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The Leaders of Their Own Learning Companion : New Tools and Tips for Tackling the Common Challenges of Student-Engaged Assessment.
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newark :
John Wiley & Sons, Incorporated,
2019.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title Page; Contents in Brief; Detailed Contents; Video Contents; About the Authors; About EL Education; Acknowledgments; Foreword; Introduction; 1 Learning Targets; Pre-Assessment: Track Your Progress: Chapter 1; Learning Target 1: I can craft high-quality learning targets.; Challenge #1: My students are working hard and generally doing what I've asked them to do, but they aren't always learning what they need to learn.; Challenge #2: I'm in a rut with my learning targets. I need help varying them more and making them more interesting for my students.
- Learning Target 2: I can use learning targets throughout a lesson to build students' understanding and ownership of their learning. Challenge #3: I feel okay about writing learning targets, but I'm in a rut about how to use them. I always introduce them and unpack them in the same way.; Challenge #4: I teach young children. Learning targets are really abstract for them. How can I help my students understand and own them?
- Challenge #5: I have a high percentage of English language learners in my class. I'm never sure how much the learning targets help them stay focused on their learning because of language barriers. Challenge #6: I'm good at introducing the learning targets for every lesson, but I'm not so sure what I should do after that. How do I return to them throughout the course of a lesson?; Challenge #7: I post my learning targets on the board or on chart paper, but as soon as students leave the room or move on to the next learning target, they forget what work relates to what learning target.
- Challenge #8: I know that learning targets for character are a good idea, but I don't take them as seriously as academic learning targets, and therefore, I don't take the time to really focus on them with my students. Learning Target 3: I can create sets of learning targets that ensure my students are aiming for grade-level standards.; Challenge #9: I'm struggling to translate standards into learning targets. I have so many standards to cover. Should there be a learning target for every standard? Is it a one-to-one relationship?
- Challenge #10: I'm pretty good at writing learning targets, but I struggle to choose or craft assessments that clearly demonstrate that my students have met a target (and are therefore on their way to meeting required standards). Lessons for Leaders: Chapter 1; Post-Assessment: Track Your Progress: Chapter 1; 2 Checking for Understanding during Daily Lessons; Pre-Assessment: Track Your Progress: Chapter 2; Learning Target 1: I can build a culture of trust, growth, and collaboration in my classroom so that students can honestly assess their progress.