Welcome to JuniorIntermediate Methods: Lecture

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Welcome to Junior/Intermediate Methods Lecture
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• Please sign the attendance sheet
• Please wear your name tag
• You need your laptops for this lecture
• Please sit in groups of four
• Please pick up class handouts

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George Clooney
Jean Van Damme
Eminem
Keanu Reeves
1 2
3 4
Guess the Male Celebrity!
Leonardo Di Caprio
Marilyn Manson
Patrick Swayze
Kurt Cobain
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7 8
Robert De Niro
Tom Cruise
Ricky Martin
Tom Hanks
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11 12
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Last Lecture Food for Thought!
Intelligence is the ability to avoid doing
work, yet getting the work done.
Linus Benedict Torvalds Born 1969 -- Founder of
Linux Operating System
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New ContentMultiple Intelligences Self-Test

• Please take 5-minutes to complete the self-test
• Instructions
• (1) Place a check mark (a positive response)
  beside each question that you would answer Yes
  to. Yes doesnt always mean Yes, but it
  should usually mean Yes.
• (2) Please just go with your first impulse (dont
  think too hard)
• (3) After you finish each category, enter the
  total number of check marks (positive responses)
• (4) Determine the category that had the most
  check marks (positive responses) and write your
  name on the corresponding paper at the front of
  the class
•  

REVIEW
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Howard Gardners Theory of Multiple
IntelligencesSome ideas in this presentation are
adapted from Douglas Gosse Olive Ridler, 2006
Methods Faculty of Education, Nipissing
University
REVIEW
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What is Intelligence?

• Intelligence comes from the Latin verb
  "intellegere", which means "to understand". By
  this rationale, intelligence (as understanding)
  is arguably different from being "smart" (able to
  adapt to one's environment), or being "clever"
  (able to creatively adapt).
• Intelligence (also called intellect) is an
  umbrella term used to describe a property of the
  mind that encompasses many related abilities,
  such as the capacities to reason, to plan, to
  solve problems, to think abstractly, to
  comprehend ideas, to use language, and to learn.
• There are several ways to define intelligence. In
  some cases, intelligence may include traits such
  as creativity, personality, character, knowledge,
  or wisdom. However, most psychologists prefer not
  to include these traits in the definition of
  intelligence.
• Theories of intelligence can be divided into
  those based on a unilinear construct of general
  intelligence and those based on multiple
  intelligences.

REVIEW
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Unilinear construction Vs. Multiple intelligences
Unilinear Construction
Multiple Intelligences
Alfred Binet and the French school of
intelligence believed that intelligence quotient
(IQ) was an average of numerous dissimilar
abilities, rather than a real thing with specific
identifiable properties.
Developed by Howard Gardner (known as MI Theory),
is the premise that human beings have
intelligences in 8 distinct areas.
REVIEW
Howard Gardner
Alfred Binet
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8 Forms of Intelligenceby Dr. Howard Gardner

• Linguistic
• Logical/Mathematical
• Spatial
• Bodily/Kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalistic

REVIEW
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Film ClipMassachusetts School of Law

• Anti-Gardner vs. Pro-Gardner

REVIEW
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Class Activity

• In your current groups, complete the class
  activity on multiple intelligences (please refer
  to class handout)

Your Quick Flip Chart will help you with this
activity!
REVIEW
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Film Clip (Time Permitting) Gardners MI Theory
Applied to the Film School of Rock (Starring
Jack Black)
REVIEW
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Assessment vs. Evaluation 14 Assessment
Strategies from OCUP Reminder Lecture 4 JI
Methods Assessment and Evaluation Through 7
Categorical Dimensions
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Assessment vs. Evaluation 14 Assessment
Strategies from OCUP
Reminder Lecture 4 JI Methods Assessment and
Evaluation Summary
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• In OCUP
• Step 1 Click on library
• Step 2 Click on Browse Teacher Companions
• Step 3 Click on Assessment Strategies
• Step 4 Click on the Assessment Strategies box

• Classroom Presentation
• Conference
• Essay
• Exhibition/Demonstration
• Interview
• Learning Log
• Observation
• Performance Task
• Portfolio
• Question and Answer (Oral)
• Quiz, Test, Examination
• Response Journal
• Select Response
• Self-Assessment

14 Assessment Strategies from OCUP
Download the Assessment Companion file in PDF
from OCUP
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Classroom Presentation The classroom presentation
is an assessment that requires students to
verbalize their knowledge, select and present
samples of finished work, and organize their
thoughts in order to present a summary of
learning about a topic.
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Conference (Mini-Individualized Lessons/extra
help) The conference is a formal or an informal
meeting between the teacher and a student and/or
parent for a variety of educational purposes.
After School
During Recess
Student Withdrawal
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• Essay
• The essay is a writing sample used to assess
  student understanding and/or ability to analyze
  and synthesize information.
• An essay is a pencil and paper assessment in
  which a student constructs a response, with
  supporting details or arguments, to a question,
  topic, or brief statement.

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Exhibition/Demonstration The exhibition/demonstrat
ion is a performance in which a student explains
and applies a process, procedure, etc., in
concrete ways to show individual achievement of
specific skills and knowledge.
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• Interview
• The interview is a face-to-face conversation in
  which all parties (teacher, student, and parent)
  use inquiry to share/clarify their knowledge and
  understanding about an issue, topic, or problem
  of mutual interest.
• This is mostly for diagnostic purposes, and not
  reporting purposes (often associated with
  parent/teacher interviews)

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• Learning Log
• The learning log is an ongoing, visible record
  made by a student of what he or she does or
  thinks while working on a particular task or
  assignment.
• Learning logs show student progress and growth
  over time, and provide the student with the
  opportunities to gather and interpret
  information, to ask questions, and make
  connections.

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• Observation
• Observation is a process of systematically
  viewing and recording student behaviour for the
  purpose of making programming decisions.
• Observation can take place anytime or in any
  setting, to assist the teacher in making the
  decisions required for effective teaching.
• See Figure 11.2 (page 172) of course textbook for
  sample observation Observation Record Sheet

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Performance Task The performance task is an
assessment strategy in which students create,
produce, perform, or present, in ways that engage
real world, meaningful, and substantive issues
or problems, in order to demonstrate a skill or
proficiency.
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• Portfolio
• The portfolio is a purposeful collection of
  samples of a students work that is selective,
  reflective, and collaborative.
• The portfolio is a visual demonstration of the
  range, depth, and progress of a students
  achievement, capabilities, strengths, weaknesses,
  knowledge, and skills over time and across a
  variety of contexts.

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• Question and Answer (Oral)
• Question and answer is a strategy whereby the
  teacher poses a question and the student answers
  it by speaking rather than by writing.
• Question and answer helps to determine whether
  students understand what is being or has been
  presented, or to extend thinking, generate ideas,
  or solve problems.

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• Quiz, Test, Examination
• The quiz, test, or examination is an assessment
  strategy that requires students to respond to
  prompts in order to demonstrate their knowledge
  (orally or in writing) or their skills (e.g.,
  through performance).
• Quizzes are usually short, examinations usually
  longer.

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Response Journal The response journal is a
students personal record of frequently written
reflective responses to material he or she is
reading, viewing, listening to, or discussing.
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• Select Response
• (Multiple Choice or True and False)
• The select response is a pencil-and-paper
  assessment found in quizzes, tests, and
  examinations, in which the student is to identify
  the one correct answer.
• The select response is a commonly used formal
  procedure for gathering objective evidence about
  student learning, specifically in memory, recall,
  and comprehension.

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• Self-Assessment
• Self-assessment is the process by which the
  student gathers information about and reflects on
  his or her own learning.
• Self-assessment is the students own assessment
  of personal progress in knowledge, skills,
  processes, or attitudes.
• Self-assessment leads a student to a greater
  awareness and understanding of himself or herself
  as a learner.
• See Figure 11.8 (page 178) of course textbook for
  sample self-assessment Self and Peer Assessment

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• 4 Recording Devices from OCUP (Evaluation)

Step 1 Click on Done Step 2 Click on Teacher
Companions Step 3 Click on Assessment
Strategies Step 4 Click on Recording Devices

• Anecdotal Notes
• (2) Checklist
• (3) Rating Scale
• (4) Rubric

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• Anecdotal Notes
• The anecdotal record is a short narrative
  describing both a student behaviour and the
  context in which the behaviour occurred.
• An anecdotal record should objectively report
  specific and observed behaviours and may describe
  student performance in detail in writing.
• An anecdotal record provides rich portraits of an
  individual students achievement and includes
  observations that have special significance and
  cannot be obtained from other classroom
  assessment strategies.

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• (2) Checklist
• The checklist is a list of actions, descriptions,
  skills, concepts, behaviours, processes, and/or
  attitudes that a rater (teacher) checks off as he
  or she observes them.
• A checklist includes a written list of
  performance criteria that are used to assess
  student performance through observation, or to
  assess written work or other product forms such
  as oral presentations, art and media works, and
  models.
• A checklist is a diagnostic, reusable tool that
  can be helpful in charting student progress.
• See Figure 11.7 (page 177) in course textbook for
  sample checklist Observing Student Writing

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• (3) Rating Scale
• The rating scale is a simple tool for assessing
  the extent to which specific facts, skills,
  attitudes, and/or behaviours are observed in a
  students work or performance.
• A rating scale assesses performance on a
  several-point range from low to high, from as few
  as 3 points to as many as 10 points.
• A rating scale is based on a set of criteria that
  allows the teacher to judge the quality of a
  performance, product, attitude, and/or behaviour
  along a continuum.

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• (4) Rubric
• The term rubric refers to a scoring scale that
  consists of a set of achievement criteria and
  descriptions of the levels of achievement for a
  particular task.
• The scale is used to assess students work this
  assessment is intended to help students improve
  their performance level.
• The rubric identifies key criteria by which
  students work is to be assessed, and it provides
  descriptions that indicate the degree to which
  the key criteria have been met.
• The teacher uses the descriptions of the
  different levels of achievement given in the
  rubric to assess student achievement on a
  particular task.
• The rubric for a specific performance task is
  intended to provide teachers and students with an
  overview of the expected final product with
  regard to the knowledge and skills being assessed
  as a whole.

See Figure 11.9 (page 180) of course textbook
for sample rubric Rubric for a Party
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Rubric for Playing the Recorder (Beginning
Level) Regina Public School http//web.rbe.sk.ca
/assessment/Rubrics/

• OCUPs Rubric Generator is sub-par much better
  ready-made rubrics and rubric generators on the
  internet!

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Hundreds of Rubrics on the Internet! N.B. Other
Canadian provinces and American-based web sites
can still be used, as many of the expectations
are the same, or can readily be changed/adapted
to reflect Ontario curriculum (1) Regina Public
Schools http//web.rbe.sk.ca/assessment/Rubrics/ (
2) Teacher Created Rubrics for Assessment
http//www.uwstout.edu/soe/profdev/rubrics.shtml
(3) Rubric Machine http//landmark-project.com/r
ubric_builder/ (4) Introduction to Performance
Assessment Scoring Rubrics http//intranet.cps.k1
2.il.us/Assessments/Ideas_and_Rubrics/ideas_and_ru
brics.html (5) Rubrics 4 Teachers
http//www.rubrics4teachers.com/archive.php (6)
Rubrics and Evaluation Resources
http//www.ncsu.edu/midlink/ho.html (7)
Exploring Rubrics http//www.okaloosa.k12.fl.us/t
echnology/training/tools/rubrics.htm (8)
Assessment Generators http//www.thecanadianteach
er.com/tools/ (9) Assessment and Rubric
Information http//school.discovery.com/schrockgu
ide/assess.html (10) Assessing Information
Problem-Solving Skills http//www.fno.org/oakharb
or.html (11) Online Rubrics Makers Generators
http//teachers.teach-nology.com/web_tools/rubric
s/ (12) RubiStar http//rubistar.4teachers.org/

A dozen rubric web sites to get you started!
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Class Activity
In your current groups of four, please solve the
following word puzzles (1) Cryptogram (Rating
Scales) (2) Fallen Phrase (Part of a Recording
Device) (3) Word Scramble Double Puzzle (14
Assessment Strategies from OCUP) (4) Maze (Find
Your Way To Rubric City)
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Cryptogram on Rating Scales
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Fallen Phrase Clue Part of a Recording Device
A
C
W
L
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Word Scramble Double Puzzle 14 Assessment
Strategies from OCUP (1) Unscramble each
word/phrase (2) Place the letter from the
numbered boxes into the mystery phrase boxes
Mystery Phrase
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Find Your Way to Rubric City!
Start
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Lecture Summary

• 14 Assessment Strategies from OCUP
• Classroom Presentation
• Conference
• Essay
• Exhibition/Demonstration
• Interview
• Learning Log
• Observation
• Performance Task
• Portfolio
• Question and Answer (Oral)
• Quiz, Test, Examination
• Response Journal
• Select Response
• Self-Assessment

• 4 Recording Devices from OCUP
• Anecdotal Notes
• (2) Checklist
• (3) Rating Scale
• (4) Rubric

Class Activity (Word Puzzles) Puzzlemaker Free
Online Software http//puzzlemaker.discoveryeducat
ion.com/
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Food for Thought!
The Cycle of the Five Ds Rules Every Teach
Should Live By! When you can . . . DO When you
cant do . . . DELEGATE When you cant delegate .
. . DELAY When you cant delay . . . DELETE When
you cant delete . . . DO
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Happy Holidays! See you in 2009! Take a
well-deserved break and see you in the new
year! Be safe, be smart, and most of all be
happy!