Points
Written from the perspective of an archaeologist.	5 points No attempt is made to write report from the perspective of an archaeologist.	10 points Some of the report is written from the perspective of an archaeologist. Has lapses in some areas.	15 points Most of the report is written from the perspective of an archaeologist. Has lapses in some areas.	20 points All of the report is written from the perspective of an archaeologist.
Relates evidence gathered during virtual tours of authentic archeological digs to predictions made about CHS dig.	8 points Does not relate evidence from authentic digs.	16 points Includes evidence from authentic digs, but is not successful synthesizing into predictions made about CHS dig.	24 points Includes evidence from authentic digs and attempts to synthesize it into predictions made about CHS dig, but doesn't quite make the connection.	32 points Successfully synthesizes evidence from authentic digs into predictions made about CHS dig.
Use creative, critical thinking to make predictions based on the geography, architecture, tools, and technology of the authentic digs.	7 points Includes predictions using one element.	14 points Includes predictions using two elements.	21 points Includes predictions using three elements.	28 points Includes predictions using all four elements.
Mechanics and Conventions	5 points Incomprehensible because of many spelling, grammar, and punctuation errors.	10 points Comprehensible, but still includes many spelling, grammar, and punctuation errors.	15 points Readable with few spelling, grammar, and punctuation errors.	20 points Easily readable with no spelling, grammar, and punctuation errors.

Education Service Center
Region XI
3001 N. Freeway
Fort Worth, TX 76106

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