EDU 645 Experience Tradition/newtonhelp.com

1
EDU 645 (Ash) Experience Tradition/newtonhelp.com
2
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
•  
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers for each
  Assignment (not for DQs)
• EDU 645 Week 1 Discussion 1 Formative Assessments
  
• EDU 645 Week 1 Discussion 2 Standards and
  Objectives
• EDU 645 Week 2 Discussion 1 Gradual Release of
  Responsibility

3
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 1 Discussion 1 Formative Assessments
  
• Formative Assessments
• According to Chapter 1 of the required text,
  Formative assessment is assessment FOR learning.
  Summative assessment is assessment OF learning.
  Formative assessments occur during the lesson as
  opposed to the end of a unit of instruction and
  should be the primary focus of assessment in
  schools. Additionally, formative assessments
  allow the teacher to support learning by
  generating feedback to students to determine
  their current progress and where they are in
  relation to mastering the objective and/or
  standard.

4
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 1 Discussion 2 Standards and
  Objectives
• Standards and Objectives.
• a. Describe the purpose of a learning standard
  (referred to as a goal in Chapter 1) and the
  critical components of a learning objective.
• How would you differentiate between the two if
  attempting to explain it to somebody else?

5
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers
• Instructional Plan Design Analysis
• Three instructional plan templates constructed by
  a variety of leaders in education provide solid
  examples of what quality instructional plans
  should include. The work of Madeline Hunter dates
  the furthest back and is still used today,
  primarily in the elementary setting. Grant
  Wiggins and Jay McTighe provide a more modern
  approach to

6
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 2 Discussion 1 Gradual Release of
  Responsibility
• Gradual Release of Responsibility
• After viewing the videos Improving Practice with
  Sarah Brown Wessling and Embedded Formative
  Assessments, and after reading Releasing
  Responsibility by Fisher and Frey, discuss the
  following

7
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• Embedded Formative Assessment. Discuss the
  following
• What evidence did you see in the video New
  Teacher Survival Guide Planning linking the
  concept of
• beginning with the end in mind and formative
  assessment?
• What did the instructional coach/department
  chair say is the question you

8
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers
• 21st Century Instructional Plan Plan Design
  Description
• Part 1 Instructional Plan Design
• Synthesize what you have learned thus far by
  developing an instructional plan utilizing one of
  the templates provided in Week Two. Be sure to
  consult the Instructor Guidance for added support
  in creating a high quality

9
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 3 Discussion 1 Integrating
  Technology
• Integrating Technology
• Discuss the following
• What evidence did you see and hear by watching
  Mr. Pronovost Differentiating Instruction Through
  Interactive Games that supports what has been
  learned thus far regarding setting
  communicating learning objectives, using

10
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• Rigor, Thinking, and Technology. According to the
  vision statement of the Partnership for 21st
  Century Skills, education systems should pursue
  measurement of student outcomes that are
• Performance-based
• Embedded in curriculum
• Based on a common evidentiary model of cognition
  and learning

11
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers
• EDU 645 Week 4 Assignment
• 21st Century Instructional Plan Student
  Population
• Part 1 Instructional Plan Design

12
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 4 Discussion 1 Special Populations
• Special Populations
• As we discuss special populations this week, we
  are going to approach it through the lens of
  being a Student Teacher in a Special education
  classroom. Also, we will explore other resources
  to assist in better understanding Special
  populations when developing curriculum
  assessments.
• Read the article When in Rome... Influences on
  Special Education Student-Teachers' Te

13
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers
• EDU 645 Week 4 Journal
• Rubric Analysis
• Using two different sources, respond in writing
  (APA format) using the prompts below to guide
  your written

14
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers
• Performance Task Analysis- Summative Assessment
  Preparation. This weeks assignment is to bring
  us back to your own summative assignment for the
  course the design of a summative assessment. You
  will spend some time analyzing the Smarter
  Balanced Assessment Consortium website to inform
  your response. The following must be done before
  constructing your assignment

15
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 5 Discussion 1 Getting students to
  think about their thinking
• Getting students to think about their thinking.
• Part 1. Access TEDEd. Take some time to peruse
  through the menu of lessons and provide us with
  your impressions. The following serves to prompt
  your response as opposed to a required list
• o How do the lessons in TEDEd promote student
  engagement?

16
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• EDU 645 Week 6 Discussion 1 Using Student Data
  for Instructional Improvement
• Using Student Data for Instructional Improvement.
• Following your last lesson, you discover only 60
  of your students met the learning outcome. Not
  only did they demonstrate a lack of understanding
  through non-written, observable formative
  assessments, but the data from their assignment
  as scored through use of a rubric revealed the
  majority of the class did not meet the objective.

17
EDU 645 (Ash) Experience Tradition/newtonhelp.com

• For more course tutorials visit
• www.newtonhelp.com
•  
•  
• This Tutorial contains 2 Papers
• Curriculum based summative assessment design
• Part 1
• Pre- assessment description
• Before summative assessing of the learning on
  which the objective is to evaluate, what the
  students have learnt at the end of a unit is
  important to have a comprehensive description of
  pre assessment. Pre- assessment or formative
  assessment is part of institutionalprocess. When
  used in classwork activities, it provides the
  necessary information to regulate teaching
  techniques and learningprocess.These adjustments
  focus to ensure the level of learning standards
  target among thestudents is achieved
  .Pre-assessment enables the teachers to
  understand the students thinking and learning
  capacity on the learning process. Teache

18
EDU 645 (Ash) Experience Tradition/newtonhelp.com