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Transcript of MOVING BEYOND UNDERSTANDING: Developing authentic learning tasks and assessments for problems based...
MOVING BEYOND UNDERSTANDING: Developing authentic learning tasks and assessments for problems based curricular approach in Family and Consumer Sciences
NCACTE Summer Teacher Conference July 24, 2013 Greensboro, NC
Dr. Cheryl Johnson , East Carolina University [Date]
Purpose of this Workshop
To improve teacher performance by building expanding knowledge on the use of authentic assessment.
Teachers will learn strategies that… engage students in applying knowledge and skills as they are
used in the "real world" outside the classroom are performance based and go beyond basic understanding comprises development of authentic tasks and assessments that
are tied to the learner outcome and are clear to the students.
A Story: Why a Bee?
What assessment tools/strategies do you use?
Defining Assessment
Formative Assessment A process used by teachers and students during instruction that
provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes
Summative Assessment A measure of achievement to provide evidence of student
competence or program effectiveness
http://www.ncpublicschools.org/accountability/educators/vision/
Defining Assessment Continued…
Authentic Assessment Measuring outcomes in ways that allow students to demonstrate
they can do the real-life task or apply the knowledge or information
Authentic Assessment
Incorporates multiple intelligences
Requires the use of a variety of learning activities
Requires students to have a depth of knowledge
Requires critical thinking skills
Multiple Learning Styles:Gardner’s Multiple Intelligences
Naturalistic
Musical
Bodily/Kinesthetic
Linguistic-auditory
Interpersonal
Intrapersonal
Spatial-visual
Logical-mathematical
Process Skills
Thinking/Problem Solving Critical Purposeful Reasoned
Communication Experienced Learned Verbal Nonverbal
Leadership Purpose, goals Participatory, shared Responsible
Management Setting goals Planning Implementing Evaluating Problem-solving Decision-making
Suggested Steps When Teaching Process Skills
Select a process skill
Develop a definition
Identify what the process skill looks and sounds like
Cite a concrete example
List Appropriate instances in which the skill is used
Outline operations used to perform the skill
Develop graphic organizers
Develop a sample process skill lesson using your subject matter content
Expand students understanding with further applications to their lives
Reasoning Vocabulary
Contextual Factors
Alternative action choices
Consequences of each alternative action
Diverse values
“What should we do?” Questions
Contextual Teaching and Learning
Review Handout
Questions Framework
What are we doing now, or what is happening now?
How did the situation, condition, issue come to be this way?
Whose interests are and are not being served by the way things are?
What information and knowledge so we have or need to get that bear upon the issues
Is this the way we want things to be?
What are we going to do about it?
Evaluating Your Own and Others Thinking
Questions being asked
Points of view reflected
Information being used
Interpretations being made
Conclusions being drawn
Assumptions reflected
Results realized
Teachers report the importance of teaching thinking skills
1. Developing critical thinking skills is a learning process.
2. Critical thinking is a necessary skill for life.
3. Critical thinking helps students solve problems and make decisions.
4. Students using critical thinking skills is not a given in today’s society
Measuring Critical Thinking: Assessment Questions
What do I want students to know and be able to do?
What complex reasoning do I want them to follow?
What process skills do I want them to use?
What will be the outcomes that is used for assessment?
What specific competencies so I want to assess?
Active Learning Activity
Take the critical thinking worksheet.
Review each question with me.
In pairs, work through the critical thinking worksheet using a lesson topic to teach to a North Carolina objective.
Answer all questions together and be prepared to share.
Dr. Cheryl Johnson , East Carolina University 7/24/13
QUESTIONS?
References
http://www.ncpublicschools.org/accountability/educators/vision/
http://www.coe.uga.edu/ctl/theory/framework.pdf
Mimbs, C. (2005). Teaching from the critical thinking, problem-based curricular approach: Strategies, challenges, and recommendations. Journal of Family and Consumer Sciences Education, 23 (2), 1-13.
Smith, B. A. (2007). Contextual teaching and learning instructional strategies in family and consumer sciences. Family and Consumer Sciences Education Association, Central Washington University, Ellensburg, WA.