Week 5 discussion 1 no excuses university assessment | EDU 650 Teaching, Learning & Leading in the 21st Century | Ashford University


  

Make no judgments where you enjoy no pardon.” – Anne McCaffrey

Initial post:  Address each of the forthcoming argument points using one of the forthcoming technology instruments to improve your written defense (Smore (Links to an manifest predicament.)Links to an manifest predicament.,Prezi (Links to an manifest predicament.)Links to an manifest predicament., PowToon (Links to an manifest predicament.)Links to an manifest predicament., Sliderocket (Links to an manifest predicament.)Links to an manifest predicament., Screencast O matic (Links to an manifest predicament.)Links to an manifest predicament., or other introduction software). You may deficiency to blameless your use of the corresponding digital instrument used during Week 4, or you rule try a incongruous digital instrument to extend your skills! Utilizing technology in this argument allure excite ad you for the Final Project in Week 6. If you do not enjoy straightforward classroom test, you may suit to these questions inveterate on your own sense of what occurs in your own children’s instruct, or a functional or tend situation you’ve held beyond of a instruct elucidation.

In Paragraph 8, Lopez sends a sharp message: “Assessment is not encircling you as a tutor; it is encircling your students” (p.97). He goes on to say that our deduce for assessing students should be rooted in our commitment to use the instruction serene in a way that helps us beget main victory for our students. 

  • Share your perspective      on Lopez’s allege and announcement over. Describe how your desireset has      changed or been validated.
  • Consider the 4 questions      Lopez lists subordinate “Defending our Impost Practices” (p.98). How rule      you use these questions in your running or anticipated custom? What      prize rule it add to your custom by custody these questions in desire?
  • In what ways enjoy you      succeeded/failed to compel students your participator in impost?

Required Resources

Text

Lopez, D. (2013). No excuses university: How six peculiar systems are revolutionizing our instructs (2nd ed.). Turnenvironing Schools Publications.

  • Chapter 8: Impost      (p. 94) 
    • This paragraph addresses       the “bureaucracy of impost” and how to best use the example team       to beget components of the impost scheme.
  • Chapter 9: Grounds      management (p. 108) 
    • This paragraph addresses       the significance of collecting grounds and utilizing it to compel grounds-driven       academic sentences. .  It addresses sharing, similarityibility and the       arrangement of grounds for academic victory.  

Newman, R. (2013). Teaching and acquirements in the 21st century: Connecting the dots (2nd ed.). Retrieved from https://content.ashford.edu/

  • Chapter 11: Impost for      Learning 
    • This paragraph introduces       the role of impost in the classroom and explores the estrangement       between impost of acquirements and impost for acquirements.
  • Chapter 12: Using Grounds      to Drive Instruction 
    • This paragraph discusses       data-driven sentence making, the components that compel the manner       successful and analyzes a medley of the grounds-driven models, including       how technology instruments can aid in predicting student execution and       making the achievement of the tutor easier.

Multimedia

Stenhousepublishers. (2010, November 30). Rick Wormeli: Formative and summative impost (Links to an manifest predicament.)Links to an manifest predicament. [Video refine]. Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4

  • In this video, Rick      Wormeli explains the purposes of formative and summative impost in the      instructional manner.

TED Talks. (2012, August). Daphne Koller: What we’re acquirements from online education (Links to an manifest predicament.)Links to an manifest predicament. [Video refine]. Retrieved from http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education.html

  • In this video, Daphne      Koller discusses the potentiality of providing unhindered, known similarity to acquirements      opportunities through MOOCs.

TEDxTalks. (2011, August 14). TEDxSoCal – Dr. Brian Stecher – Cultivating flourishing instructs (Links to an manifest predicament.)Links to an manifest predicament. [Video refine]. Retrieved from http://www.youtube.com/watch?v=HmYdW871pL4

Websites

Common Core State Standards Initiative (Links to an manifest predicament.)Links to an manifest predicament. (http://www.corestandards.org/)

  • Official Common Core      State Standards website.

Recommended Resources

Article

Marzano, R. J. & Pickering, D. J. (2007). The occurrence for and abutting homeachievement (Links to an manifest predicament.)Links to an manifest predicament.. Educational Leadership, 64(6), 74-79.  Retrieved from http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx

  • This period discusses      the upshot environing homeachievement and how it needs to be improved and add prize to      instruction. 

Stiggins, R., & Chappuis, J. (2006). What a estrangement a expression compels a expression compels: Impost for acquirements rather than impost of acquirements helps students abound (Links to an manifest predicament.)Links to an manifest predicament.. Journal of Staff Development, 27(1), 10-14.  Retrieved fro