Week 5 – Discussion 1
Need it on 3/11/2015
Access the Create lessons worth sharing around YouTube videos link of TEDEd. Take some time to peruse through the menu of lessons and provide us with your impressions. The following serves to prompt your response as opposed to a required “list”:
Part 2: Linking Rubrics with Student Self-Assessment and Goal Setting
Chapters 9 and 10 of the Brookhart text discuss strategies for guiding students for the demands of assessment as well as setting goals. Pairing this information with what you learned from viewing the “Be sure to”: A powerful reflection strategy video clip, explain how these strategies not only support the integration of multiple levels of thinking for students, but the teacher’s ability to assess FOR learning.
Guided Response: Respond to at least two classmates’ posts. Compare your impressions of TEDEd and the “Be Sure To” strategy. How did your perceptions differ? What new ideas might you have gotten from their analysis of each? Provide specific feedback regarding their assessment of the “Be Sure To” strategy.
Week 5 – Discussion 2
Attach either of your two instructional plans from either Week Three or Four WITHOUT the written description to Week Five, Discussion Two, assuming one of your instructional plans will be your focus for the summative assignment/assessment in Week Six. You will have the opportunity to receive feedback from your peers which may give you a unique perspective, further deepening your ability to construct aligned, purposeful, and rich instructional plans.
Along with your attached instructional plan, provide an abstract of the plan (grade level, subject/content, and key elements) giving readers a general description (under 300 words). Do NOT reveal any information about the cognitive levels (DOK) you incorporated into your lesson as this determination will be left to the classmates who respond to your post.
Guided Response: Analyze at least two instructional plans and respond to the author considering the following to guide your discussion:
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