Resource and Methods Professional Development Contributions
November 4, 2003
Rodrique Hebert (test, assignment)
Give your contribution a name:
· Document Based Question
· Re-testing
Brief Description of my contribution:
· Write an essay on a topic. The student is given 10 to 12 primary sources. The student must use these documents to answer the questions.
· Give a test. Mark it. Give it back. Students get half marks for corrected mistakes.
John Yerxa (Self assessment)
Brief description of my contributions:
In reading tutor, I ask students to assess themselves and justify their marks. What works well and what does not work well in the course? What did they learn about themselves and their student?
I meet with the student and we compare their self-assessment with my teacher assessment (observations, reader portfolio of work, projects, tests, etc.) and we develop a mark.
Vicki Atkinson (Other)
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Review Sheets
Brief description of my contribution:
One of every question to practice.
Monique Staal (Test preparation strategy)
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Who was pleased with their mark?
Brief description of my contribution:
After a test has been given back, I ask for students who are pleased with their mark to raise their hand! I then ask them to tell me what specific things they did to prepare for the test. We list these on the board and I encourage all students to think about what they could do to better next time. I ‘gently’ point out that doing NOTHING to prepare (not even listening in class) rarely gets the hoped-for results. The other students and I discuss before and after a test how to prepare for a specific type of question (labelling a diagram, for example).
David Meade (assignment, project)
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BBT
Brief description of my contribution:
All work in BBT, which is evaluated, is done with access to materials relevant to the assignment at hand.
Joe McCarten (Motivation Tactic)
Brief description of my contribution:
Use “toys”, such as, “Mr. Trig”, “Pooh Bear” to deal with math concepts. To solve systems of equations, we use the “Zorro” method. Porsche and V.W math.
Monique Caissie (Test preparation strategy)
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Review Game
Brief description of my contribution:
· Divide class into groups of 4-5
· Assign a chapter or sections of a chapter to each group.
· Each group prepares 10 multiple choice questions on cards or slips of paper.
· Collect the questions and answers.
· Game, groups compete against each other, one spokesperson for the group. 5 points, 3 points, 1 point. If group A fails to answer the question, then group B can steal 3 points, or group C 1 point.
Trevor Gallant (Test)
Brief description of my contributions:
Formerly, tests were a combination of multiple choice and essay. Now, the tests have been split up and administered differently. At the end of each unit, an essay test is given and is always open book. The multiple choice questions are given in groups of 5 to 10 as surprise quizzes throughout the unit.
Julia Mawer (project)
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Brief description of your contribution:
Biography Boxes – a look at an author’s life, influences and accomplishments. Shoebox filled with symbols, artefacts in miniature.
This assessment strategy can also be applied to other topics and subjects.
Heather Welling (Assignment)
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Lord of the Flies; Chapter 8 Assignment
Brief description of your contribution:
Each group member is responsible for the answers and information that is provided in this assignment. One copy of the answers should be handed in for a group mark and each person should have the information in their own notes.
In your groups, discuss, research and answer the following questions. Your responses should be detailed, organised and well written.
1. Chapter 8 can be seen as the climax of the novel. Explain.
2. Research the following terms. Be sure to include any sources you use for this information.
A) Beelzebub
B) Lord of the Flies
What do these terms mean and where did they originate?
What is their shared significance?
What do you think Golding intended their meanings to be as used in the novel?
3.What is the significance of the title of Chapter8?
4.What is the symbolic meaning of the appearances butterflies and the flies in Chapter 8.
5. In your group discuss the following question. Prepare a written argument to support and defend your position. This response should be 1-1\2 pages in length. Be prepared to debate this issue as a group with other groups in the class. Each person will be required to discuss an aspect of your response, so all members’ opinions should be included.
Do you think humans are intrinsically good or evil?
Spencer Belyea (Assessment tool)
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Performance evaluation forms (for solos and ensembles)
Brief description of my contribution:
I needed a “level” field to assess the performance skills of my 10(90), 111 and 122 Music students. I designed my forms with the help of provincial “outcome” guidelines and the Canadian Music Festival goals.
Nipper Lingley (Project)
Brief description of my contribution:
- Display pieces for lower levels.
- Practical application (graph)
- self-esteem builders
- Attractive
I could not decide on one… thusly see attached.
Test-open book essay style
Students recognise the most important or influential concept and after knowledge sharing, group discussions and review activities students prepare for and write an essay response to a prepared statement.
E.g. the process of Mummification has enabled Egyptians to make advancements in the field of medicine.
*Knowing the crucial concept takes away the guess work and helps student filter the information which allows for clarity.
I show struggling students that they are capable of learning and sharing their knowledge with other we created the “How to” assignment/project. Students chose a topic which interested them, researched the process and created a visual/oral presentation to share with the class.
E.g. How to change a flat tire
Students researched the steps and safety components to this process. They created a visual guide and walked the class through the procedure.
Few written words were required as many as 8 of my students struggle with written expression. The student’s confidence grew during the presentation, as they were able to answer questions and teach us something.
Students in the multilevel classroom have different strengths and weaknesses. In recognition of this, I use the no rules project at least once a semester.
Students are given a subject area to work within (i.e. Ancient Egypt). They pick an area of interest to research and then decide how they wish to present their findings. Options include:
· Formal (traditional) research paper 1500 words.
· Visual tour (poster board process)
· Model/replication (build a pyramid to scale)
· Video/computer presentation
· Value of project is 50 - 20 information
- 10 effort
- 10 presentation
- 10 co-operation
(Response from students and parents is amazing. Most do very well once they grasp the idea that the only limitation is their imagination!)
Test Preparation Strategy-
Many (most) students complain that they do not know how to study or they cannot remember what they just read. Through a process of trial and error we have discovered that talking out the key concepts and then doing review questions on general knowledge (the old fashion kind!) help students piece the puzzle together in an effective manner for understanding, rather than recall.
Small group reports on specific topics, (group 1 reviews characters of novel, group 2 the theme, etc.) help student share the burden of sorting information. As the facilitator, I listen to their reports.
Sheena Stephens-Perkins (Project)
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Hear Ye! Hear Ye!
Brief description of my contribution:
Newspaper (Shakespeare’s time, or times of one of the plays.
Groups; Front page) headlines, photos, items for sale, real estate: can have editor, depends upon class.
Something for everyone, all skill levels. (Usually for a day of a specific event)
Great way to include all skill level.
Research pieces
Some groups do classifieds only. High interest
Groups offer support (ideally)
Gary Shaw (Test)
Brief description of my contribution:
(CAT- Classroom assessment testing)
CAT quiz (campfire notebook)
2-3 questions 5-10 minutes.
Used 1-2 times per week. Quick to mark.
Mary Lou Comeau (Test preparation strategy)
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Use of tape recorder.
Brief description of your contribution:
Record notes daily – listen to notes, add new notes (auditory learner), listen to notes and follow along (visual/auditory learner)
This allows for student to retrieve info from long term memory.
Hal Dallon (Test)
Brief description of my contribution:
1.Build links by reviewing previous days information with new learning (cause and effect).
2. Review material using group games so that they are not alone and have feedback.
1. Give several types of questions that address same material on latest and may trigger related knowledge. E.g. Multiple choice can help short answer, fill in the blank, matching and all of these can provide enough facts/clues to write an essay from.
Marie-Eve Theriault (Test)
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Quiz factorisation
Brief description of my contribution:
Easy question – 1 mark
Medium question – 2 marks
Hard question – 4 marks
Students choose their questions for a total of 20. The harder the questions are, the less they have to do.
Nancy Morrison (Other)
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Peer evaluation.
Brief description of my contribution:
Use a checklist (of a breakdown of skills) for students to evaluate others.
Mary Clarke (Other)
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Zero
Brief description of my contribution:
Make a deck of cards, -10,10,-9,9,……0. Two of each number. Break into groups of 3 or 4. Hand out 3 cards. The goal is to get 0. Only 3 cards in the hand at a time, they discard and draw another card.
It gives practice with integers.
John Doiron (Other)
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Practice work sheets for Math topics.
Brief description of my contribution:
Practice sheets with formulas or examples in math for the following topics:
1.Consumer literacy-Simple interest, term deposits, credit cards, income, budgeting, account balancing, instalment payments, lease and purchasing, compound interest, taxes, review exam.
2. STATS- Organize data, collecting data, displaying data, measures of central tendency, deviations, normal distribution.
3. Numeracy Whole #’s, decimals, integers, fractions, percentages
4. Geometry- Perimeter/Area/volume, angle/triangle properties, parallel/transversal lines
5. Conversions-Meters/litres/grams, density, speed
Paul Dunnett (Test, test preparation strategy)
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Concept Maps
Brief description of my contribution:
Building concept maps to slow connection for review planning and assessment.
Neil Christianson (Test preparation strategy)
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Study with song.
Brief description of my contribution:
Have students create songs using information they are being tested upon. e.g. organelles of cell and functions.
Some songs worked better than others, rhyme, etc. As a group, we picked the more appealing of the songs and put it to music.
Jane Reinhart (Presentation)
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Combine presentation with multiple intelligence.
Brief description of my contribution:
Activity worth sharing:
Teach a concept
Ask a student to do a presentation on the concept in class, use one of the 9 multiple intelligences.
Steps:
1. Choose a topic that you want researched and presented.
2. Have 9 envelopes read containing how to use the intelligence of choice. I.e. spatial or musical
3. Give student a period to work on the assignment in a group of 3 or 4.
4. Next day, have assignment presented demonstrating the intelligence.
5. Follow up by asking questions and getting feedback from students.
Activity Worth Sharing:
The presented poster-
1. Present your poster
2. Students write one or 2 key points on slip of paper.
3. Pass in.
4. Test knowledge next day of recall and understanding using students points.
5. Keep score, give prize!
Peter Atkinson (Test preparation)
Give your contribution a name:
Do well because you want to.
Brief description of my contribution:
- Date of test (week in advance)
- Review sheet with answer key
- Outline of test
- Review days
- Appointment for more review
- Phone calls home
John Howe (Other)
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Quick assessment of knowledge learned.
Brief description of my contribution:
Each student in class is asked to name something learned about topic covered. Using alphabetical order each student gives oral answers in round robin fashion. Each answer must begin with letter called for. I.e. teacher says “A”, a student would answer “always begin a sentence with a capital letter” if concept is writing a proper sentence. With this method, teacher can quickly check if students have learned concept. If students can’t think of an answer corresponding with a letter, that letter can be skipped.
Jane Lind (Project)
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Creative Collage.
Brief description of my contribution:
Collage Book Report
1.Student reads book at their level
2.Do a collage of book by;
a) cut out bristol board in some shape that would be symbolic in book, I.e. “Little house on the prairie”, cut out house.
b)cut out pictures from magazines to represent characters, setting, conflicts, personality traits; events, crisis, resolutions. Cover as much of board as they can, colourful, creative, etc.!
c) Present it orally with an outline attached to back of board as a “cue” sheet.
Can apply this to other subjects: i.e. social studies, collage of culture carriers.
Lawrence Welling (Assignment)
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Discovery learning.
Brief description of my contribution:
1. Decide on an outcome.
2. To begin, give minimal instructions on an activity.
3. Add more instructions as students need them in order to keep them on track and on task.
4. Eventually, the students will discover, for themselves what the outcome (learning experience) was.
Elaine Campbell-Bentley (study technique)
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“Phabulous Picture webs”
Brief description of my contribution:
For these students who are unable to memorize large amounts of written information webbing can be wonderful. The teacher can model, on the board or a poster, how they can visually represent their notes with pictures. For those students who are visual learners, this method can be beneficial. In order to interpret the web the student will need to explain the relevance of the pictures and why they were chosen. Think of it as a visual outline!
· webs are very individual and even though I don’t find them personally useful ( as an auditory learner)
I have seen students use them very effectively.
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Elicitation Questions for The Nature of Light
Brief description of my contribution:
Elicitation Questions for The Nature of Light
1. a) What are the primary colors used by painters?
b) What about those used by lighting designers?
2. a) Can you name the colors of the rainbow?
b) Which color is closest to the ground?
3. a) Do you know how to predict what color results from mixing paints together?
b) What about with lights?
4. Can you explain the colors seen when looking through a piece of stained glass?
The Contextual Problem
When our grandparents need attention, it is a major source of comfort to find caregivers and institutions who have their best interests at heart. The physical setting of a senior’s life is as important to them as their emotional environment. And, color is an important element in the emotional setting.
The Situation: You are a consultant hired by the director of a senior’s complex undergoing refurbishment. Your particular task is to determine if a standard institutional color scheme suggested by an interior decorating company that is suitable to meet the emotional needs of seniors. This unit on color will give you the background to help you with your response. Realize that you must be familiar with many aspects of color. Be prepared to answer the knowledgeable interior decorators who may question both your own theoretical understanding and your suggestions. They might favor their scheme and be reluctant to incur the higher costs of customized work. Only a through grasp of color will give you the credibility needed to answer the decorators and the complex’s director.
Questions:
1. Generally, seniors do not prefer dim lighting levels for dining. If a pleasant illumination is 90 lux, a
lamp of what intensity is required in a ceiling fixture 1.2 m above the table?
2. Reading is a common form of enjoyment for seniors. A reading chair is located between two table
lamps. The left-hand lamp, 0.4 m from the chair, has a luminous intensity of 100 cd. To provide the
same illumination, how far from the chair should the right hand, 145 cd lamp be placed?
3. Bright colors often have a positive effect on one’s spirit. But, sometimes certain combinations of light
and surface have unexpected results. What colors reflect from the following fabrics when illuminated
by the following lights? Fill in the chart.
Incident light Fabric color Reflected color
yellow green
red yellow
green blue
4. The temperature inside the seniors solarium is too high and someone suggests large sheets of green or
yellow colored plastic be placed on the glass. If seniors skin health requires red and blue energies from
the sun, are these filter colors suitable?
5. To set the mood at a party, colored floodlights are directed against the sheers in front of a picture
window. What happens when the following lights mix?
a) red + green b) magenta + green c) green + blue
6. During art class, the instructor suggests decorating a hallway with a mural. What happens when the
following paints are mixed?
a) red + cyan b) magenta + green c) yellow + cyan