Inspiring science backgroup theory

transcript

Assessment,practical work and reflection

Introduction to Inspiring Science

Evaluation & Assessment

• Evaluation

Project Evaluation) Curriculum Evaluation)

• Assessment

• Summative assessment

• Formative assessment

• Sustainable assessment

• Evaluate

Net GAT PAT

Performance Task)

Project)

Performance) Product)

: GRASPS•G = Goal

•R = Role

•A = Audience

•S = Situation

•P = Product/Performance

Performance

Internet(WEB QUEST)

Webquest

web site

Process)

• web site

web site

• site

Performance Task)

• Performance) Product)

rubric):

•••

“Enduring understanding”

Enduring Understanding)

Enduring

Understanding•

“What student should know and be able to do.”

(Marzano, 1998)

1.1 .1/1

1.1 .1/2

1.1 .1/3 8.1 .1/4

••

You Are What You Eat :

Product)

Performance)

Performance Task)

Assessment Evidence

Learning Activities

Performance Task(s): Other Evidence:

Assessment,practical work and reflectionAssymulation

(Explorati

on:E2)

(Engageme

nt:E1)

(Elaborati

on:E4)

(Evaluation

(Explanation:

Engagement:E

PEOED2)

PEOED2

• Predict

• Explain

• Observe

• Explain

• Describe the

Differences

Exploration:E2)

(Explanation:E3)

(Elaboration:E4)

• Formative assessment 5 E

• Summative assessment

(Evaluation :

What is Active Learning?

• Active learning

– Activities that engage students in doing something besides listening to a

lecture and taking notes to help them learn and apply course material

– Students may be talking or listening to one another, writing, reading, or

reflecting individually

• Collaborative learning

– Subset of active learning

– Engage students in interacting with one another

• Cooperative learning

– Subset of collaborative learning involving students interacting with one

another under certain conditions (more structured activities)

NETI, 1998

Assessment, practical work and

reflection

Collecting and Sorting Information

• library searches to find out specific information for

project work can be made more active if the information

is classified or sorted in some way

• pre-selected passages of text can be used to limit the

degree of initial research necessary

• cloze is a predicting exercise

• words are deleted from a text at certain intervals

• students are asked to reconstruct the text by predicting

the missing words

Digestion is the process by which ________,

consisting of large molecules, is broken

into compounds having ______ molecules.

Matching

• Encourage students for searching the data by

matching two corresponded term,picture with key

word or sentences,key word with their definiton.

Matching

Beaker

Condenser

Glass funnel

Petri dish

Who discovered planet atomic theory Bohr

Labelling

• the labelling of diagrams or completion of flow charts can

be used to encourage active reading for information

• to begin, labels can be supplied for cutting out and

sticking on to prepared diagrams

• students can progress from this to examining text to find

appropriate labels for diagrams.

• the next stage most appropriate for upper secondary

students should be the annotation of diagrams in

addition to labelling

Labelling

Tabulating

Sequencing

• a powerful technique

• the text is physically divided up and then shuffled

• students rearrange the pieces of text into the correct order

• can also be done with the aid of diagrams

• can also be useful for developing planning skills for practicals

• e.g. practical instructions can be muddled and given to a student, who must then put them into order. This can be made more difficult by omitting some instructions

Sequencing

An analogy shows similarity between

things that might seem different.

Analogy is often used to help provide

insight by comparing an unknown

subject to one that is more familiar. It

can also show a relationship between

pairs of things.

Analogies

Inspiring science backgroup theory

Education