Dissolving the Line Between Assessment and Teaching

The article starts out by talking about a head start classroom (pre school) where they administer a test for the National Reporting System that is for children ages 4 and 5. After this, the head teacher gets all the children to grab a book and read to themselves or sometimes to her, to test their understanding. The one child reading to the head teacher gets a 4 on the rubric made for the readings, meaning that the child has memorized the words and reading but isn't able to interpret what the words mean. In the classroom, the head teacher uses two types of assessment: assessment of learning and assessment for learning, the test being assessment of learning, because of the fact that student performance is reflected in the score. This assessment is constantly challenged because of the fact that it sometimes doesn't reflect what is being taught, what all has been learned and the fact that with young children, this type of assessment is challenging. This is where assessment for learning comes in, by showing teachers and parents where exactly the child is in each skill area and where they need improvement, being the most authentic assessments and are carried out through the day to day context of the classroom. These are continuous, giving the teacher the chance to keep track of the student's abilities and how they are developing. There are lots of observations and documentation, which can be difficult for teachers to keep track of. The next part talks a lot about the Bridging process, which looks at young students performance in a specific number of activities based on curriculum areas. This gives teachers the ability to know where the student specifically needs to improve. The teachers who were involved implemented the activities right into the classroom, with the help of fellow teachers and administrators. Since they are bringing the assessment directly into their teaching, this is how they gradually dissolve the line between assessment and teaching. This helps teachers learn the assessment value in everyday teaching activities. Using the bridging system, teachers are given individual learning logs as well as a 10 point rubric that includes a developmental continuum, which shows individual student development and growth. The bridging system also helps teachers give their students a deeper understanding of key concepts in the curriculum areas as well as identify gaps in the curriculum and what they are teaching and how to improve how they are teaching that area. Bridging is a type of assessment for learning, because of the support of learning it gives as well as the valid data it produces.

One thing I really liked about the article was the fact that it focused on one specific type of assessment for learning, yet it still talked about it in a way that teachers who don't use the bridging method could still benefit from the article and look to improve in their classroom. The fact that Chen & McNamee talked about how to "help teachers identify gaps in their curriculum" (76) is useful for all teachers because there is always some way to improve how you are teaching something. Taking the step back to look at where your students are struggling and seeing if there is anything that you can do to help them better understand it and improve their development in that area is hard as a teacher but is sometimes needed. The article also talks about how important it is to use different types of assessment, not just rubrics vs checklists but also assessment of vs assessment for. There is value and merit in both, however, there needs to be a variety of assessments used. I also like how it looks at how to bring assessment and teaching together and after reading the article, the idea isn't far fetched. If using the bridging method, which brings the assessment right into the classroom to be taught with the curriculum, the assessment is directly linked into the teaching, which I think would make assessment easier for teachers to organize. I can definitely see the merit in the bridging of assessment and teaching in that sense, as well as it is less threatening to the students because it is focused on their learning instead of the mark that comes out of the product of their learning.

Resource Consulted:

Chen, Jie-Qi, & McNamee, Gillian D. (Nov 2005). Dissolving the Line Between Assessment and Teaching. Educational Leadership, 63(3), 72 - 76.

Video Conferencing and Similar Technologies (With LOL)

Hey Everyone,

I just wanted to start off by saying how much I enjoyed the video conferencing with the Royal Tyrrell Museum! I had so much fun and was so engaged that I can't imagine how much students would enjoy all of the different activities they have. I see the merit in video conferencing, not only with the museum, but with all of the other areas he showed us because it would keep kids engaged and interested. It is like a guest speaker in the room and at times, you forget you are looking at a screen where the person is miles away. It can fit into the curriculum as well as getting students engaged while using an interesting technology that can be explained to the students beforehand so they understand how it works. It is also probably a little better than Skype as well in the classroom because instead of just talking with another person, there are interactive activities that can happen to engage the class.

Another thing that can be tied in with this module is digital storytelling, which I learned about in today's technology conference. It ties in when talking about different multimedia approaches like video or animation. Digital storytelling can tie all of those together, giving students the chance to make their own video clip with sound, images, drawings and narrations. It can be about anything you think is appropriate for your class to do. Of course, a teacher has to play around with the technology first to know how to use it and teach it and then teach the class how to storyboard and write a script to use. However, I think this is a powerful tool in multimedia (usually iMovie or Windows MovieMaker) because it is the child's creation that they can share and be proud of.

I learned a lot in this class and hope I can use some of the things I learned here in the classroom at Crestwood.

Thank you for everything,
Cytrina

Microsoft Excel: Friend or Foe?

Hi Everybody,

If you haven't already guessed, this brief post is about excel. To be honest, I don't know how to use it. I understand the ways you could use it in the classroom in different grades. However, I have never actually had someone take the time to sit me down and actually explain how to use this properly and even in the classroom. I do not like numbers so I think that is probably why I don't fully understand Excel. I found myself frustrated in the previous class because I had no idea what I was doing.

However, like I said before, I do understand its merit in the classroom and can see why it's important to use the technology.

Cytrina

Web Awareness

Searching the Net for Improvisation

I decided to do Improvisation and Theatre Sports because it really sticks out to me from high school. I liked looking for sources through the education search engines because then I knew that they were actually useful.

Activity: Theatre Sports

References:

Cash, Justin. (2006) Theatresports Games. Retrieved October 5, 2010 from http://www.thedramateacher.com/theatresports

Day, Mackenzie. (2010). Improvisational Theater. Retrieved October 5, 2010 from http://www.deans.caltech.edu/PDF%5CImprov.pdf

The Improv Encyclopedia. (2002). Retrieved October 5, 2010 from http://www.orgs.muohio.edu/towerplayers/101/gm.html

Grade Level: Drama 20 (Grade 11)

Brief Description: Theatre Sports is the use of spontaneous and planned improvisation through improvisational games. Also it is usually used competitively so that classes can be split up and compete against each other. Putting the students against each other and letting them give constructive criticism in a fun way gets the students more involved in the improvisation. There are hundreds of improvisation games that can be used, like The Herald and Pocket Conversations, and are still appropriate for high school students.

GLO: 

I – To acquire knowledge of self and others through participation in and reflection on dramatic experience.

• Demonstrate respect for others – their rights, ideas, abilities and differences
• Demonstrate the ability to offer, accept and reflect upon, constructive criticism 

SLOs:

Students will:

• Demonstrate the techniques of sharing, giving and taking focus (34)
• Integrate improvisation skills learned, in planned and spontaneous improvisations (35)

ICT Program of Studies: 

C1 – Students will access, use and communicate information from a variety of technologies.

4.2 – Select information from appropriate sources, including primary and secondary sources

C7 – Students will use electronic research techniques to construct personal knowledge and meaning

4.1 – Use appropriate strategies to locate information to meet personal needs

Brief Rationale: Computers and Technology can be used not only with with Theatre Sports, but in the drama classroom overall as well. Technology can be helpful for drama students to find monologues, plays or playwrights electronically, which can be faster than searching through shelves. In Theatre Sports, technology could be used to give students the opportunity to find new games to play for next class or if the students are confused about a new game, you can use video sites to show students appropriate examples of how it's played. Teachers can also find out games that other teachers have used and how they integrated theatre sports into individual lesson plans. In general, technology in classrooms is important because times are changing and both students and teachers need to know how to use the new technologies that are coming out.


This is where I commented on Jessica's blog

Presentations and Blogging

Hello All!There were a few bugs and bumps along the way and a few that I wasn't able to figure out (mainly the video, but I fixed that by putting in a link that I could use as a backup if I were to use this in a classroom). It was frustrating at times but when I finally figured it out and embedded the presentation into my blog, I felt like I'd achieved something. I still have a lot to learn about technology, but it's good to know that I'm starting to make a dent.As mentioned in my presentation, to keep up with the digitized students of today, most of which have iPods and computers, we need to bring technology into classrooms. Not only just bringing in the technology and using it in front of the students, but teaching the students how to use as well as utilize the technology. To do this, however, you need to know how to work this first. This is why we have classes like this because we are going to need to know how to work all of these applications so we can use them in our classrooms. We also need to know the benefits of these technologies. The Smart Board is a great tool for classrooms, but if we don't know what they could be used for or all of their uses, it's pointless to bring them in. There is also times when it's best to leave technology out of the classroom and it's up to the teacher to know when those times are. This is why we as teachers need to be well versed in technology before we bring it into the classroom. I added the video because the tips Jose (who is a teacher) gives are ones that talk about how we can bring in technology and touches on some of the programs and some information that Lorraine has already given us. Finally, as teachers, we need to know what we can use so I added a few examples of programs we can use, mostly ones we've talked about in class.When looking at the ways I implemented an effective presentation in my powerpoint, first off, I used lots of images that correlated to the text I put in the slide. I also used an image in a slide to explain exactly what I was trying to tell my audience through a diagram. When I did use text, I kept it simple and if I had to use more than a few lines, I chunked the text so that it wasn't a big blob of information. I used a video (that will hopefully show up if I did everything properly) which speaks to my audience, a group of future teachers, through how to use technology and tips.I focused more on how to use technology in the classroom, which, as a post this, I have a feeling is the wrong thing to do. But, hopefully, I still covered everything! Hope this makes sense and thanks!CytrinaWhat is Effective Technology Integration for 21st Century Learner

View more presentations from Cytrina Marie.

Assignment 1: Blogging Reflection

Hello Again,

I have always been a very vocal person and have always liked keeping my thoughts on paper, or in more recent, technologic years, in a blog. I can imagine this being a very stressful, if not, off putting experience to those who aren't used to blogging.

When looking at how blogging could be used in the classroom as a tool, I would like to refer back to the ICT program of studies where it states that the curriculum itself isn't meant to be on its own but to be worked in with other courses to encourage learning. We are living in a day and age where technology is such a part of daily life whether it's listening to music on our iPod or Facebooking/Tweeting from our phones. To fully integrate students with the knowledge of technology, we need to bring this technology into everyday classroom situations.

Blogging could be used in a variety of ways, from a place for parents to check up on what is going on in your classroom to students being able to check the blog for information about homework, assignments and due dates. It doesn't have to be the focus of an entire class but by making it a part of your class in any way, whether it be something they do at school as an assignment (story blog for language arts) or at home as a refresher (seeing if anything is due in class the next day), you are bringing technology and blogging into the classroom.

Cytrina