Documente Academic
Documente Profesional
Documente Cultură
3/10/2016
1. Obtrusive assessments are the type of assessments that are most commonly
used in classes. Obtrusive assessments are exactly what the name implies. They are
assessments that are formally given during class times. They interrupt daily
procedures and the learning process in a classroom. Typically instruction does not
occur during these tests. Therefore, students stop learning in order to take the
and presentations. The text gives examples of how to design obtrusive assessments
to get a clear picture of the learning progress of the student. Its important to make
quiz would allow students to efficiently demonstrate their expertise with the given
subject. Its important that teachers learn to use questions and formats that best fit
with their given subject matter and learning objectives. For example, in a physical
free-throws.
flow of learning in a class. Sometimes these assessments can be done without the
nature. The text gives an example of a PE teacher watching students use correct
stances and motion while playing softball at recess. Ive used this technique myself
in chemistry laboratories. Its easy to see when a student has learned and
internalized safety procedures and proper laboratory behavior. Every student will be
presented with a situation in which they have to choose to follow proper safety
procedures. By taking note of what the student does during the situation I can make
reader program. In this program students could read any books they wanted from
a specified list. After they were finished, students would take a quiz and would earn
points based on their score on the quiz. This was a method used to motivate
students to read more books. However, by the end of 8 th grade I had read almost
recognized this, and also noticed that I constantly read other books anyway. The
points were low, she gave me high marks on the learning objective. Its important
for teachers to be observant of their students and recognize activities that students
students develop their own ideas about how they show proficiency on a specific
learning goal or task. In order for student generated assessments to be effective the
student needs to have a clear understanding of the grading scale that is being used
in the class. The student should be able to identify activities and projects that
demonstrate mastery of a target learning scale. Once the student can identify the
goals, it is then the students responsibility to develop a plan of how they can show
Its easy to see that student generated assessments allow students to take
ownership of their learning. The student can decide what level of scale they want to
demonstrate, and then the student gets to design a paper, project, or presentation
make-up points missed on previous learning goals. For example, if a student didnt
score proficiently on a unit about the solar system, then the student could decide to
draw a model of the solar system, and write down the key features of each of the 8
planets. Together the teacher and student could decide what level of the classs
4. Ive been reading and learning a lot about how different teachers are
implementing flipped classrooms. A model that Ive been developing in order to help
me understand the effect of a flipped classroom breaks the learning of a unit into
The first area is all about allowing students to explore the content. This
includes the typical flipped classroom norm of videos of lectures, but it can also
shows, and any other type of material that gives students a first look into the
material. The goal of this area is purely to give students a plethora of opportunities
to dig into the material. Each student learns best in different ways, and finds
subject allows students to gravitate towards research that speaks most to them.
This area of learning can easily take place individually outside of the classroom, or it
The second area is all about the student getting experience with the material.
activities, group projects, worksheets, labs, and anything else that gives students a
chance to figuratively get their hands dirty in the curriculum at hand. Ive
envisioned this area taking place in the classroom as students help each other
develop their ideas around the research they did in the research phase of the
learning.
The third area of this learning cycle allows students to demonstrate their
mastery over the specific knowledge or skills that they gained during the first two
stages. This section can involve quizzes, tests, oral presentations, essays, or even
individually done work packets. A key of this area is that students are given the
opportunity to show their mastery individually. This section of learning can be used
The key is that students are showing off the knowledge that they gained throughout
the unit.
Finally, the fourth section is where students can show true mastery of the
material. Allowing students to develop their own ideas of how to show complete
mastery is key in this area. Students must take ownership of their learning as a
whole. The goal of this area of learning is for students to work on developing
applications for their learning in areas outside of the classroom. A student that is
learning about other planets could develop plans or guidelines for what
pop song and analyze the chord changes in that song versus what theyd learned in
class so far. In general this part of the flipped classroom would revolve around
When thinking about how to apply this concept in a classroom several things
become apparent. The teacher implementing a flipped classroom must have a very
deep understanding of the material. They must be able to take the material and
apply it in several ways effortlessly. This allows the teacher to spend more energy
allowing students to develop their own ideas about learning. Also, the teacher must
be prepared to give a ton of sources for information. Because the teacher isnt going
to spoon feed the material to the student through direct lectures, its imperative
that the teacher spends their time helping students learn how to effectively
research and learn on their own using resources they already have. As the school
year progresses, teachers will be able to give less specific readings and videos
because students will be able to find the resources they like on their own. It might
be helpful for teachers to have students write reflections of how their learning
progressed.
Its also important that teachers establish very clear learning goals and a
grading scale for each individual unit. Because the goal of this style of flipped
classroom is to have students move at their own pace and in their own way, each
student will progress differently. Therefore, students will not be able to gauge their
understand the scale used so that they can recognize their level of mastery, and