Show:
Communicating Learning Goals
Using Assessments
Instructional Practices
Using Engagement Strategies
Building Relationships
100
Name at least two components that are included in clarifying a learning goal
1. Identifying a learning target/goal 2. Providing a scale 3. A plan for monitoring student progress 4. Opportunity to celebrate success
100
What is an assessment?
An assessment is a feedback mechanism for students and teachers.
100
When is direct instruction essential?
When a teacher is presenting new content to students.
100
What does "engagement" mean in terms of the teaching-learning process?
Engagement is paying attention, being energized, being intrigued, and being inspired.
100
True or false: Teachers have the ability to create a relaxing and comfortable learning space.
True. Teachers have the power to generate an environment where students feel welcome, accepted and valued
200
Describe the difference between "status" and "growth" in terms of student learning.
Status refers to a student's score at a particular moment in time. Growth refers to the difference between the student's current and first scores on the topic.
200
Describe a way you might informally assess a whole class.
Answers will vary. Hand signal. Exit ticket. 4 corners activity.
200
What does it mean to present content in "digestible bites"?
Recognizing that when information is new to students, it is best processed in small, understandable increments.
200
Name two ways teachers might increase student response rates.
Answers will vary. (Random names, hand signals, paired responses, elaborative interrogation, multiple types of questions)
200
Identify a strategy that a teacher might use to show students they are welcomed, accepted and valued.
Answers will vary (greeting students at the door, "star of the week", attending after school functions, informal conferring opportunities,...)
300
True or false: Learning goal, learning object, and learning target have distinctly different meanings. Explain your thinking.
True or false. It is recommended that schools operationally define these terms to ensure a common language and common understandings.
300
Are student-generated assessments valuable? Explain your thinking.
Answers will vary. Student-generated assessments provide flexibility to students so they can select the assessment format and form that best fit their personality and preference.
300
Share an instructional strategy that supports students in processing content and increasing comprehension and retention.
Answers will vary. (Jigsaw cooperative learning, Think-pair-share, reciprocal teaching, collaborative processing, perspective analysis)
300
Describe what a teacher might do if she/he notices that students are not engaged.
Answers will vary. (React: re-engage students, boost overall class energy levels).
300
Describe how a student background survey supports building relationships.
This is a strategy that builds students' perception that their teacher and peers are interested and respect them.
400
Identify a difference between a rubric and a proficiency scale.
Rubrics tend to be for a specific task while a scale is more general and describes a progression of knowledge.
400

Explain how informal and formal assessments differ.

Answers will vary. Informal assessments provide a barometer of how a student or the class is performing along the progression of knowledge. Informal assessments of a whole class do not typically entail recoding individual scores. Formal assessments provide accurate information about status at a particular point on a specific topic.

400
Differentiate between procedural and declarative knowledge.
Procedural knowledge includes skills, strategies, and processes (example: converting fractions to decimals). Declarative knowledge involves information (example: knowing vocabulary terms).
400
When considering maintaining a lively pace, differentiate between a parking lot and a motivational hook.
A parking lot might be used when a teacher is unable to address an issue or question. The parking lot creates a space where the teacher and students can return to the issue. A motivational hook is an attention grabber to spark students' interest. It might be a video clip, newspaper headline, or other attention-grabbing media.
400
Predict what has occurred in a classroom if students express behaviors such as feeling settled by the teacher's calm demeanor; students describe their teacher as someone who is in control of him/herself and the class and; students say the teacher the teacher does not hold grudges or take things personally.
Answers will vary: The teacher has demonstrated consistent objectivity and control.
500
Explain the purpose of clarifying learning goals to students.
Students understand the progression of knowledge they are expected to learn and where they are along the progression.
500

Three strategies for using formal assessments with individual students.

Answers will vary.  Common assessments designed using proficiency scales, Assessments involving short responses,   student demonstrations, student interviews, observations of students, student generated assessments, response patterns.

500
How might 21st-century skills become a more forefront component of teaching and learning practices in our schools>
Answers will vary.
500
Create a learning scenario where physical movement can support the teaching-learning process.
Answers will vary.
500
What is the best way to help students perceive that the teacher is someone who will not be angry with them if they misbehave, but who will enforce classroom norms and procedures?
Answers will vary: self-reflection, self-monitoring, active listening and speaking, consistency and follow through