Formative assessment is a quick assessment to see if students understand the information being taught. Summative assessment is a formal assessment such as a test. This varies from a test, presentation like a power point or even just a report. An authentic assessment is a special kind of assessment that involves including real world things. Such as a report on what kind of damage a tornado could do to a home or city.
How to include a formative assessment into a lesson would be to use a written communication strategy. This is a check for understanding method. A summative assessment within a lesson plan would be to have a unit project or test. A way to make all of them authentic would be to make the project or written communication relate to real world things.
An authentic way to relate making change to the real world is giving the students examples of real world situations. During my lesson I needed to come up with a way to explain making change so I used the real world example of the students going to a ball game and wanting a snack. So they went to the concession stand to get a popcorn for $1.00 and a candy bar for $1.00. Then we worked it out. Then I could make the students come up with a different real world example where they would need to make change.
Wednesday, April 27, 2016
TPRC and RAFT
Lessons presented on 4/20/2016 were great! I like how everyone's lesson is a little different than others because that means there is no right or wrong way to do the format.
TPRC- This is a good technique that students can use to predict. They think, predict, read, then connect. They can use this strategy to connect students reading to real world examples.
RAFT- Role of the writer, the audience, the format, and topic. Students would read a form of text and then write about it. This is a great way to see if students are relating to the text.
TPRC- This is a good technique that students can use to predict. They think, predict, read, then connect. They can use this strategy to connect students reading to real world examples.
RAFT- Role of the writer, the audience, the format, and topic. Students would read a form of text and then write about it. This is a great way to see if students are relating to the text.
Wednesday, April 20, 2016
Strategies
My favorite strategy for higher grades is written communication. I think that especially in grades 2 and higher that students love to pass notes and be chatty so this would help give them and educational topic to pass notes about. There is a second grade teacher where I work that had never heard of this strategy and once I told her about she wanted to know more so she could use it within her lessons. I also like this because you could also use other strategies with it.
Wednesday, April 6, 2016
DRTA/GMA
Definitions:
-Group mapping activity is a strategy used to help build comprehension of text by creating images or words that tells us all the parts of the story being read. Example being the plot, characters, and themes.
-Directive reading thinking activity is used to guide students into making predictions, answer questions and be active learners while reading. Begins with the teacher doing the directing of the lesson/ reading, the students then make predictions at stopping points within the story, and then they will stop to think about what they read and see if the prediction was correct. The teacher also uses prompted questions to help the students through the process.
How will I use it in a lesson plan-
-I would use a story map like the one in the video we watched tonight for a GMA use in a lesson. I would do this because I really want to teach kindergarten and so I would do the first time doing it that way and as the students got use to answering the questions and got familiar with the process I would change it into a group activity. I would have them split into groups evenly and write the title and everything. Then have them listen to the story. After the story I would have them go back into their groups and answer the questions such as who are the characters or just replay the story line in any form they wanted. They could draw a time line of pictures with labels, a timeline with words only or pictures only. Either way that they want to accomplish the task as long as they try to get the first, middle, and last concepts.
-I would use DRTA in a math lesson after reading a section in the textbook. I would direct the students first on what was expected then have them write their predictions. After reading a bit I would stop and allow students time to adjust their predicts and ask a few questions. Then I would finish up and ask the students to write about how their predictions turned out and have them answer a few questions about the chapter.
-Group mapping activity is a strategy used to help build comprehension of text by creating images or words that tells us all the parts of the story being read. Example being the plot, characters, and themes.
-Directive reading thinking activity is used to guide students into making predictions, answer questions and be active learners while reading. Begins with the teacher doing the directing of the lesson/ reading, the students then make predictions at stopping points within the story, and then they will stop to think about what they read and see if the prediction was correct. The teacher also uses prompted questions to help the students through the process.
How will I use it in a lesson plan-
-I would use a story map like the one in the video we watched tonight for a GMA use in a lesson. I would do this because I really want to teach kindergarten and so I would do the first time doing it that way and as the students got use to answering the questions and got familiar with the process I would change it into a group activity. I would have them split into groups evenly and write the title and everything. Then have them listen to the story. After the story I would have them go back into their groups and answer the questions such as who are the characters or just replay the story line in any form they wanted. They could draw a time line of pictures with labels, a timeline with words only or pictures only. Either way that they want to accomplish the task as long as they try to get the first, middle, and last concepts.
-I would use DRTA in a math lesson after reading a section in the textbook. I would direct the students first on what was expected then have them write their predictions. After reading a bit I would stop and allow students time to adjust their predicts and ask a few questions. Then I would finish up and ask the students to write about how their predictions turned out and have them answer a few questions about the chapter.
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