EDU 315 Work Sample Assessment Note Catcher

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School

Des Moines Area Community College *

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Course

101

Subject

Health Science

Date

Feb 20, 2024

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docx

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Uploaded by KidFreedomOyster34

Standard 2: IDENTIFIES LEARNING OUTCOMES: The teacher sets significant, challenging, and varied and appropriate learning outcomes. The teacher believes that all children can learn. The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom. Learning outcomes should be characterized by · Significance, challenge, and variety · Clarity · Appropriateness for students · Alignment with Iowa Core and National Standards  For my upcoming work sample, I feel as though I need to deliver clear outcomes for the learning by using student language.  Providing explicit instruction to ensure content is understandable.  Aligning instruction to Iowa core  Ask questions to deepen students' thinking  Instruction and outcomes need to align  Compelling questions drive learning outcomes  Supporting questions  Inquiry-based instruction drives student-led/based lessons  How to pick out the critical standard and which support (ASK COOPERATING TEACHER)  Assess priority standards  Connect supporting standards to priority and bundle them  Note priority and supporting standards in the unit  Cause students a challenge Standard 3: ESTABLISHES ASSESSMENT PLAN:The teacher uses multiple assessment modes and approaches aligned with learning outcomes to assess student learning before, during, and after instruction. The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. The teacher is committed to using assessment to identify  Create assessments as projects based on summative assessments. Inquiry-based apply & think critically  Use formative assessments in group discussions, think, pair, share,  Align assessment to unit standards and lessons that support the compelling question and priority standard and supporting standard  Cause students to think/challenge them – think  RAFT strategy formative or summative includes writing, creative thinking (gives choice and power)

student strengths and promote student growth rather than to deny students access to learning opportunities. The assessment plan should be characterized by · Alignment with learning outcomes and instruction · Clarity of criteria for performance · Multiple modes and approaches · Technical soundness · Adaptations based on individual needs of students  Having students collaborate or work together on posters to show understanding  Being mindful of groups – put groups together for all to learn  Use think like cards or organizer as formative assessment Standard 4: CREATES DESIGN FOR INSTRUCTION The teacher designs instruction for specific learning outcomes, student characteristics and needs, and learning outcomes. The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and evolving. She or he seeks to keep abreast of new ideas and understanding in the field. The teacher’s planning reflects intent to help students make connections to everyday life. The teacher values both long- and short-term planning. Design for instruction should be characterized by · Alignment with learning outcomes · Accurate representation of content · Lesson and unit structure · Use of a variety of instructional strategies, activities, assignments, and resources  Use explicit instruction practices while designing lessons  Design inquiry-based lessons to allow students to gain more knowledge and student-centered lesson  Know what you’re teaching, do your research  Utilize resources and KNOW them before you teach or use them with students.  Incorporate reading and writing  Using inquiry-based questions allows students to guide thinking and come up with their own ideas.  Project based –  QFT – strategy to use – get students thinking and asking questions  Children’s literature  Partner discussion  Comic strip (responsible and irresponsible)  Use children’s literature for students to make connections to book or future or guiding  Discuss primary source documents  Progressions of history or geography for example  Guest speaker – knowledgeable about subject

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