Give students objectives
Activate prior knowledge
Enhance retention and transfer
Fisher and Frey
My adaption of Fisher and Fry's model
Exams, essays, etc.
Provide feedback of strengths/weaknesses
Rubber band assignment, So many details! Lesson needs detail and specification, Sequence can be important
Teaching is complex!, Establish objectives and assessment measurements
Analyze and address root problems
Cost- and effort-efficiency
Focus on outcome, not behavior
Macro trends, New technologies, "Constant change is here to stay", Cost is decreasing workforce, Shift from skill- to knowledge-capital, Diversity, globalization
Micro trends, Demand for speed and skill in I.D., Focus on how people learn, Accountability of I.D.ers
Comprehensive - big picture
Situation specific - frequent issues
Assessment v. analysis
Assessment plans, Why is this assessment being conducted?, Where should the assessment start?, Who is the audience?, What are the objectives?, How will you collect data?
Poor transitions = significant loss of time
Set norms at beginning of year/unit
If you don't give them a reason to care, they just might not.
Make objectives and application explicit
Determine objectives/goals and transfer tasks
Plan lesson based on objectives/standards
Goal - objectives
Role - how will students be involved?
Audience - for whom are the students doing this task?
Situation - settings, supplies, tech, etc.
Performance - how well are the students expected to perform?
Task analysis, What is the required task?, Necessary prerequirements, What kind of learning is expected
Content analysis, What is being used to accomplish the task?, Is this tool appropriate for the task?
Performance analysis, Are students achieving the goal?, Is there an achievement gap?
ABCD model, Audience - who are your students?, Behavior - what will they do? (descriptive verb), Wheel for descriptive verbs, Condition - given what?, Tools, equipment, setting, assistance, Degree - how well will the audience be able to perform the task? What degree of accuracy?
Terminal objectives, Goal for end results
Perception, symbols, concepts
Don't just lecture!
Don't make every assessment the same way - test them with something besides just paper and pencil
Vary demands for tasks, not for reaching objective
Autonomy for students - give them choice
These are what should be varied
Differentiation is NOT giving smart kids busy-work
Differentiation is specifically for students with learning differences. UDL is for them, but also for all students
Different levels, Let them choose their own levels as long as they are appropriate and learning the content
Give students a choice of what to work on, Choose out of several options, Some necessary assignments, some choice assignments