What is backwards design / or design down?
; Design down has expectations in mind first so that you can mould your assessment
strategies to the expectations and consolidation strategies
Explain how you plan design down (break it into 11 detailed steps). ; Know what you are teaching
; Plan your expectations
; Choose appropriate expectations
; Choose or design appropriate assessment strategies ; Decide the application
; Decide on the lessons content
; Design or plan strategies for learning
; Plan for consolidation
Why is it good to plan design down?
; You make sure that your expectations are being met and that your assessments are
evaluating the expectations
; Lesson must flow smoothly through out so that the expectations and learning remain the
What are the key principles in co-operative learning? (PIES) ; Group work
; Co-operative work
; Positive Independence
; Individual Accountability
; Equal Participation
; Simultaneous Interaction
Why is it important for a new teacher to find a mentor at the beginning of the school year?
; Role model
; Moral Support
; Learn about unwritten rules
Make a list of assessment strategies
; Classroom presentation
; Learning log
; Performance task
; Question and Answer (Oral)
; Response journal
; Select response
Describe 10 assessment strategies
; Classroom presentation – students verbalize their knowledge to present a
summary of learning
; Conference – A meeting between a teacher, the student and/or parent for a variety
of purposes; could be formal or informal
; Essay – A writing sample used to assess student understanding and/or ability to
analyze and/or synthesize information
A performance in which a student explains and ; Exhibition/Demonstration –
applies a process or procedure.
; Learning log – An ongoing record of learning progress within a particular theme. ; Observation – Systematically viewing and recording student behaviour. ; Portfolio – A purposeful collection of samples of a student‟s work.
; Question and Answer (Oral) – The teacher poses a question, student answers
orally. Used when writing ability is not a student‟s strength.
; Quiz/Test/Examination – Requires students to respond to prompts in order to
demonstrate their knowledge and/or skills.
; Self-assessment – Student gathers information about and reflects on his/her own
learning and progress.
In an introduction part of a lesson, why is it important to have a hook?
; Attract student attention
; Relate known to the unknown
; Gradual introduction to the lesson
; Student attention is greater at the beginning of the lesson
When designing a classroom, what are some important things to consider?
; Environment – consider heating, noise, light ventilation
; Use of space
; Seating arrangements – teacher proximity to all students, reflects primary
teaching strategy; all student can see; does not interfere with high usage areas
; Bullet boards and displays – recognize students; ownership
; Classroom guidelines – procedures and rules
Learning Centres / Station-Based Learning – what are the benefits?
; Peer support
; Autonomy in student learning
; Place responsibility for learning on students
; Allows teacher to complete other tasks while still supervising students
What lesson plan format would you use for learning centres?
; Activity Lesson Plan Format
What kinds of tracking devices would you use for centres?
1. What makes an assessment authentic?
It has to relate to the expectation. Assessment activities not only capture student understanding of concepts and subject matter, but they also document and promote the development of "real world" skills which students need outside the classroom and beyond the school environment.
2. What is a prompt?
Words, phrases or sentences that are used to focus thinking. Encourage students to complete a thought.
3. What is a probe?
Should clarify the answer, have students search for the why of the original question.
4. In the unit planner, find the teaching/learning strategy called discussion. How does it work? Find two other strategies in this section and describe each.
Discussion is purposeful talk through which students explore thinking, respond to ideas, process information, and articulate their thoughts in verbal exchanges with peers and teachers. Discussion is used to promote and clarify understanding of concepts, ideas, and information in all subject areas. It places the emphasis on students talking and listening to each other. Students use discussion to make connections between ideas and experience and to reflect on a variety of meanings and interpretations of texts, experiences, and phenomena.
Collaborative teaching is demonstrated when teachers share skills and expertise to plan, implement, and evaluate programs throughout the school in order to meet the learning needs of students and extend their learning opportunities. This may take the form of team-teaching with other teachers in the same or different grades who have specialized training in areas such as guidance, special education, ESL, ELD, and school-librarianship. Each partner in the process brings relevant curricular experience and expertise, knowledge of diverse resources, and extended teaching and learning strategies. The demonstration by teachers of a collaborative approach to learning provides a model for students when they engage in learning activities, explorations, discoveries, and a variety of other group projects. Collaborative teachers also make use of community links to support learning inside and outside the classroom.
Think/pair/share is a strategy whereby students think alone for a specified amount of time (wait time) in response to a question posed by the teacher. Students form pairs to discuss their ideas, and then share responses with the class. Think/pair/share is used to help students check their understanding during a learning experience and provide opportunities for practice or rehearsal. It provides a simple structure within a short time frame for all students in the class to think and talk (to pose questions, to respond to an issue, to summarize or synthesize ideas).
5. Why is preassessment of the learners so important?
How you should begin your lesson, prevents overlapping of information. Considering students who have IEP‟s, ESL or any other preassessment that would help with the flow of the lesson.
6. What do you need to include when you are describing learners that have learning challenges?
Consider their IEP‟s and what grade level they are functioning at, eg. In grade 4
functioning at grade2. Teaching strategies that will work best with those students and need to address.
7. What curriculum planner companion would give you strategies to support learners with challenges?
Activity based strategies, co-operative learning strategies, any strategy would work for the students.
8. From this planner companion list some of the strategies from the planner? Activity based strategies: games and activities
Co-operatives learning strategies: buddy system, and peer teaching
Review assessment, evaluation, and reporting and define each
– Assessment - Conducted to determine growth and needs of student(s) and / or
– Evaluation - Conducted to determine competence
– Reporting - The communication of the results of assessment and evaluation to
– Conducted at the end of a unit or term
– Conducted to evaluate student knowledge
– Conducted throughout a unit or term
– Conducted to reflect on and assess student knowledge and program
– Conducted usually at the beginning of the year or a unit to get a baseline
– Should be conducted at the end to demonstrate / measure success
– Should be conducted in the middle to make sure what you are doing is
– Usually focuses on basic skills or knowledge
What makes a good assessment? Give a rationale for each.
； Measures important, high-quality content
； Measures the full range of content
； Results accurately reflect students capabilities
； Is fair and unbiased
； Provides students with useful feedback – identifies areas for growth
； Provides teachers with feedback not merely about whether the student learned what
was taught but whether they met the learning goals that provide the rationale for the
lessons in the first place
； Addresses comprehension and not just simple recall
What are the key principles in constructivism?
； Taking what we already know and taking that information to figure out new
； We construct new understandings by using previous knowledge as a basis for trial
and error/problem solving.
； Learning is a search for meaning.
； Meaning requires understanding wholes as well as parts – therefore the focus is on
primary concepts not isolated facts.
； In order to teach well we must understand the mental models that students use to
perceive the world.
； The purpose of learning is for an individual to construct his or her own meaning, not
just memorized the right answer. The only way to measure learning is to make
assessment part of the learning process.
What key teaching/learning strategies could you use to increase learning
while taking up homework?
； Students should know that homework will be assessed.
； When taking up homework, go over the questions and have students answer them.
Then have students correct the answers they got wrong.
； When taking up homework relate homework questions to questions you know that
the students know.
； Use homework as a process of trial and error If you know that there are questions
that students got wrong, give them a chance to try and get the right answer by
Why is it important to have a variety of strategies in your lessons?
?Due to multiple intelligences students learn in a variety of ways. It is important to use a
variety of teaching strategies to insure that all students have the opportunity to learn the material.
All students do not learn in the same manner.
The multiple intelligences are different ways that people learn. Use a variety of teaching strategies throughout each lesson. The multiple intelligences include:
Why is non-verbal communication with students important?
Non verbal communication with students is an effective classroom management strategy. Students need to learn about the importance of non-verbal communication. The majority of the communication that we do as human beings is non-verbal. Students need to be aware of this skill. They will learn some of these skills by modeling the teacher. Intelligence Description
Verbal-Linguistic The ability to read, write and speak well
Logical-Think logically, conduct experiments, and work with numbers
Visual-Spatial Think with mental pictures, sense of direction, sensitivity to colours
Bodily-Kinesthetic Move with grace and skill; skill with tools and hands-on
Musical-Rhythmic Ability to sing, use rhythm, recognize and produce melodies and
Interpersonal-Empathy, the ability to understand others, leadership skills, the Social ability to help a group reach consensus
Intrapersonal-Self-understanding / having a clear picture of one‟s self; associated Introspective with self-motivation, clear goals and values
Naturalist Attraction to and understanding of the natural world
Non- verbal communication is also important when using wait time effectively.
Why is positive feedback during the lesson important?
； It encourages students to continue and participate if they feel that they are being
； Creates a risk free environment
； Encourages self development
What are all the ways you can communicate with students and
； Calls home
； Written notes in planners
； Notes sent home
； Permission forms
； Conferences and Interviews
； Report/Mid Report Cards
Group 6 (Suk, Anne, Alison, Eric)
； What are the four recording devices?
； checklist, rating scale, anecdotal notes, rubrics
； Why would someone use a visual organizer, such as a content web, for
； to see how elements of a lesson interact with each other
； what aspects of that topic need to be addressed
； to determine how many lessons would be needed to address the main
； to easily integrate with other subjects
； Why would someone use a visual organizer a student can fill in to
； to find out what they already know – a Preassessment tool
； to address the visual learners
； the teacher can model how to classify information and organize it
； to see connections within a topic
； Why would they do this in the application section of a lesson?
； to consolidate the learning
； develops skills for note-taking
； shows students how much information to write in each heading
； List six co-operative learning strategies and describe each, including
the role of the teacher and the student. (Hint – see the planner)
Buddy System - The buddy system involves linking students for peer/cross-age support through a number of curriculum or co-curricular activities. It may be established for one student or an entire class/school of students. The buddy system provides student role models and opportunities for mentoring. The buddy system is used for specific purposes, with specific activities linked to these purposes.
The buddy system:
• requires team-building or trust-building activities;
• requires that learning take place for all students in a buddy relationship
(sometimes older students learn mostly social skills, such as patience and how to
• provides opportunities for students to offer support in ways related to adult-child
; The teacher:
• identifies the purposes and selection of student buddies;
• trains older buddies in ways to facilitate the learning exchange; • collaborates with students to plan activities;
• establishes clear guidelines and time lines for buddy activities; • monitors the buddy learning experiences.
； The students:
； students work together, supporting each other on a certain task
Discussion - is purposeful talk through which students explore thinking, respond to ideas, process information, and articulate their thoughts in verbal exchanges with peers and teachers. Discussion is used to promote and clarify understanding of concepts, ideas, and information in all subject areas. It places the emphasis on students talking and listening to each other. Students use discussion to make connections between ideas and experience and to reflect on a variety of meanings and interpretations of texts, experiences, and phenomena.
• requires a physical set-up in the classroom that promotes interaction; • demands a sensitivity to shy or reticent students who may need support and encouragement;
• needs time to develop;
• develops into student-to-student interaction from teacher-to-student interaction.
• enables talk to go from one student to another (not always
back to the teacher);
• helps students develop discussion techniques;
• helps students use discussion to gain new meaning or
• debriefs, summarizes, and shows new possibilities;
• models high-level questions and ideas.
Student role: Students talk and listen to each other
The jigsaw - is a cooperative learning strategy that provides opportunities for students to gain a variety of perspectives and insights by participating in a specialized group and then by sharing and integrating what they learned in their “home” group. The jigsaw is used to help students acquire an overview of a range of material or opinions. It enables expertise to be developed, recognized, and shared within a group and encourages a high level of student participation. The strategy may provide a review of previously learned material or identify questions or problems within an issue or topic. The jigsaw supports risk taking and the development of interpersonal skills and abilities.
• requires students to have experience in accurate teaching of information to the home group, and also requires the use of active listening skills;
• requires the topic to be kept simple, if used for a short time frame (e.g., 30 to 60 minutes);
• can be applied in a variety of contexts and across all curriculum areas; • works best when students have experience and skills in working collaboratively • is useful for students who are shy or lacking confidence;
• may be useful to help students who are developing English as a second language; • requires careful teacher monitoring and skilful intervention.