Breadcrumbs (12 + 13)


Chapter 10 focuses on planning effective and relevant lessons through instructional objectives, prior knowledge, and other resources. Everyday I post my objectives with the aim so students are aware of what they should walk out of my class understanding. My exit tickets usually link back to the objective so I can check for understanding to inform my planning for the next day. Linking prior knowledge to new knowledge has proven to be very effective in my classes. With new topics, my Do Now questions ask students if they have heard a certain or similar words or topics-  when, where, and in what context. Many students enjoy linking their prior knowledge and personal stories, which allows the information to form a connection in their memory. When I refer back to certain topics, I make sure to revisit the prior knowledge or personal story that my student shared in order to strengthen that connection. Resources like technology and trips are essential for a full learning experience in high school. These resources can help to spark an interest alongside providing real-world experience. 


Chapters 12 and 13 discuss assessments. There are many types of assessment that a teacher can use in order to prove that a student has mastered the material. The most traditional is a summative assessment in the form of an exam. My administration strongly encourages teachers to give Regents based assessments. I usually give a mixture of Regents multiple choice and short answer questions on my quizzes and exams. Since my students have to take the Regents exam in June, I find that this format provides a reasonable gauge as to how they will do on the exam. Standardized tests strike fear into my students, so I believe practicing can help reduce the panic. Also by tackling Regents questions since September also helps certain students realize it is a manageable with the proper preparation.

Standardized tests have a reputation of undermining the process/experience of learning. Other plausible assessments are performance projects and portfolios. These options are ways for students to show their knowledge and mastery the subject without the stress and anxiety of a test. These tasks require more time, effort, and feedback from teachers and students, so they may not be as practical as a period long exam. I must implement more performance based assessments, but I am wary of assigning portfolio and performance tasks in place of exams since they are subject to manipulation and plagiarism outside of the classroom.

ED 631 - Educational Psychology- Spring 2018

ED 631 - Educational Psychology- Spring 2018

Here is our online home for ED 631 for Spring 2018.

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