dress rehearsal and we are ready for our presentation

Rubric - Dean Post

Dean Posts:

Action Step2: 

 

Write a rubric or scale for each learning goal

 

*once goals have been established the next step is to state them in a rubric format

Dean Posts:

Action step1:

Make a distinction between learning goals and learning activities or assignments

*learning goals are what students will know or be able to do

*learning activities are things students do. they are the means used to accomplish the learning goals

Student Progress Chart Marzano "The Art and Science of Teaching" page 26.

Action Step 5: Have Students chart their progress on each learning goal.
• Provide a blank chart for each learning goal.
• Provides visual view of progress
• Allows for meaningful talks between teacher and students.
• Opens communication with parents
• Room for Students to set goals

Cindy's steps

Action Step 4:  Assess students using a formative approach.

• Explain scoring rubric (or show graph)
• Allows students to observe personal progress
• Used while students are learning new content
• Teacher must be sure that assessment applies to specific levels of learning goals

We collaborate on our presentation at JWU library in Second Life

Chef Dean

Chef Cindy

We three strategize time and dates to practice working with our avatars. We firm up our powerpoint

Uniforms

Notice the impeccable state of the uniforms.  This is part of the uniform standards in our school.  We need to lead by example.

We set up our powerpoint and review the slides Oct. 20, 2009

Avatars Are Us

 

After outlining my chapter 7 i went browsing for images...and it occurred to me...

That my rules and regulations at a college level are the same as any other teacher's but the consequences of the lack of regulation are much more severe.

Next meeting Wednesday Night Oct. 13...

Discussing the the fourth concept

Seconod meeting Oct 6

We talked about chapter 4



What do we do to generate and test hypotheses about new knowledge?



*students should be engaged in tasks that require them to experiment with knowledge - they must generate and test hypotheses about the new knowledge



* generating and testing hypotheses involve porviding support for a conclusion - constitutes a foundational skill for generating and testing hypotheses.



*

STATISTICAL INFERENCES

* expectation of students to understand general guidelines regarding the use of data to support claim



ACTION STEPS:



1. Teach students about Effective support using grounds, backers & Qualifiers



grouinds - claims must be supported

backing - explain and discuss the claims

qualifier - exceptions to the claims should be identified

Action step 2 Engage students

Engage students in experimental inquiry tasks that require them to generate and test hypotheses: This is day 9 of class. The students gather to discuss their findings with Dean.



examining the resultus in light of the original predictions.





3. engage students in problem solving tasks that require them to generate the test hypotheses:



Students must use knowledge in a highly unual context or a situation that provides constraints





students are challenged to determine what must be done differently given the unusual context or the constraint.

Cindy Coston's Class Tests Hypotheses

What do I know?



Explain:



Discuss:



providing a support for a conclusion: gentle questioning, finding knowledge



and what a delicious conclusion!

book group meets

We talked about chapter 4



What do we do to generate and test hypotheses about new knowledge?



*students should be engaged in tasks that require them to experiment with knowledge - they must generate and test hypotheses about the new knowledge



* generating and testing hypotheses involve porviding support for a conclusion - constitutes a foundational skill for generating and testing hypotheses.



*

STATISTICAL INFERENCES

* expectation of students to understand general guidelines regarding the use of data to support claim



ACTION STEPS:



1. Teach students about Effective support using grounds, backers & Qualifiers



grouinds - claims must be supported

backing - explain and discuss the claims

qualifier - exceptions to the claims should be identified

How do we improve our practice?

Communicating High Expectations

Our next meeting is scheduled for Tuesday October 6 at 5 p.m.