Chapter 8: Personal Communication as Assessment & Chapter 9: Assessing Dispositions

Question

Response

How can a teacher establish a safe environment? What techniques and strategies can you use to increase personal communication in regards to your achievement targets? What are dispositions? Why are they important to assess? What do these dispositions tell us about our students? How can we provide opportunities for students to improve and use these dispositions?

A teacher can establish a safe environment for students in many ways. The teacher can establish this safe environment by allowing the student to ask questions and answers during instruction. Having conferences with students, student contribution during class discussions, oral examinations, and journals, diaries, and learning logs foster a good environment for students to learn. Some techniques and strategies to use to increase personal communication are use common language and cultural awareness, use personality, create a safe environment, students need for honesty, accurate records, and a summary of keys are all-effective. Dispositions are a person's attitude, values, and interests. These are important to assess as to how a student may find it relevant to what he/she may need to know in the real world. They are important to understand the best ways to teach to our students and have them fully interested in what we are teaching. The dispositions invite us into the lives of our students to know what and how they want to learn. It tells us that our students have the materials they feel are necessary to complete a project or assignment. I think the best way we can provide opportunities for our students to improve and use these dispositions is having the students tell us what they want in a project and the best way they can create a product that will show their understanding of an assignment. The more we know of our students the more we can help them.

Chapter 7: Assessing Student Learning & Chapter 11: Cooperative Learning in Social Studies

Question

Response

What kinds of evidence of understanding can be gathered from students? In what ways can we gather this information? How can we create safe environments for students? How would you encourage students to be respectful of each other? How do you create a learning environment that encourages continual growth and respect of differences?

The evidence a teacher can find is by assessing students. The ways in which we can gather this information is by a few different options. The first principle is assessment being an integral part of the curriculum. The second principle is to devote time to essential learning. The third principle is to set high standards for teaching and learning. The fourth principle is to clarify clear targets and objectives. The fifth principle is to aim for assessments that are more authentic. The sixth principle is to gather a variety of evidence for multiple indications of student learning. The last way to help the students succeed in the classroom is to provide many opportunities for the students. In addition, there are formal and informal assessments. The student can be assessed through different types of understanding like select-response, essay, product and performance tasks, and student's dispositions. Some informal assessments are observations, group discussion, basic questions, classifying questions, and conferences. As a teacher, we need to figure out ways to make our students feel comfortable and welcome in a classroom with a safe environment. An environment where the atmosphere is positive and upbeat is important. I would set goals for the students in which they help each student become a part of a team where everyone learns. I will let each student know that his/her opinion is important to the whole class and that each student can learn from one another. I would create a unit at the beginning of the year that foster learning of every student's different beliefs and values. That way the students get to know each other and are more willing to open up to one another. I think that showing the students that you respect them that they in return will respect you.

Chapter 7: Performance Assessment

Questions

Response

-What type of assessment data is revealed through the use of performance assessments? -How is this data useful? -How does the type of reasoning that you ask students to use in performance and product tasks affect their achievement levels?

-The assessment data revealed through performance assessment are oral reading fluency, cursive writing skills, debate, oral fluency, athletic performance, social interaction skills, and use of materials. -The assessment data revealed through performance assessment is beneficial for the teacher to understand where the student needs help and beneficial for the student because the teacher will be able to work towards the students needs. The data reveals if the student is having trouble with social interaction or if the student has troubles with oral fluency. -Everything that teachers ask students to do will help students to progress in the learning process. The more students do a task the better they will do at it. Performance and product tasks will allow the students to know what is directly related to the standards in the class.

Chapter 9: Three Great Teaching Strategies & Chapter 10: Resources

Questions

Response

-Reflect on teaching strategies mentioned in the text. Why would the author believe that the strategies discussed in Chapter 8 are great? How might you use these strategies in your curriculum unit? -What kinds of questions promote thinking? -What types of resources will you use in your instructional unit?

-The strategies in the text help support the curriculum in various units for teachers. The author wants to make teaching the units to others as simple as possible. I would use concepts in my unit to help create the main idea of what Washington State is to the Pacific Northwest. Inquiry is used to draw information from students as to what they may understand about the topic. Skills are taught in order to sharpen the knowledge and understanding of the unit. The teacher who uses these strategies in the classroom will show results. -Higher level questions that challenge the students to think outside the box promote thinking. The purpose of asking questions is to focus attention, follow up, participation and inclusion, promote thinking, and assessment. Questions like, describe the environment of Washington, compare the economy of the Pacific Northwest, and create an idea of how you think the Washington State economy should be run and why, are all good questions. -In my unit, I want to use technology. I want my students to know that they can create wonderful presentations, find valuable material, and discover the ever changing world with technology. Print and nonprint resources are where most of the information will be found to create presentations and learn more about the State of Washington. I want my students to branch out into the community as much as possible to learn how the economy is run and so forth. The best way for students to learn that is by having them go out into the community and bringing in guest speakers.

Essay Questions

1. What has caused the economy of Washington to grow?
   

   
    

2. What is the major influence that agriculture has had on Washington State?
   

 

Student Name:     ________________________________________
CATEGORY	3	2	1
Focus or Thesis Statement	The thesis statement names the topic of the essay and outlines the main points to be discussed.	The thesis statement names the topic of the essay.	The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
Closing paragraph	The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.	The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.	The author's position is There is no conclusion - the paper just ends.restated within the closing paragraph, but not near the beginning.
Attention Grabber	The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.	The author has an interesting introductory paragraph but the connection to the topic is not clear.

Select Response Test

Washington State Select Response Test:

True/False Questions:

1. __True__or__False__ Washington State is a part of the Pacific Northwest.
   
2. __True__or__False__ Washington is the only state named after a president.
   
3. __True__or__False__ The highest point in Washington State is Mt. St. Helens.
   
4. __True__or__False__ The capital of Washington is Seattle.
   
5. __True__or__False__ Washington was the 42^nd State to join the Union.
   

Multiple Choice Questions:

1. The abbreviation for Washington is: a) Wa b)WA c)Wn d)WN
   
2. This country borders Washington to the North: a) Canada b) Mexico c) Alaska d) Idaho
   
3. This volcano erupted on May 18, 1980: a) Mt. Baker b) Mt. Rainier c) Mt. Adams d) Mt. St. Helens
   
4. This is the state fruit of Washington: a) Cherries b) Oranges c) Lemons d) Apples
   
5. This is the state flower in Washington: a) Roses b) Tulips c) Coast Rhododendron d) Blossoms
   
6. This is the largest city in Washington: a) Spokane b) Yakima c) Seattle d) Olympia
   
7. This is the state nickname for Washington: a) The Gold State b) The Potato State c) The Golden State d) The Evergreen State
   
8. This is the state tree of Washington: a) Fir b) Oak c) The Western Hemlock d) Birch
   

Fill-In-The-Blank Questions:

1. Who is the governor of Washington State? _________________________
   
2. Who are the two senators of Washington State? _________________________
   
3. What was the date that Washington joined the Union? _________________________
   
4. What are the three major rivers in Washington? __________________________
   
5. What two states border Washington? __________________________
   
6. Name two of the major industries in Washington: ___________________________
   
7. Name two cities named by Native Americans in Washington: __________________________
   
8. What was the name of the first Asian American Governor? __________________________
   
9. What are three major crops of Washington State? ___________________________
   
10. What is the climate of Western Washington? ___________________________
    
11. What is the climate of Eastern Washington? ___________________________
    
12. What is the state vegetable of Washington? ___________________________
    

 

Washington State Select Response Test: Answer Key

True/False Questions:

1. __True__or__False__ Washington State is a part of the Pacific Northwest.
   
2. __True__or__False__ Washington is the only state named after a president.
   
3. __True__or__False__ The highest point in Washington State is Mt. St. Helens.
   
4. __True__or__False__ The capital of Washington is Seattle.
   
5. __True__or__False__ Washington was the 42^nd State to join the Union.
   

Multiple Choice Questions:

1. The abbreviation for Washington is: a) Wa b)WA c)Wn d)WN
   
2. This country borders Washington to the North: a) Canada b) Mexico c) Alaska d) Idaho
   
3. This volcano erupted on May 18, 1980: a) Mt. Baker b) Mt. Rainier c) Mt. Adams d) Mt. St.
   Helens
   
4. This is the state fruit of Washington: a) Cherries b) Oranges c) Lemons d) Apples
   
5. This is the state flower in Washington: a) Roses b) Tulips c) Coast Rhododendron d) Blossoms
   
6. This is the largest city in Washington: a) Spokane b) Yakima c) Seattle d) Olympia
   
7. This is the state nickname for Washington: a) The Gold State b) The Potato State c) The Golden State d) The Evergreen State
   
8. This is the state tree of Washington: a) Fir b) Oak c) The Western Hemlock d) Birch
   

Fill-In-The-Blank Questions:

1. Who is the governor of Washington State? Christine Gregoire
   
2. Who are the two senators of Washington State? Patty Murray & Marie Cantwell
   
3. What was the date that Washington joined the Union? November 11, 1889
   
4. What are the three major rivers in Washington? Columbia, Snake, Yakima Rivers
   
5. What two states border Washington? Idaho and Oregon
   
6. Name two of the major industries in Washington: Farming, Lumber, Tourism, Aircraft, Hydroelectric Power, Computer Software
   
7. Name two cities named by Native Americans in Washington: Spokane, Seattle, Puyallup, Walla Walla, Yakima
   
8. What was the name of the first Asian American Governor? Gary Locke
   
9. What are three major crops of Washington State? Cherries, Apples, Raspberries, Pears, Peas, Hops, Grapes
   
10. What is the climate of Western Washington? West Coast Marine Climate
    
11. What is the climate of Eastern Washington? Semi-Arid Climate
    
12. What is the state vegetable of Washington? Walla Walla Sweet Onion
    

Chapter 6: Essay Assessment

Question

Response

-What type of assessment data is revealed through the use of essay assessments? -How is this data useful?

-The types of data that is revealed by assessment is assessing knowledge and understanding, assessing performance skills, and assessing product development capabilities. It gives the teacher the information needed to check where students may need more help in the development of their writing skills. -Essay writing provides a variety of information that is useful to the teacher. The first thing it shows is that the students know the understanding of relationships among elements of knowledge. It checks reasoning proficiency by written descriptions of complex problem solving solutions. The last thing it shows is the ability students have to create products with mastery and proficiency.

Chapter 6 Current Events and Public Issues & Chapter 7 Planning Units, Lessons, and Activities

Question

Response

-What kinds of current events and issues could be explored by students in the elementary grades vs. middle school grades? What are students interested in? How do you build student interest in current affairs? -Locate a current event and bring it to class. Consider how it could be used to launch a discussion with your students. -What components and decisions have to be made when developing instructional units?

-The use of current events is important at the elementary school level. It teaches the current events in conjunction with the social studies curriculum. In the elementary school classroom, it can lead a daily discussion about the news, helps the students realize important decision making on controversial issues, teaches different kinds of controversy, and allows for students to write about issues. The level of maturity and understanding is different for students in elementary school vs. middle school. The students in middle school can go more in depth with controversial articles. In elementary school, students can discuss poverty, justice, peace, and diversity. As the students get older, they can go more in depth with these topics and how it involves the world. The students are interested in topics that pertain to them or they see valuable. The human-environment, crime and rule of law, peace and global perspective, and diversity, fairness, and prejudice all are of interest to students. The best way to build student interest in current affairs is to make it interesting for the students and engaging. Show the students how it affects them and their learning. - Current event attached http://www.greatfallstribune.com/article/20100317/BUSINESS/3170319/-1/NEWSFRONT2/Bleskin-Motors-makes-way-for-new-building -When designing an instructional unit, it is important to make sure key components are there. The curriculum needs to be guided and talked about with colleagues. The learning objectives should be what the final results are for the unit. The assessment should be included in the unit. It is important to keep in mind the age of the students to which a person is teaching. The unit should have flexible measures to teach to all students in different levels of comprehension. The more that is thought through to begin with, the more the students will be able to learn.