 |
 |
||||||
MASTER
TECHNOLOGY TEACHER CERTIFICATION PROGRAM
|
 |
|
|
|
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|
|
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Objectives | What? | How? | Why? |
| Questioning | Each time I instruct a class or group from a class. Periodically, when talking informally with student/s outside of class. |
Questioning helps target specific topics to solicit feedback. | |
| Rubric | Review during each instructional period. | Helps determine level of understanding of process and expectations. | |
| Observation | Observe students during instructional session for receptivity of information (body language, verbal, etc.) Observe students during instructional activities, to include engagement in groups, focus and direction during assigned activities. Observe students' work in progress. |
Observation offers clues as to how student is engaging in material, and may reflect levels of understanding of various concepts. | |
| Journal | Review of journal with written comments at least twice a month.. | Review of journal entries will offer insight into level of understanding as well as feelings and sensitivities of student. | |
| To encourage students and mentee to reflect on their learning progress and achievement. | Questioning | Each time I instruct a class or group from a class; individually as available. | Cognitive questions during both group and individual discussions promote self-reflection on "learning journey." |
| Rubric | Review during each instructional period. | Offers a visual record of progress. | |
| Journal | Self-reflection entries | Offers opportunity to review "learning journey" and reflect on achievement. | |
| To determine students' and mentee's learning progress and achievement. | Observation | Review of students' written work through written instructional activities and finished presentation. Review of mentee's technology integration initiatives. |
Checks for level of understanding and comprehension. |
| Discussion | During instructional time and individually as available (email, verbal). | Cognitive questioning to help assess level of understanding. | |
| Rubric | Review progress as indicated by rubric at twice a month.. | Offers a visual record of progress. |
Formulated Assessment Strategies
| Goals Sub-Goals Type of Learning Assessment Feedback | ||||
Understand the characteristics which differentiate mammals from reptiles. |
Knowledge Comprehension Application |
Discussion Questioning Rubric KWL chart |
Verbal |
|
| List the characteristics of reptiles. |
Knowledge Comprehension Application |
Observation Discussion Questioning Rubric KWL chart |
Verbal Written |
|
| Student Goal: Understand and communicate similarities and differences between a specific mammals and reptiles from the same ecosystem. |
State the characteristics of specific ecosystems. | Knowledge Comprehension Application |
Observation Discussion Questioning Rubric KWL chart |
Verbal Written |
| Use presentation software (Star Impress) to present research showing similarities and differences. |
Application, Analysis Synthesis Affective
(Responding to
Phenomena) Psychomotor
(Set; Guided
Response) |
Observation Rubric criteria |
Assessment from rubric Feedback from teacher Feedback fro peers |
|
| Collaborate with partner to produce and present research. | Affective (Internalizing values) | Observation Rubric |
Feedback from peers | |
| Student Goal: Understand how to locate and ethically use information obtained from a variety of sources. |
Demonstrates ability to access, search for and evaluate information using Searchasaurus (Ebsco), a subscription database. |
Application Evaluation |
Discussion Observation Rubric Journal |
Written Assessment from rubric Feedback from teacher |
| Demonstrates ability to access, search for and evaluate information on pre-selected websites. |
Application Evaluation |
Discussion Observation Rubric Journal |
Written Assessment from rubric Feedback from teacher |
|
| Demonstrates ability to access, search for and evaluate information using print encyclopedia and other nonfiction print materials. |
Application Evaluation |
Discussion Observation Rubric Journal |
Written Assessment from rubric Feedback from teacher |
|
| Demonstrates understanding of ethical use of information through citing of information sources in accordance with format proscribed in rubric. |
Application Affective (Organization) Psychomotor (Set; Guided Response) |
Discussion Observation Rubric |
Written Assessment from rubric Feedback from teacher |
|
| Teacher Goal: Increase confidence in integrating technology into lessons for diverse learners. |
Routinely reflect on possible technology component/s of each lesson plan as part of the planning process. | Affective (Internalizing values) | Discussion | Coaching Feedback from teacher Feedback from peers |
| Reflect and evaluate success of each lesson. |
Affective |
Discussion | Coaching Feedback from teacher |
|
| Teacher Goal: Develop effective classroom management strategies to facilitate learner-centered instruction for diverse learners. |
Develop and implement "red/green" question process to encourage students to independently look for answers before asking teacher. | Analysis | Discussion |
Coaching Feedback from teacher |
| Develop strategy to partner students of varying abilities and needs. |
Affective |
Discussion |
Coaching Feedback from teacher |
|
| Teacher Goal: Understand how to locate and ethically use information obtained through a variety of sources. |
Demonstrates ability to access and search for information using Searchasaurus (Ebsco), a subscription database. |
Application Evaluation |
Discussion Observation |
Coaching Verbal |
| Demonstrates ability to access and search for information on pre-selected websites. |
Application Evaluation |
Discussion Observation |
Coaching Verbal |
|
| Demonstrates ability to access and search for information using print encyclopedia and other nonfiction print materials. |
Application Evaluation |
Discussion Observation |
Coaching Verbal |
|
| Demonstrates understanding of ethical use of information through citing of information sources in accordance with format proscribed in rubric. |
Application |
Discussion Observation |
Coaching Verbal Written |
|
| MTTC Student Goal: Formulate and practice cognitive coaching strategies through developing effective questioning techniques and relationship-building. |
Pre-script
cognitive coaching questions in preparation for coaching session. |
Comprehension Application Affective (Receiving Phenomena and Internalizing Values) |
Observation Completed lesson plans |
Written Coaching Visual |
| Build positive and productive relationships with campus faculty through successful coaching. | Affective (Organization and Internalizing values) | Presentations Surveys |
Peer feedback Teacher feedback Analysis of survey results |
|
| MTTC Student Goal: Increase the frequency and understanding of technology integration throughout campus. |
Support and encourage technology integration for all learners throughout the campus. |
Analysis |
Discussion Observation |
Teacher feedback Peer feedback Requests for coaching; Requests for training Analysis of survey results |
| Promote tech integration use on campus through modeling, availability to coach, and lending assistance. |
Synthesis Evaluation |
Discussion Observation Survey |
Requests for coaching; Requests for training Analysis of survey results |
|
Rubric Print in .pdf
| Mammals, Reptiles and Ecosytems -- My Research Rubric | |||||
| Partner Names: | Teacher: | Grade Level: | |||
| ________________________________ | ________________________ | ______________ | |||
| ________________________________ | |||||
| Category | 4 Points | 3 Points | 2 Points | 1 Point | Points |
Teamwork  |
The teacher observed the students offering assistance to each other all the time. | The teacher observed the students offering assistance to each other most of the time. | The teacher observed the students offering assistance to each other some of the time. | The students were never observed offering assistance to each other. | |
| Teamwork |
The teacher always observed each student contributing to the project. | The teacher observed each student contributing to the project most of the time. | The teacher observed each student contributing to the project some of the time. | The teacher never observed either students contributing to the project. | |
Quality of Information Sources |
Student locates and lists at least 3 reliable information sources. At least two sources should be print and one should be electronic. | Student locates and lists at least 2 reliable information sources. One should be print and one should be electronic. | Student locates and lists at 1 reliable information source. Source may be print or electronic. | Researcher does not locate or list any information sources. | |
Organization of Information |
Information is in logical order and is easy for audience to follow. | Information in presentation is generally in logical order but is somewhat difficult for audience to follow. | Information in presentation is in some order, but is very difficult for audience to follow. | Information in presentation is not in logical order. | |
|
Presentation
 |
Presentation contains title slide/page with:
|
Presentation contains title slide / page, but title slide/ page is missing one required element. | Presentation contains title slide / page, but is missing more than two required elements. | Presentation does not contain title slide / page. | |
|
Presentation
|
Presentation contains more than 5 slides or pages. | Presentation contains 4 slides or pages. | Presentation contains 3 slides or pages. | Presentation contains 2 or fewer slides or pages. | |
|
Presentation
|
Presentation contains at least one graphic element per page/slide that is related to text. | Presentation contains fewer than one graphic element per page/slide, but graphic relates to text. | Presentation contains graphic elements, but they are not clearly related to text. | Presentation contains no graphic elements. | |
|
Presentation
|
Presentation contains sources page with no errors in format or spelling. | Presentation contains sources page with one error in format or spelling. | Presentation contains sources page with two or more errors in format or spelling. | Presentation does not contain sources page. | |
| Presentation |
Presentation has no misspellings or grammatical errors. | Presentation has no more than two misspellings and/or grammatical errors. | Presentation has three misspellings and/or grammatical errors. | Presentation had four or more spelling errors and/or grammatical errors. | |
Delivery |
Student used a clear voice and pronounces all terms correctly.. | Student's voice is clear. Student pronounces most words correctly. | Student pronounces terms incorrectly. Audience members have difficulty hearing presentation. | Student mumbles, pronounces terms incorrectly, and speaks too quietly for students in the back of class to hear. | |
Copyright © 2002 Education Service Center Region XI. All right reserved.
|
|