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Role of civic education
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The assessment I used to check my students’ understanding of the lesson was a persuasive letter to Farmer Brown, which was written by the students as if they were the ducks in the barnyard community who had the right to a diving board. The students were supposed to advocate for the ducks to get a diving board while explaining how the diving board could help the community. If the students finished early, they had another writing assignment to work on. The students had to write a letter to their teacher explaining an issue or concern they have and how they can help fix it to better the classroom community. If the students also finished that letter I had one more writing activity available where the students had to write a letter, as their pet …show more content…
One of the students who advocated for the ducks to get a diving board said that the ducks were bored and needed a diving board so that they could invite friends to come play, and those friends could invite new friends to come and play. This made me think that the student realized that the ducks should have had a right to have a diving board at their pond so that their community could grow. Which made me connect this letter to a community getting a recreation center in which citizens can relax, exercise, and meet new people. So the student saw that the diving board was a great opportunity for the community to grow. I saw many students advocating for the ducks explain how it was beneficial to the barnyard …show more content…
I used a writing activity to get the students to think about an issue in their classroom that is affecting their right to a safe learning environment and the students have to come up with possible solutions to help better the community. I used a Read Aloud with the book Click, Clack, Moo to show children how standing up for your rights can be a tough, but rewarding. The book showed the students that by using the cow’s and hen’s civil rights to assemble, and petition, caused the farmer to hear their problem and help solve the cows and hens’ problem so that the barnyard community can be a happy and functioning society. The book also got the students to think about demands and if all demands should be met that are asked
Finally, for homework I would assign the reading of excerpts of “Warriors Don’t Cry”, the memoir of Melba Pattillo Beals, one of the Little Rock Nine. I would ask the students to pretend that they were a student at Central High in 1957 and write a page long diary entry about what one would be seeing and how one would be feeling at this time. All of these activities would promote student-centered learning in that they are free to arrive at their conclusions independently, and they would help develop Formal Operational skills through hypothetical deductive logic.
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right-using it well. Portland, OR: Assessment Training Institute.
In Ms. Hall’s seventh period ESL freshman biology class I chose to do a write around or pass a question formative assessment probe. I came up with three different questions and printed each one on an individual sheet of paper. The three questions were; 1. What is one thing you were surprised to learn about the past few weeks about genetics, what is one thing you wish you could learn more about related to genetics, what was the hardest topic for you to learn or that you are still confused about? I started the class by talking about what the purpose of the write around activity was. I informed them that this activity was an opportunity for them to reflect and talk about the lesson they were working on and also an opportunity for me to read about what students thought about their genetics unit. I placed students into groups of three and then asked them to read the first question and take 2 minutes to write as much as they could about the question at hand. If students were confused at the question at all I encouraged them to ask me about their confusion or ways in which to respond. After the 2 minute time slot students then passed that question to and the next person would spend 2 minutes to respond to the previous person’s comments or respond to that new question as well. This was repeated one more time so each student had an opportunity to respond to each question prompt. The classroom consist of 17 students whose first language is not English. Primary languages of the students in the class consist of Spanish, Arabic, Russian and Polish.
The educator is giving the student a tool so he or she can break down the process of his or her errors. Once a child can acknowledge the concepts they truly do not understand, then an educator assist the student with the correct methods. If the error involves simple calculation, then students can learn better habits as to take their time or be more cautious. They can also incorporate better lifestyle behaviors before taking a test such as, retiring to bed earlier the night before or eating a hearty breakfast in the morning. These types of assessment practices and customs can build positive self-confidence in children who in turn will succeed. On the contrary, if they have negative premeditated thoughts of impending doom they will be sure to fail. It is known that a positive attitude in any situation is the greatest foundation for success. Now that I have returned to school with the ambition of becoming an educator, I am extremely pleased to witness some of the positive evolutions regarding assessments. Stiggin’s point of view is very well noted and will stay with me throughout my teaching career. Although, I am very aware this is a subject matter that always has room for improvements and should continuously be under
One of the informal assessments I used was a performance task. I gave each student a handout with a lady bug and a separate handout with tens and ones. Each student has to make their own two-digit number using the tens and ones handout. On the bottom they have to write how many spots their ladybug has in total, how many tens their ladybug has, and how many ones their ladybug has. When they were finished they have to compare their ladybug with their table partner. Next, I gave them a large sheet of construction paper and both partners have to glue their ladybugs together. Once that was finished they have to write their sentence using greater than, less than, or equal to (academic vocabulary). This informal assessment is aligned with content-specific
Throughout this learning segment students will take part in various informal assessments that will help me monitor children’s progress. For example, for Learning Experience 1 students will be asked to look at artifacts and be asked to use their prior knowledge to think about what they represent. Then they will be read the book I am Jackie Robinson and asked to take part in a class discussion connecting the artifacts to Jackie Robinson and how it relates to their previous language arts story Luke Goes to Bat. Thus, these probes will serve as pre assessments. Students will also complete worksheets that require them to cut and paste the given objects or phrases and glue them in the correct chronological order. These worksheets will serve as formative
This task offers students an opportunity to engage with topics that have immediate consequences in their own lives. Students consider a variety of print and multimedia texts about issues affecting their schools, neighborhoods, or communities, and may also wish to attend a town-hall meeting or to interview experts or those affected by the issue before determining their own stance. Of course the issues may be difficult for juniors to solve, but students should avoid describing or offering an overly simplistic argument. Instead, students should craft claims that propose a call to action or
Before commencement of the diving reflex, three critical changes have to occur to the body in order to stimulate the diving reflex. First to occur is change in the heart rate, this occurs immediately when the face has contact with cold water the human heart rate slows down ten to twenty-five percent. Seals for example undergo extreme changes in their heart rates, from going approximately 125 beats per minute to as low as 10 on a lengthened dive. (Arterial gas tensions, 1989). By slowing the heart rate it reduces the need for bloodstream oxygen, dispensing more to be utilized by other vital organs. Following the heart rate changes peripheral vasoconstriction sets in, which is the narrowing of blood vessels to reduce blood flow and is achieved by a muscular contraction in the blood vessel walls. This decreases the amount of blood that flows to peripheral organs in which do not need a high level of oxygen to function. This is the prevention of blood circulation to certain areas, first to close off are the Toes and fingers, then hands and feet, and ultimately arms and legs. The constriction allows for more blood for use by the heart, brain and organs. Lastly, the blood shift that occurs only during very deep dives. When this happens organ and circulatory walls allow plasma and water to pass freely throughout the thoracic cavity, so its pressure stays constant and prevents the organs from being crushed. In this stage, the lungs' alveoli fill up with blood plasma, which is reabsorbed as soon as the animal leaves the pressurized surrounding. This stage of the diving reflex has been observed in humans such as deep diving scuba divers, who can reach distances of approximately 90+ metres. Therefore, both a conscious and an unconscious pers...
Each student will take a quiz, asking them two questions on the lesson. This will assess whether the objectives were accomplished.
Learning to long board is a much more challenging task than one might think; it requires coordination, balance, and skill. Throughout the learning process, how I thought about it and how I approached it changed a lot. In the beginning I thought longboarding was going to be easy, and take no time at all; very much to my surprise, I was extremely wrong.
In the video, you can tell that the assessment was appropriate because the students were 100% engaged in the instruction. The teacher was able to create an assessment that allowed her to receive full feedback on how well her students comprehended the poem “Loo-Wit”. One way I would adapt this assessment is allowing the students to choose a poem they would like to discuss about. This acknowledges the student’s interest and I am sure the students will be even more involved in the whole-class discussion.
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Issues that I feel are crucial to address which also pertain to my particular philosophy are increasing political awareness, raising racial tolerance and acceptance, reducing child abuse and violence against women, and recycling and appreciation for our natural resources. Methods I would use in my classroom to get students involved would include community service projects, recycling drives, field trips to shelters and centers, and food and clothing drives within the class. Activities such as these, where students can see the changes they are making, get them motivated in a way that no general lessons can. Children need to feel the selfless satisfaction that comes from helping their fellow man.
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.