CURRICULUM METHODS – JI – class notes
DR. DOUGLAS GOSSE
SESSION 1, BLOCK III, DECEMBER 4, 1h30-2h30, A144
THEME: PRACTICUM DEBRIEFING/UNDERSTANDING RUBRICS
LEARNING EXPECTATIONS – the pre-service teachers will:
· review lesson plans
· understand effective use of rubrics
RECOMMENDED READINGS
Schwartz, S., & Pollishuke, M. (2005). Chapter 11: Assessing, Evaluating, and Reporting. In K. Revington (Ed.), Creating the Dynamic Classroom, A Handbook for Teachers (pp. 181-188). Toronto: Pearson Education Canada Inc.
Go to http://rubistar.4teachers.org/index.php
Go to http://www.shambles.net/pages/staff/rubrics/
BELL WORK: ASSESSMENT STRATEGIES
Go to the Curriculum Planner, Browse Teacher Companion, Assessment Companion, Assessment Strategies. There are 14 Assessment Strategies listed. Which ones have you used on your recent practicum?
1) CLASS DISCUSSION - Pair Activity
· Think/Pair/Share Strategy
· Discuss one thing that went well with this past placement.
· Discuss one thing that you would want to improve on for next time.
· Share discussions with the class.
2) REVIEW OF LESSON PLANS:
Six Common Mistakes in Writing Lesson Plans (PowerPoint)
l 1. The Expectations of the lesson does not specify what the student will actually do that can be observed. Remember, an expectation is a description of what a student does that forms the basis for making an inference about learning. Poorly written objectives lead to faulty inferences. Check your verbs.
l 2. The lesson assessment is disconnected from the behavior indicated in the expectation(s). An assessment in a lesson plan is simply a description of how the teacher will determine whether the expectations have been accomplished and to what degree.
l 3. The Pre-Assessment of Students is not specified or is inconsistent with what is actually required to succeed with the lesson. Pre-assessment means just that - a statement of what a student needs to know or be able to do to succeed and accomplish the lesson expectations. It is not easy to determine what is required but it is necessary. Some research indicates that as much as 70% of learning is dependent on students having the appropriate prerequisites. Strategies for support and modifications for students must be precise.
l 4. The Resources specified in the lesson are extraneous to the actual described learning activities. This means keep the list of materials in line with what you actually plan to do. Overkilling with materials is not a virtue!
l 5. The instruction in the Introduction or Establishing the Learning is ineffective. Sometimes the hook and teaching strategies are uninspired and not meaningful enough to the class. With so much to be learned, it is paramount to try to keep the hook and teacher directed portions interesting and not too long!
l 6. The Application or Student Routines/activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective. Don't have your students engaged in activities just to keep them busy. Whatever you have your students do should contribute in a direct way to their accomplishing the lesson expectations. You should incorporate cooperative learning, visual tools, mnemonic and metacognitive devices, drama techniques, and debate into your lessons. Awareness of Gardner’s multiple intelligences is paramount.
l The purpose of a lesson plan is really quite simple; it is to communicate to YOU
l So, if you agree that the purpose of a lesson plan is to communicate, then, in order to accomplish that purpose, the plan must contain a set of elements that are descriptive of the process. Let's look at what those elements should be.
l 1. Lesson Plan Information
l 2. Expectations
l 3. Pre-Assessment
l 4. Hook/Introduction/Teaching Strategies
l 5. Student Activities
l 6. Review
l 7. Assessment
l 8. Reflections
3) RUBRIC ACTIVITY
· Find the Achievement Chart in each of the curriculum documents on your desk or on your computer. In groups of 2 or 3 answer the following:
· What is the same about each of the charts?
· What is different about each of the charts?
· Be prepared to share your answers.
· Individually, highlight and then make a list of the common words and phrases found in each of the four levels. Then, open up your Curriculum Planner. Go to Library. Go to Browse Exemplars. Find a rubric that has already been created for one of the subjects/courses that you teach. What information have you found that might be helpful to you when you are creating your own rubrics?
HOMEWORK:
UNDERSTANDING RUBRICS
(a) Go to http://www.shambles.net/pages/staff/rubrics/
Answer the following after reading the article
1. What is a rubric?
2. Why use rubrics?
3. Describe a rubric you used in this last practicum. What did you like/dislike about it?
b) Read class notes for Thursday posted on my website: “Using the Ontario Curriculum Achievement Charts to Create Rubrics.” What are the purposes of Achievement charts?
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