Pre Assessment Of Mr. Newman 's Science Class

My “1 student with a score of 0” received a one because he did not pay attention during the lesson. I might have been able to help if I had stood next to him and kept him on task. I believe he knows the information because he said things during the experiment that leads me to believe he can do better. His diagram actually reflects our experiment not our lesson and that in itself is interesting. My “1 student with a score of 1” was one that asked questions. I tried to provide different examples so make it easier but in hindsight I should have SHOWN an example by providing a visual. (I will be doing this in class tomorrow)

I did my observations in a first grade classroom at R. L Brown Elementary school. My supervising teacher had strict guidelines about the lesson that she was allowing me to teach. Because I was doing my observation so close to the end of the year, I could only teach during the science block. She allowed my to choose between two standards. The standard I choose was LAFS.1.RI.3.9 Id( Identify basic similarities in and differences between two texts on the same).I spent a lot of time doing my lesson plan called the and different, and I tried to plan for everything possible. To be honest my lesson went okay. It was the little things that caused the most problems. I learned that actual teaching is a complex profession. There are always a million

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

There are many ways to obtain seeds to grow flowers in the springtime, but not all seeds were created equal. Sunflower seeds, for example, can be bought at a garden store in a packet for $1.5 dollars per 6 gram packet, but they can also be found in bird seed for $3.53 dollars per 10 pounds. This experiment intends to find if the germination of a store bought packet of sunflower seeds matches the germination rate of sunflower seeds obtained from a bag of bird seed. While both seeds will germinate, it is believed that the bird seed will not be as robust in growth as the garden seed, due to the fact that the garden seed is made to be grown, while the bird seed is made for consumption.

Starting off this lesson, we will ask the students what they had for dinner the night before. We will write down some of the food on the board for the class to see. We will then ask the class if these are foods that a plant could eat. We will then explain that plants cannot eat the same food we eat but they have their own food. After explaining that plants cannot eat the

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

The results observed do not correspond with the outcome predicted by the hypothesis. Despite the nature of the subjects of the experiments, no substantial growth was observed. Only one seed of the 36 planted germinated, and it could only survive for a period of a week. The one seed that germinated reach a height of 1.2 cm. Table 1 presents the average growth observed in each quad. Each quad had a total of 12 seeds. No seeds were removed during the course of the experiment.

She was dismayed to see, upon returning one day from lunch, that the books for her week’s lessons had been set aside. In the center of her desk was a stack of test-prep booklets with a teacher’s guide, and a note saying, ‘Use these instead of your regular curriculum until after the TAAS (a standardized test)’. The TAAS test date was three months away (Meier 4).

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

Artifact: Each question was worth 2 points. If the students circled the right answer in questions 1, 2, and 4, they received full credit. Partial credit could be given for question 3. For full credit on question 3, the students must explain population size and energy availability is grater on the bottom of the pyramid. If students identify one of the two, they receive half credit. This evaluation will help me reflect and analyze what portions of my lesson I should re-evaluate or emphasize for future students.

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.

The pedagogies used within the lesson plan and sequence are direct instruction, problem solving and inquiry and explicit teaching. Direct instruction is used to introduce the concept of symmetry; students’ would have been briefly introduced to symmetry in year 3 but as far as the content in the lesson plan it will be fairly new to them. The use of direct instruction to introduce new ideas ensures that the knowledge acquired is accurate; it can then lead to discussion and questioning which draws out students’ prior knowledge and the teacher can build upon what students’ already know. This approach is

There are several kinds of assessment carried out during a student’s learning. These include the placement assessment, formative assessment, and summative assessment. Learners coming into the kindergarten class are often given a pre test or a placement assessment to evaluate what the learner may already know or think about content that is to be

Children cannot be labeled like pieces of garments; one size does not fit all. Each student who enters the classroom is uniquely made. They come with their own background, intelligence and/ or skill set. The strengths of one student may be the weakness of another. Those factors combined should influence any teacher to make the necessary adjustments to lesson in order to ensure all students are engaged in the learning cycle. During my course, Assessment for Student Learning, I was provided strategies to evaluate student learning higher than the formal paper and pencil test. Not all students test well during a summative paper/ pencil test. It is imperative to give all students the chance to show their true ability and understanding of the material presented in the class. The professor led the course with instruction on various assessment tools, ending with the creation of an assessment photo album. Backwards design is an educational best practice that has been implemented in classroom widely for the last several years. It is logical to design a lesson from the end to the beginning, rather than the other direction. The photo album highlights the intended learning objectives, goals and intended assessment tools. When I used this tool in my classroom, students were well aware of the learning objectives. No one “wondered” what was to be accomplished during the unit. Early in the unit, I performed a diagnostic assessment to gain more

❖ Sun Planets, planetoids, comets, meteor and meteorites are the members of the solar system.