From the Intel reading, which classroom is most like yours? Suggest a formative assessment instrument that could be used in the “traditional” classroom.

How will the strategy impact the teaching/learning process?

What simultaneous outcomes will you include in your PBL unit?

Question #2:  How do your state and national standards compare?  In what ways are you incorporating ISTE technology standards?

Question 2:  Choose one of the projects and respond to these questions:  What elements of this project could you incorporate into your classroom?  What elements of this project would be difficult to implement in your classroom? Why?

Question 3:  After reviewing the units, choose one and consider these questions. Did the project reflect the key characteristics of PBL? Did the project address standards? Could student learning be measured?

Reading will become our focus over the next several months. Visit this link (http://www.electronic-school.com/0198f4.html) for some ideas on enhancing reading and fluency skills utilizing technology.

Student self-direction can be guided in many ways, the most important of which is setting high expectations for student achievement and success.  Expectations and goals must be clearly defined from the beginning.  Students also need to be taught what it means to be a “self-directed learner.”  Self-direction can be encouraged by providing students with tools to manage their own learning including forms to monitor and chart progress and opportunities for self-reflections.  Teachers need to build in time for structured interviews or observations (along with informal monitoring) to assist students in staying on track and remaining focused on the project.

How can I support the diverse needs of learners?

Diverse learners can be supported in many ways through a combination of modifications and accomodations designed with individual needs in mind.  The best way to create a modification/accomodation scheme is to work with the Special Services department, ELL teachers, or other specialists to create ILP’s that support content mastery while supporting individual learning styles.  Specific examples for struggling students would include reducing the number of items to be completed for a project, providing additional time for assignments, using peer tutors, and providing alternative assessments.  Similar challenges in modifying instruction exist for gifted learners; modifications could include more options for research and allowing these students to work as peer tutors.

Student learning must be assessed through a variety of methods that reflect the goals/objectives of the unit.  Students should be offered the opportunity to assess not only themselves, but also their peers.  Teacher assessments should provide multiple opportunities and methods for students to demonstrate their learning.

How do I involve students in the assessment process?

Students should be allowed to participate in the overall assessment plan of the unit.  Students can further be involved in the assessment process by completing self-assessment instruments (checklists, peer reviews, etc.) and reflection.

CFQ’s help support student learning by focusing instruction on a major theme with specific learning objectives developed through Unit and Content Questions.

How can I plan ongoing student-centered assessment?

Student centered assessment can be achieved in a variety of ways, including checklists, forms, and interviews.  Assessment should occur before the implementation of the unit, during the unit, and after the unit is completed to determine the extent to which students understand the desired concepts.

 A recent comment (click on the # of comments above to see them) asked how can I, as ITC, assist and encourage teachers in creating various assessment instruments.  I believe that one of the best ways for me to accomplish this is to learn more about what you hope to accomplish in your individual classes, and more about you as a teacher.   Knowing what you currently do in your classes, and what types of assessments you would be willing to try and implement, are some of the key components in creating multiple assessment instruments.  Additionally, I believe that if I bring to you ideas and demonstrate ways in which you can implement the instruments in your class (with a minimum of fuss and effort), we can work together to find ways to move beyond traditional methods of assessment.