CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).
CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).
CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).
1. Readings: Drake & Nelson, Chapter 6 “Creating Historical Understanding and Communication Through Performance Assessment”;
Zevin Chapter 8 "Evaluation in Social Studies
2. The first two types of assessments can be categorized as being Formal or Informal. Formal assessments are the standardized ones. State Standards tests, SAT, GRE, ACT, MCAT, some district created assessments, some textbook generated tests, etc. Informal assessments are what teachers create and use mostly to determine levels of achievement for their students. Students, schools, teachers, districts, and states are often judged by the formal assessments. Meanwhile, student grades are determined by usually by informal assessments.
The typical Social Studies classroom: 1. Read the chapter. 2. Answer questions at the end of the chapter. 3. Review the chapter. 4. Test the chapter. - Repeat for next chapter. No wonder lots of students hate history. We are sickos, who loved the subject, and put up with the dull routine used in typical classrooms (This method is employed by many other subjects. MATH especially, science has the virtue that it also has labs to break it up.) So how do we break up this monotony? Answer: through various assessments. Really? Assessments? A test? That's the problem. Assessments should not be all about testing at the end of the chapter. Consider these:
Watch this video: Preformative Assessment (Use link if embedded video fails.)
Watch the Formative & Summative Assessments Video Link to Video in case you have problems viewing.
3. Using Rubric Assessments (College of Education at the University of Saskatchewan)
4. How to create a Rubric (Worcester University)
50 Formative Assessment Strategies - ready to use
3. IN LMU Lesson Plan Format - Lesson Plan #3: Create a lesson for your Unit Plan which includes preformative, formative, and summative assessments as well as informal and non-formal assessments - obviously they can be in combinations for example the preformative might be also informal. - DUE Week 7
4. You will be expected to use a rubric in your Unit Plan.
5. Due Lesson Plan #2 "Thematic Approach" - Using the LMU Lesson Plan format, create a lesson using a thematic approach rather than a chronological approach. Below you see the Rubric for your lesson plan. After you post your LMU Lesson Plan, do a self-evaluation of your Lesson Plan. I will also be providing feedback on your lesson plan via email.
Week 7 - LMU Lesson Plan #3 Create a lesson for your Unit Plan which includes preformative, formative, and summative assessments as well as informal and non-formal assessments - obviously they can be in combinations for example the preformative might be also informal.