This week, we are examining the relationship between the learning theories and forms of assessment. Notice that this prompt is somewhat similar to your teaching statement as well as your upcoming theories of learning paper. The point of the blog post is to see if you have developed a deeper understanding of not only the theories but also how it relates to practice. By now, you should be able to articulate these ideas without referring to your notes! Think about your teaching statement and reflect on what kind of teacher you would like to be. Include the following in your blog post.
- Choose a learning theory that you think best represents YOU and explain why.
- Describe what learning looks like according to this theory (2-3 sentences).
- How would you support learning according to this theory? Specify the activity and relate it to ONE other concept that we have learned: equity, higher order thinking, or motivation.
- How would you assess learning within this theory? (e.g. formal/informal, summative/formative) Make sure that you relate the assessment to your activity. Also include your scoring criteria.
- What unanswered questions on the topics (motivation, equity, assessment) do you have?
- How have you tried to resolve this problem?
- If you have not resolved it, why have you not done so or why was your attempt unsuccessful?
Week 12: Assessment prompt
This week, we will be focusing on the nuts and bolts of assessments - that is, do we know what goes into a good assessment and the purposes of assessment? Next week, we will be focused on the broader impact of assessments and the types of assessments and their relationship to theories of learning as well as motivation, higher order thinking and equity.
Group 2 is posting on the blog this week. This includes Mr. Duffey, Ms. Highbaugh, Ms. Lake, Ms. Leslie, Ms. Reeves, Ms. Shrewsbury, Ms. Van Nostrand and Ms. Winslow.
As teachers, you should be able to not only evaluate but know how to construct effective assessments. You should be familiar with the Indiana Department of Education assessment site. Pay attention to the 2012-2013 Indiana Assessment Program Manual section of the page AND Indiana's assessments.
- Based on this list, I have selected the I-STEP+. Follow the link to find out more about this assessment and understand what it is used for. Then, do the following:
- On the I-STEP+ page, your first step should be to examine the blueprint based on the grade that you are interested in teaching. If you intend to teach the early grades, choose 3rd grade. Know that teachers are having to prepare children earlier for assessments! The blueprints provide some standards that you need to be familiar with as you begin your career in teaching.
- Then, look at the item samplers on the same page. Your post MUST include the following:
- Specify your topic and the item sampler that you have chosen, providing a link if possible.
- Based on the blueprint of your topic, what would be the purpose of the exam that you will create? What information does this form of assessment provide the instructor?
- Examine the item samplers, are the questions fair and reliable? Why or why not?
- Based on the item samplers, how would these types of questions impact student performance?
- How else would statewide and national examinations impact students? Choose one of the following to discuss in your post - motivation, equity, higher order thinking.
- What unanswered questions on the topics (motivation, equity, assessment) do you have?
- How have you tried to resolve this problem?
- If you have not resolved it, why have you not done so or why was your attempt unsuccessful?
Extra credit option for critiques/comments: Read what your peers have posted on unanswered questions - respond to that post answering their question and offer solutions to resolve their problem!
Week 11: Equity
There are two major points of discussion for your blog this week. Please address both questions in your prompt.
- Choose one equity issue you’ve noticed in your field experience classroom—it can be an issue related to class, race, gender/sexuality, or ability level, or it can be an equity issue we have not covered in class. Describe an incident that made you realize that this was an issue in your classroom, and connect it to one of the broad concepts below
- Theories of learning
- Why, from the perspective of learning theory, is it important to consider the cultural or individual experiences of learners who make up the group of focus?
- What differences in brain development are relevant, and why do these differences impact learning?
- Metacognition/Critical thinking
- How does equity relate to specific metacognitive and/or critical thinking skills?
- Motivation
- How can issues of equity impact motivation?
- Using what you have read from Delpit (1988) and Gay (2002), discuss how you will address the problems associated with equity.
- What are some solutions that Delpit proposes?
- How does Gay suggest that we design culturally relevant curricula?
Week 10: Motivation prompts
Choose one of the following prompts for your blog post this week.
- Summarize one of the theories of motivation that we have covered and post them on the blog,
- Behavioral theory of motivation (Rewards/ reinforcers)
- Cognitive theory of motivation (Goal theory & expectancy-value)
- Self theory of motivation (Self-efficacy)
- Your summary MUST include the following.
- Concept: A one sentence generalized statement on the concept
- Support: An accurate fact-packed paragraph validating the concept or how it works (4 sentence minimum). Relate a learning theory that you think is most relevant to this concept.
- Application: How you will design an activity based on the idea/concept in the classroom. Note the age range that you are interested or kinds of student that you will work with. Remember, motivation applies to ALL students, regardless of abilities.
OR
Choose one of the following case studies:
Elementary School
Middle School
Choose one of the following case studies:
Elementary School
- Several of the students in your second grade class groan when it’s time for spelling. They dislike completing worksheets and find dictation exercises monotonous. Consequently, many of them do poorly on their weekly spelling quizzes and don’t seem to care.
Middle School
- Your middle school pre-Algebra students seem unmotivated. Some of your students are not doing their homework assignments, and many appear disinterested during class
- Students in your high school history class think history is boring. They don’t seem to pay attention in class and don’t put much effort into studying for their tests.
Based on the case studies, address the following questions:
- Using what you know about the motivation of students at this developmental level, what changes would you make to your lessons, teaching methods, and assignments to intrinsically motivate your students?
- How could you convey to your students that you value the process of learning rather than the product?
- Think of some ways to intrinsically motivate them using expectancy-value OR goal theory. Be sure to state how your approach would be supported by the theory and research discussed in the module. That is, what are their initial expectancies and values or current goal-orientation, and how do you change them?
- Based on your case study, which learning theory will be most relevant in helping you think about motivation. Why?
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